Hummingbird Citizen Science

Students become citizen scientists to contribute to research that may help declining populations of hummingbirds Rima Givot, Kari O’Connell, Adam S. Hadley, and Matthew G. Betts ollinators such as hummingbirds are critical to the reproduction of many flowering plants. Humming- birds help maintain genetic diversity of local plant populations because they travel farther than other Ppollinators, spreading pollen between distinct plant populations (Cronk and Ojeda 2008). Hummingbirds can pollinate in cold, wet conditions when most insect pollinators remain inactive (Cronk and Ojeda 2008). Flowers and hummingbirds offer striking examples of coevolution between plants and pollinators. For example, in Costa Rica, researchers (Betts, Hadley, and Kress 2015) found that pollen grains in a keystone tropical plant species, Heli- conia tortuosa, germinated only after nectar was extracted by violet sabrewing (Figure 1, p. 26) and green hermit hummingbirds. These two species have long bills that match the shape of the flowers and travel farther distances than other local pollinators (Betts, Hadley, and Kress 2015). November 2015 25 Unfortunately, hummingbird populations are declining To support hummingbird conservation, the Oregon State due to habitat destruction and fragmentation (Sauer et al. University Citizen Science Hummingbird Project (OCSHP) 2012). This decline typically happens when habitat is converted uses student citizen scientists to better understand the popu- to construction projects, agricultural crops, or intensively man- lations and habitat preferences of rufous hummingbirds and aged forests where pesticides and herbicides eliminate food for other common hummingbird species in Oregon (Figures 2 hummingbirds. In their travels, hummingbirds might also and 3, p. 28). The OCSHP aims to determine whether—like avoid landscapes converted into roads or agricultural fields the tropical species examined by OSU researchers—temper- (Volpe et al. 2014). The decline in hummingbird populations ate hummingbirds are sensitive to deforestation and forest and shifts in their movements may adversely affect their role fragmentation. Several species of tropical hummingbirds as pollinators and, in turn, plant biodiversity (Allen-Wardell prefer large patches of connected forest and tend to travel in et al. 1998). For example, Hadley et al. (2014) discovered that forested habitat while avoiding open areas (Volpe et al. 2014). larger fragments of forest correlated with larger hummingbird The OCSHP was started in 2012 through a National populations and more seeds of H. tortuosa being produced. Science Foundation (NSF)–funded research project. The principal investigators of the study partnered with the OSU Citizen Science Hummingbird Project Oregon Natural Resources Education Program to include Citizen science engages people to collect, organize, and analyze citizen science studies in Oregon that paralleled the re- scientific data at a scale beyond the capabilities of a single research questions of the NSF-funded study. The goal of the search lab. Due in part to the explosion of connectivity technolo- OCSHP is to have students build a data set to help deter- gy and social media, research projects using citizen science have mine whether changes in forest cover and human develop- increased dramatically, and citizen scientists have contributed to ment lead to hummingbird decline. furthering understanding in a wide range of fields, from ecology to computer science (Bonney et al. 2014; Rosner 2013). Working Rufous hummingbirds as citizen scientists, students can collect and report data for proj- The OCSHP focuses on rufous hummingbirds (Selasphorus ects beyond the classroom and actively contribute to furthering rufus). Though widespread and common in North Ameri- scientific knowledge (Jones et al. 2012). Contributing to a cause ca, their populations have been declining by about 3% per often inspires students to find more relevance and purpose in year over the last 30 years (Sauer et al. 2012), possibly as a their learning (Hiller and Kitsantas 2014). result of intensive forest management and climate change FIGURE 1 The size and shape of the violet sabrewing hummingbird’s bill (A) matches the Heliconia tortuosa flower (B), giving it more access to nectar and simultaneously triggering the flower to release more pollen than with other pollinators (Betts, Hadley, and Kress 2015). A B MATT BETTS MATT 26 The Science Teacher Hummingbird Citizen Science FIGURE 2 Rufous hummingbirds, male (A) and (B), female (C), and juvenile male (D). A B C D KRIS KRISTOVICH (Betts et al. 2013; Gutiérrez Illán et al. 2014). Rufous hum- 2. Do visitation rates differ depending on the surrounding mingbirds migrate farther than any other bird, after