Monitoring Seasons Through Global Learning Communities (MSTGLC)

通过全球学习社区监测季节（MSTGLC）项目是阿拉斯加费尔班克斯大学授予的全球学习社区监测季节（MSTGLC）项目是国际北极研究中心（IARC）与美国宇航局陆地卫星数据连续性（LDCM）和Terra卫星任务之间的合作项目。通过与从事这些研究项目的科学家的互动以及他们自己的探究和基于项目的调查，中小学生正在使用现有的和新的GLOBE协议来监测发生的季节性环境变化，并增加他们对地球系统的了解。参与项目的学校按生物群落划分为八个区域性的全球学习社区（glc）：苔原、针叶林、落叶林、草原、雨林、沙漠、灌木地和大草原。学生们通过以区域为基础的野外活动来监测他们自己的生物群落的季节，获得关于气候变化和植被物候之间联系的新见解。通过该奖项建立的国际物候网络对区域观测结果进行比较，加强了学生对地球系统非生物和生物成分之间因果关系的理解。现有的全球环境监测方案，包括土壤温度、土壤湿度、降水和物候学，正在进行调整，使其更具有生物群系的特殊性。在此期间，还将分别为北极和热带地区制定新的淡水冰和蚊子协议。该项目最初的重点是苔原和针叶林生物群落，因为这些地区的音系变化更为明显。在随后的每一年，将以另外两个全球联盟为目标，在这些区域开展有组织的实地运动。在野外活动期间，学生们使用标准化的GLOBE程序，每天测量云量、空气和土壤温度、降水和土壤湿度。此外，将使用经过修改的GLOBE协议进行季节性、特定生物群落的植被物候测量，并将收集原位冰（苔原和针叶林）或蚊子（雨林）观测结果。全年，学生和教师通过网络聊天、音频会议和面对面培训与项目工作人员和合作科学家进行互动。在项目实施期间，每年将为教师提供一次国际专业发展研讨会，地点与当年的目标GLC相对应。在研讨会期间，将教授基于标准内容的地球系统科学和技术的关键概念和技能。一年一度的地球系统研讨会将允许学生与其他学生和科学家分享他们的调查结果。作为该项目的一部分，极地地区的学生将通过学生主导的实地活动和与国际极地年科学家的网络聊天参与国际极地年（IPY）。由学生进行的原位冰、蚊子和植被测量将为卫星任务收集的遥感数据提供更广泛的地面验证。

Monitoring Seasons Through Global Learning Communities (MSTGLC)This University of Alaska Fairbanks award for the Monitoring Seasons Through Global Learning Communities (MSTGLC) project is a collaboration between the International Arctic Research Center (IARC) and the NASA Landsat Data Continuity (LDCM) and Terra Satellite Missions. Through interactions with scientists working on these research projects and inquiry- and project-based investigations of their own, elementary and secondary students are using existing and new GLOBE protocols to monitor seasonal environmental changes that occur and increase their understanding of the Earth system. Participating schools are being organized by biomes into eight regionally based Global Learning Communities (GLCs): Tundra, Taiga, Deciduous Forest, Grasslands, Rainforest, Desert, Shrub Land, and Savannah. Students monitor their own biomes' seasons through regional based field campaigns, gaining new insights into the connections between climate variations and vegetation phenology. Comparison of regional observations through an international phenology network established with this award reinforces student understanding of the causal relationships between abiotic and biotic components of the Earth system. Existing GLOBE environmental monitoring protocols, including soil temperature, soil moisture, precipitation and phenology, are being adapted to be more biome specific. New freshwater ice and mosquito protocols for the Arctic and Tropical regions, respectively, will also be created during this award. The project is initially focused on the Tundra and Taiga biomes because phonological changes are more pronounced in these regions. In each subsequent year, two additional GLCs will be targeted, with organized field campaigns in these regions. During field campaigns, students make daily measurements of cloud cover, air and soil temperature, precipitation, and soil moisture, using standardized GLOBE procedures. In addition, seasonal, biome-specific vegetation phenology measurements will be taken using adapted GLOBE protocols and in situ ice (Tundra and Taiga) or mosquito (Rainforest) observations will be collected. Throughout the year, students and teachers interact with project staff and partner scientists through web chats, audio conferences, and face-to-face training. One international professional development workshop for teachers will be offered during each year of the project, at a location that corresponds to that year's targeted GLC. During the workshops, standard-based content key concepts and skills in Earth system science and technology will be taught. An annual Earth systems symposium will allow students to share the results of their investigations with other students and scientists. As part of this project, students in Polar Regions will participate in the International Polar Year (IPY) through student-led field campaigns and web chats with IPY scientists. In situ ice, mosquito, and vegetation measurements by students will provide more extensive ground validation for remotely sensed data collected by the satellite missions.