Learning Together: Engaging Climate Scientists, K-12 teachers and Students in Climate Science through Arctic Plant Phenology

Learning is that moment when you feel a change in thinking come about. It is when what has just been placed before your eyes or what has long been in front of your eyes is seen in a new way. Learning sticks with us and changes us. We've been exploring an approach by which we learn together - climate scientists, K-12 teachers and our students. The APPLES program (Arctic Plant Phenology Learning through Engaged Science) began as the idea of an Arctic research scientist with a lot of data - 24 years of data on the timing of leaf emergence and flowering in the Greenlandic tundra. Though many papers have been published, the impact of long-term data sets can be greater if the experience of collecting the data, examining plants, and analyzing and discussing the data is shared by many. Heidi had read many of Eric's papers, but not until a day in the field with Eric could she truly understand his method for observing phenology - one she now also uses creating an opportunity for synthesis. Kristin realized that much of what she's long taught could be connected to the science of Arctic plant responses to climate change. Her students grew basil in warmed and un-warmed gardens in a crop production study, monitored a sugar maple tree's growth during the school year, and collected data on the responses of bulbs to warming. Cinda gained insight on climate science and methodologies that transferred to student research projects and class inquiry lessons in rural northwestern Pennsylvania. A school phenology trail was established for ongoing observation and data collection. The experience enhanced Cinda's curriculum and inspired authentic connections to relevant real-world issues. With the development of a thematic teaching approach, traditional activities became purposeful and relevant. Nell saw the APPLES program as an opportunity to weave her existing curriculum about climate change together with other lessons about plant anatomy and the impacts of climate on the adjacent sea. Her students gained understanding of the widespread changes underway due to climate change. Eric began to see his long-term study site in new ways as he listened to ideas shared by teachers seeing Greenland for the first time. The trifold collaboration among scientists, teachers, and students instilled a deeper understanding of the connectedness between science research and education.