ac- landscape (e.g., amount of surrounding native forest, ag- counting for body mass (Moran et al. 2013); each year they ricultural land, or urban development)? move from their wintering grounds in central Mexico to 3. How are visitation rates affected by local flowering com- their breeding grounds as far north as Alaska. Rufous hum- munities and surrounding hummingbird feeders? mingbirds play a critical role in pollination of native plants but are confronting increasing rates of native habitat loss, Through participating in the project, students learn about fragmentation, and degradation (Arizona-Sonora Desert the importance of pollinators for food and ecosystem sustain- Museum 2015). ability, declines in pollinators in Oregon and the potential con- Capitalizing on the beauty of hummingbirds (Figures 2 sequences of this decline, methods to study hummingbirds and and 3, p. 28), the OCSHP calls on educators and students to monitor habitat, and the value of citizen science in collecting collect data to help address the driving question: “How does data to better understand hummingbird populations. forest loss and fragmentation affect the presence/abundance The OCSHP began as a one-day teacher workshop that of rufous and other hummingbird species?” Specifically, the covered content and resources about pollinators, student pro- OCSHP asks: tocols (see “On the web”), and tips for engaging students in citizen science projects. Teachers provided feedback about 1. What landscape cover types (e.g., native forest, agricul- the protocols and feasibility of the project. Other teachers tural land, urban development) have the highest rates of from Oregon have since joined the project, and potential hummingbird visitation rates? exists to broaden its scope. November 2015 27 Teachers are provided with data sheets for students to FIGURE 3 use and special hummingbird feeders (Figure 4) with gradu- Calliope hummingbirds ated cylinders for measuring nectar. Undergraduate interns visit classrooms to demonstrate protocols and introduce (Selasphorus calliope) (A); black- the research project to students. Participating classes set up chinned hummingbirds (Archilochus hummingbird feeders in their school yards for all students alexandri) (B); and Anna’s to monitor and send home study information and protocols Hummingbirds (Calypte anna) (C) inviting students and their families to do the study in their occur in Oregon and are monitored yards or nearby natural areas. Teachers and students follow in the OCSHP. the protocols to 1. monitor nectar consumption rates from graduated feed- A ers as a measure of hummingbird abundance, 2. observe hummingbird visitation, and 3. make observations about the habitat around their feeder. Students set up the graduated feeders two weeks before collecting data to give hummingbirds time to discover them. Then they make observations every three days for four to eight weeks, cleaning the feeder every two weeks or sooner if mold or insect contamination occurs. Students return their data sheets or FIGURE 4 Hummingbird caught in action B during feeder monitoring. Red duct-tape “flowers” are added to attract the birds. Students record nectar volume every three days to measure amount consumed. C ADAM HADLEY KRIS KRISTOVICH 28 The Science Teacher Hummingbird Citizen Science upload their data to the Google form (see “On the web”) to be At the end of the unit, students analyze the data col- analyzed by researchers at the Betts Landscape Ecology Lab lected by all students in their class, writing conclusions and at OSU. Data analyzed from the previous year are distributed providing peer feedback, and are assessed on their under- to participating schools the following spring (Figures 5 and 6, standing. Class data are then sent to the Betts Landscape p. 30) so students can compare results with data they collect. So Ecology Lab at OSU to be analyzed by researchers who will far, results indicate a correlation of larger hummingbird popula- provide the results to future classes. tions in areas with less development and more forest cover. Teacher reflection Integrating hummingbird citizen science in The OCSHP helped students connect genetics concepts to ecol- general biology ogy and evolution standards. Reviewing the previous day’s ac- The OCSHP described above presents the opportunity to tivities at the beginning of each class helped students internalize integrate genetics, evolution, and ecology standards in gen- the material and answer questions. Discussing the different evo- eral biology (grades 9–10), while engaging students in learn- lutionary and behavioral adaptations of hummingbirds helped ing outdoors in the spring. To prepare for the hummingbird lead to discussions on pollination (i.e., pollen transfer, flower study, students

Load more