The Nature of Science strand

Living World

Students discuss how scientists support “citizen scientists” to gather robust data.

On its website, the Monarch Butterfly New Zealand Trust gives instructions for people wanting to participate in research involving “butterfly transects”.

Adapting the resource

After the students have read the information on the website about butterfly transects, hold a class discussion that focuses on the likely quality of data collected.

First check that students have understood what butterfly transects are and what information can be gained from them. [Butterfly transects involve people regularly walking set routes and noting the butterflies they see. Data provided in this way over time provides information about changes in butterfly populations.]

Ask students:

• How reliable do you think data collected in this way is likely to be? [People might incorrectly identify butterflies, they might not accurately record what they see, they might get distracted and not notice many butterflies, they might not always go out at the same time or walk the same route, etc. However if a large number of people participate there will be a lot of data and this will make it more reliable.]
• What does the Trust do to try and make sure it gets “good” data? [It provides clear protocols to follow, e.g., it tells walkers to imagine a particular sized box around them when they walk and to only count butterflies in that area. Transects are only carried out on clear days in certain months.]
• If you were going to participate in the butterfly transects what would you do to ensure the data you provide are as good as they can be? [Learn to identify common butterflies correctly, get a good butterfly identification chart, know what species you are likely to see, record accurately and methodically, etc.]

Citizen science projects are becoming more common as the Internet enables rapid communication, easy gathering of data and automated storage of the data for subsequent analysis by scientists. With the help of many volunteers, scientists can gather data to answer questions that they would not previously have been able to address. However, citizen science projects rely on careful adherence to the research protocols by everyone who takes part: this activity could help build a sense of why that is important, as well as alerting students to the possibility of taking part in such projects.  Developing an appreciation of how evidence in science is generated supports students to become scientifically literate, i.e., to participate as critical, informed, and responsible citizens in a society in which science plays a significant role. (This is the purpose of science in NZC.)

Do you students realise that quality research is dependent on carefully collected data?

Do students recognise that large data sets are likely to be more reliable than small sets?

For suggestions about adapting tasks in ways that allow students to show progress in critiquing evidence see Progressions .

Other contexts for Citizen Science projects:

The Marine Metre Squared project  is a citizen science initiative that provides the basis for another capability 3 resource (See Marine Metre Squared).

The Garden Bird Survey , carried out annually by Landcare Research, has quite detailed counting protocols. See the resource The Garden Bird Survey: Participants’ Stories for capability 4: Making sense of representations about science ideas.

The Citizen Science New Zealand  Tui Project  asks citizen scientists to collect data on tui behaviour over the summer. The data collection involves quite specific attention to the environment. 

• I Miss My Pet (L2, 3 & 4) Connected 2, 2006
• Fibres and Fabrics (L2, 3 & 4) Making Better Sense of the Material World
• Magnet investigation (PW3662) (L2, 3 & 4) Assessment Resource Banks
• Which of these materials make the light go on? (L2, 3 & 4) Science Online
• Types of Rubbish (L2, 3 & 4) Figure It Out: Sustainability, Level 2-3, 2010
• Zoom, Zoom! (L3 & 4) Figure It Out: Forces, Level 2-3, 2010
• Marine Metre Squared (L3, 4 & 5) Mm2.net.nz webpage
• Where will the wood float? (L4) Assessment Resource Banks
• Disinfecting wastewater interactive (L5) Science Learning Hub
• Factors affecting ball bounce (L5) Science Online
• Measuring the temperature of the ocean (L5) multiple webpages
• NCEA Level 1 Investigations (L5) NCEA on TKI