Outdoor Learning through OPAL

1. Outdoor Learning through OPAL An overview

2. OPAL • WHAT: UK-wide BLF initiative founded in 2007 • AIM: Allow people to get hands-on with nature while contributing to important scientific research • TOOLS: National citizen science surveys and resources on environmentally important topics • WHO: Based at Imperial College London, but have a national network of partners and operational Community Scientists around UK • IMPACT: Nearly 1 million beneficiaries, suite of tools and scientific outputs

3. OPAL’s aims 1. A change of lifestyle - a purpose to spend time outside2. An exciting and innovative educational programme for all ages and abilities3. A new generation of environmentalists4. A greater understanding of the state of the natural environment5. Stronger partnerships between the community, voluntary and statutory sectors Using citizen science for research, conservation, education and engagement

4. The OPAL surveys The Polli:Nation survey The Polli:Nation survey

5. Aims of the Bugs Count Survey • To communicate the importance of invertebrates as pollinators, decomposers, predators, biological control for some pests, food for other animals… • To encourage people to discover the diversity of invertebrates in the UK, and begin identifying them to broad group levels. • . To encourage people to spend more time outside exploring local areas, improving the health and well-being of themselves and their communities.

6. Curriculum Links: Numeracy Strand; Using data skills. Collect and record data & present and analyse data, interpret results. Pupils can make tally charts, tables and diagrams and frequency tables. From Year 5; Bar charts, use mean, median and mode to describe a data set. Strand; Developing numerical reasoning. Identify processes and connections. Transfering mathematical skills to a variety of contexts and everyday situations. Represent and Communicate; Select and construct appropriate charts, diagrams and graphs with suitable scales. Review; draw conclusions from data and recognise that some of the data may be misleading or uncertain Stand; Using measuring skills. Time. From Year 5; Carry out practical activities involving timed events and explain which unit of time is the most appropriate.

7. Curriculum Links: Literacy Strand; Writing Presenting the survey results orally gives students the opportunity to practice; Element; Organising ideas & information Aspect; Meaning, purpose & readers. Write a comprehensive account of a topic presenting information, processes and ideas clearly and appropriate for the purpose. Use the tools and conventions of ICT to present information and data and also to structure writing. Aspect; Structures and organisations, for example, “adapt structures in writing for different contexts” Aspect; Grammar, punctuation, spelling and handwriting. Strand Oracy Element; Developing & presenting information and ideas. Aspect; Speaking Presenting the survey results orally gives students the opportunity to practice “expressing opinions, clearly about topics and written texts, supporting with reasons and some evidence.

8. Curriculum Links: Science Enquiry: Pupils can use the Bug survey to carry out a scientific enquiry. They can compare two contrasting areas in the school grounds, outlining a planned approach, making a prediction using previous knowledge, carrying out a fair test, controlling the variables that need to be kept the same. Represent and Communicate: Pupils can use the Bug survey to communicate their findings clearly in speech, writing, drawings, diagrams, charts, tables, bar charts, and using relevant scientific vocabulary. Developing: Pupils can make observations and measurements when doing the bug survey and using the equipment and techniques safely. They can check observations by repeating them in order to collect more reliable data. They can make comparisons and identify and describe trends or patterns in their data and use the data on the opalexplorenature.org web site to extend this. Finally they can consider different interpretations of the data, giving reasons, and form considered opinions and make decisions about improving the school grounds for wildlife as a result. Reflecting: Pupils can use the bug survey to think about what they have done, beginning to evaluate outcomes, deciding whether the approach was successful and suggesting any improvements to the results. They can link their learning to similar situations using the data in the www.opalexplorenature.org website. variables that need to be kept the same. Range: Interdependence of organisms, especially point 4. Through the Bug survey pupils can carry out field work to discover the plants and animals found in two contrasting environments

9. Before you get started: Safe Fieldwork • When choosing a site, check for hazards in the area, you may wish to do site visit before the survey and a risk assessment. • Don’t carry out fieldwork alone and let someone know where you are going. • Make sure any medication you or others need is with you e.g. Inhalers, epipensetc • Know who to contact in an emergency and how you will do so. Is there mobile phone signal?. • Cover any open wounds before starting, and wash hands thoroughly afterwards. • Beware of sharp objects when searching for invertebrates such as stones, metal or glass. • Beware of potentially dangerous local wildlife such as stinging/sharp plants , wasps/bees or people’s pets. • Check the weather forecast before you go!

10. Safety information on page 5 of the Field Notebook Before you get started: Safe Fieldwork Page in Pack Introducing the OPAL Water Survey Outline http://www.rospa.com/leisuresafety/adviceandinformation/watersafety/

11. Questions and Answers Questions and Answers Introducing the OPAL Water Survey Outline Choosing activities: Some questions • Do we need to do all activities? No and choose only those that are safe • Do any activities need to be done first? Yes - clarity • Will we need to have answers to all questions / activities before we can complete the survey? No • Can groups at a lake share results? Yes... But ideally don’t send in duplicates • What if we run out of time? Doesn’t matter, do what you can • Can any activities be done on a different day? Not really, best to keep surveys to single days • We can’t finish the survey – is the data any use? Of course! Send it in

12. Group leaders support document Introducing the OPAL Water Survey Outline

13. Results so far… The OPAL Community Environment Report explains results from the first five years of project. Interactive maps on OPAL website allow you to explore others data alongside your own.

14. Data Submission Remember to send us your survey data! Upload to: www.opalexplorenature.org or post to: Freepost RSCH-CKYJ-HYYC, OPAL, Centre for Environmental Policy, Imperial College London, London, SW7 2AZ

15. SESSION 4: NEXT STEPS THANK YOU www.opalexplorenature.org Kiani Perera Kiani.Perera@museumwales.ac.uk