VS Starter Module
Part I - The What and the Why of Vital Signs:
Part I Background:
Part I Activity:
A. What VS participation looks like
B. What does good data look like?
Part I Reflection:
Part II - Experiencing VS:
Part II Background:
Part II Activity:
A. Look for a species:
B. Connect with the Community:
Part II Reflection:
Part III - Setting up investigations for students:
Part III Background:
Part III Activity:
A. Setting up classroom investigations
B. Logging in and posting data as a student team
Part III Reflection:
Part IV- Start Small and evolve over time:
Part IV Background:
Part IV Activity:
Part IV Reflection:
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This module walks you through some of the key components of an introductory Vital Signs Institute.
While doing this module does not replicate getting together in-person with a group of teachers to share
ideas and experiences and learning about Vital Signs, it is a great way to get started with the program. In
fact, we find that when teachers start with this module, we can dig deeper into topics of interest when
we get together in person.
Vital Signs can be integrated into science and math classrooms, but can also be used to scaffold an
interdisciplinary unit across the entire curriculum. We encourage you to work on this module with a
buddy or group of teachers from your school or district and share your ideas as you go.
As you complete the module, the Vital Signs Team is here to help. You can reach us at
vitalsigns@gmri.org.
When you have completed the module, please:
 Complete this survey: https://www.surveymonkey.com/s/VSIntroMod
 Email us and let us know that you’ve used the module to get started, and let us know if you have
any equipment needs – we might be able to help!
 If you are willing to share your reflections from the module with us, we would love to see them,
but that is not required.
Remember to be in touch with the VS team (vitalsigns@gmri.org) so that we can continue to support
you and your students over time.
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Part I - The What and the Why of Vital Signs:
Part I Background:
The goals of Vital Signs are to both generate a relevant and usable scientific dataset and through that
authentic research and rich scaffolding to create an engaging and impactful science learning experience.
Through this module you will learn how this community of practice is working to answer shared
research questions, “Where are the invasive species in Maine, and where aren’t they? And where are
the native species that may be impacted?” We are also asking the broader question, “How are our
ecosystems changing as a result of invasive species, climate change, and other factors?”
Invasive species are non-native plants, animals, or other organisms that did not historically occur in
Maine. When introduced to Maine ecosystems, they develop abundant, widespread populations that
negatively impact the environment, the economy, human health, or the way we live. Through doing
Field Missions and Analysis Missions, and sharing creative projects, students across the state of Maine
are learning all about invasive species, native species, broader ecology topics, and scientific practices.
While they are learning they are also contributing data to a real research effort that includes citizens and
experts from across Maine and beyond.
The Vital Signs community of practice includes 65 species experts including GMRI staff, other
professional researchers and managers in Maine, NH, MA, RI, NY, CA, and more. Species experts are
notified when a “I think I found it” or “I think I didn’t find it” observation of a species that they are
interested in/an expert for is posted. Those experts then confirm or question the observation. Many of
these species experts make use of this data. Many species experts are also enthusiastic naturalists who
are excited to share what they know with students who are engaged in a cool and authentic learning
experience. Some teachers who either had expertise as naturalists or who as they’ve dug deeply into
Vital Signs honed their ID skills have also become species experts. Vital Signs data has also been
incorporated into other datasets such as the EDDMaps dataset. You can see examples of who our
experts are and who is using the data on the scientists page. You can see other examples of ways the
data is being or can be used here on our Mission: Analysis page.
Part I Activity:
A. What VS Participation looks like:
Please watch the following videos made by participating teachers and students that we think share a lot
about the why and the what of Vital Signs and what it looks like in classrooms.
Mr. I explains Vital Signs - http://vitalsignsme.org/blog/mr-i-explains-vital-signs
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The students of Dedham share their Vital Signs experience - http://vitalsignsme.org/dedham-looksdidymo
B. What does quality data look like?:
Some teachers have determined that having students think about what makes good data before they
start collecting their own is really helpful.
1. 1. Before you collect your own VS data, create an educator account on the VS site
(http://vitalsignsme.org/).
2. Explore the dataset, and determine what characteristics make good data. Use this lesson plan to
help guide your exploration. Consider framing the question of quality data around some of the
skills and learning goals that you are interested in students learning such as scientific argument,
scientific observation, and communication (both through writing and photos).
3. Consider leaving a comment on an observation that you find really interesting or that you think
is an example of great data.
Part I Reflection:
There is still more to learn about VS, but based on what you’ve learned so far, what are your learning
goals for your students as they do VS?
How do you think you might measure if students have achieved these goals?
Continue to reflect on these as you go through the module.
Check out how some VS educators are thinking about assessing student learning here http://vitalsignsme.org/forums/vs-institute-chatter/assessment-institute-august-2012 Feel free to add
your own thinking into the conversation.
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Part II - Experiencing VS:
Part II Background:
One of the best ways to learn about VS and to get familiar with the process is by publishing your own
species observation.
Part II Activity:
A. Look for a species:
In Part I you made an educator account. With an educator account you are able to both post data as a
citizen scientist and set up investigations for students. For now you are going to post data as a citizen
scientist.
1. Read through the How-To Guide called How Citizen Scientists collect data and put it on the
website (http://vitalsignsme.org/guides).
2. Choose your Field Mission (http://vitalsignsme.org/field-missions).
○ Many of the missions allow you to investigate right in your schoolyard or backyard.
○ If you don’t see a mission of interest, choose another species to look for from our
species list.
○ Species ID cards: http://vitalsignsme.org/species-identification-resources
3. Before you head out into the field, make a prediction.
○ Do you think you’ll find the species that you’re looking for? Why? Make a note about
your prediction on your datasheet (Fieldwork datasheets:
http://vitalsignsme.org/datasheets) in the field notes section.
○ Need help making your prediction? These resources might help:
i.
the species ID card (http://vitalsignsme.org/species-identification-resources)
ii.
the map (http://vitalsignsme.org/explore/map)
iii.
the “In the News” page (http://vitalsignsme.org/news)
4.
Head out into the field armed with your datasheet, camera, GPS, and ID tools to collect your
data.
○ Keep in mind:
i.
NOT FOUND data is really important data too http://vitalsignsme.org/when-notfound-good-really-good
ii.
If you don’t have a GPS, you can use the Vital Signs data entry mapping tool to
find your coordinates. Keep track of some landmarks that will help you zoom
way way in on your spot on the map. Smart phones can also sub in for a GPS
and a camera!
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5. Publish your observation to the VS site! Remember to publish as a citizen scientist and use the
field guide to help you.
○ Keep in mind:
i.
Before you publish use the Quality Checklist to review your observation. Quality
checking is a required step before publishing. http://vitalsignsme.org/vitalsigns-quality-assurance-peer-review-updated-2013
ii.
Peer review is not a required step, but highly recommended. Peer review asks
you to focus on your scientific argument. Go ahead and “Peer Review” your own
observation, or ask a colleague or family member to help.
iii.
If you get stuck along the way, make a note of where and why..
6. Celebrate!
Part II Reflection:
If you had hurdles publishing data, try troubleshooting with your colleagues. Still stuck, get in
touch with the Vital Signs team so that we can troubleshoot together. Email us at
vitalsigns@gmri.org.
Have you changed your thinking about learning goals and how to assess them (formatively and
summatively)?
Remember that you can check out how some VS educators are thinking about assessing student
learning and leave your own comments here - http://vitalsignsme.org/forums/vs-institutechatter/assessment-institute-august-2012
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Part III - Setting up investigations for students:
Part III Background:
Setting up classroom investigations on the website is a little different than posting data as a citizen
scientist. You are going to give that a try, setting up either a test investigation, or if you are up for it,
recruit some colleagues, friends or family, and work together to collect and share data as a student
team.
Part III Activity:
A. Setting up classroom investigations
1. Go to the How-to guides page (http://vitalsignsme.org/guides) and read the following how-to
guide How teachers set up investigations & accounts for their students.
2. Use this guide to help you set up a classroom investigation, either a test, or one for you and your
team that you’ve recruited to help you collect more data.
B. Logging in and posting data as a student team
1. Now that you’ve set it up, check out the How students put their data on the website guide on
the how-to guide page. Use this guide to help you.
2. Log in as one of the student teams you created. You can either:
Test out posting data as a student team using some photos you have on hand and click through
and save to get a sense of what your students will see [IN THIS CASE DO NOT HIT PUBLISH]
OR
You and your team that you recruited can use this guide to publish and share your data.
Part III Reflection:
Were you able to set up the investigation? If yes, make some notes and helpful hints for yourself for
next time. If you got stuck, make some notes about where you got stuck, and get in touch with the VS
team or a peer or your mentor to help you.
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Part IV- Start Small and evolve over time:
Part IV Background:
Vital Signs, and other field-based, citizen-science-based, and technology-based programs can be
challenging to incorporate into the classroom. Maybe the opportunities are overwhelming, the
technology is intimidating or seems unpredictable, or maybe time is just too short. Whatever the case,
teachers who have started small and evolved their practice over time have found it to be valuable for
themselves and their students.
Check out these insights from experienced VS educators:
http://vitalsignsme.org/what-i-should-have-done-first-time-if-i-would-have-listened
http://vitalsignsme.org/teachers-reflection-missions-1-and-2
http://vitalsignsme.org/triumphs-hurdles-and-evolution-vital-signs-my-classroom
Here’s where you get to spend some time planning how you want to do VS soon and how you might be
thinking about building it out over time, or how you might use this experience to explore other citizen
science and related opportunities for your students.
Part IV Activity:
To help teachers use Vital Signs and build rich curriculum around it, we have an open curriculum
resource bank.
Peruse some of the favorite resources here:
http://vitalsignsme.org/curriculum
And dig deeper in the curriculum bank here: http://vitalsignsme.org/share-curriculum-resources
Part IV Reflection:
1. Revisit your learning goals - What do you want your students to gain/ learn/ experience from
their participation in Vital Signs?
2. What Field Mission do you think you and your students might participate in?
http://vitalsignsme.org/field-missions
○ In choosing a Field Mission, consider:
i.
What habitats might you and your students like to work in?
ii.
What habitats do you have easy access to?
iii.
How might you get to other habitats?
iv.
What season or month do you think it might work for you to do your fieldwork?
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3. What sort of analysis do you think your students might do after their data collection? Will you
do one of the Vital Signs Analysis Missions, or design your own?
(http://vitalsignsme.org/analysis-missions)
4. What final products might your students make? Will they share their projects in the Project
Bank? (Best Projects: http://vitalsignsme.org/best-projects, Project Bank:
http://vitalsignsme.org/project-bank)
5. What Vital Signs lessons and resources or other lessons and resources would you like to use to
prepare your students for successful fieldwork? (http://vitalsignsme.org/curriculum,
http://vitalsignsme.org/share-curriculum-resources)
6. What resources (people, time, materials) will you need to be successful?
7. Please complete this survey: https://www.surveymonkey.com/s/VSIntroMod.
8. Remember to be in touch with the VS team (vitalsigns@gmri.org) so that we can continue to
support you and your students over time.
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