With the inspiring assistance of Aaron Maxwell, a recent graduate of York University with a passion for astronomy, the YSTOP students spent two evenings viewing the night sky.
In the rural environment of the King Campus, they braved very cold weather to take turns looking through the telescope, and also used a sky chart to locate constellations. Following on their afternoon experience of learning to find their way with a compass, they were intrigued to find the north star that can help them find their way after dark. They also discussed the effect of light pollution on being able to view the sky.
In the urban environment of the York campus, they attended the Wednesday public viewing session at the York observatory, and were amazed to see the rings of Saturn, which one student pointed out that he'd only ever seen before on TV. They also enjoyed Aaron's slide show presentation, which gave them background not only on astronomy but on environmental issues that affect the earth's atmosphere.
Mist nets were not new to the YSTOP students. They had helped Brian Hickey set them up at dusk at on their first night at the King Campus to try to catch bats, though despite their patience no bats flew in. But this time, with the mist nets set up as part of a session with Dr. Bridget Stutchbury in the woods behind their York classroom, their patience was rewarded with the capture of a chickadee. The students were delighted to have a chance to hold the bird in their hand, before it was released. Urban and rural students marvelled at the tiny, resilient creature, with a growing respect for the complexity of the environment we share with them.
Bridget also shared information about the Birds in the City project, and explained the technologies that are used in tracking and identifying individual birds to understand their migratory and reproductive behaviours. It was another example for them of how field work is connected to laboratory studies.
On the final evening of the YSTOP program, students were asked to identify environmental issues they had learned about during the week, and then, in groups, to write about an issue of their choice. The following is what one group wrote about what they had learned about invasive species. They had learned was about invasive species in a session with York grad students Corinne Sperling and Margot Sloan, which included a scavenger hunt to locate invasive species on the York campus.
Ever wonder how dandelions started growing in our country? Well, a dandelion is an example of an invasive species, meaning Canada is not its native country. It could have been brought over by boat, car, plane, etc. There are many examples of invasive species in Canada, including Norway Maple, Norway Spruce, common teasel, Japanese knotweed, dog-strangling vine, white clover, white poplar, lilacs, ivy, common tansy and the garlic mustard plant. Oh, and that grass you see all over Canada? Yeah - that's an invasive species, too, called Kentucky Blue Grass.
The students in the YSTOP program spent a day exploring the urban environment, travelling from York University Keele Campus, where they were staying, to Kensington Market via TTC, then south on foot to Queen Street and then back on the subway with a stop at Yorkdale for a late lunch. When we were at Kensington market we discussed the study done by the York Centre for Atmospheric Chemistry in conjunction with Streets are for People on the effect of pedestrian Sundays on air quality. Yorkdale was one of the first enclosed shopping centres in Toronto, and is interesting for the impact that such malls have on the environment, relying on air conditioning and travel by cars.
For some of the rural students the trip gave them their first ride on a subway, and for many, even those who live in the city, it was their first ride on a streetcar. Included in this post are some images and some writing that the students generated from their trip.
Our urban experience was about learning what goes on in the city, such as the transportation, tall buildings, crowded streets, big malls and fewer forests. Transportation in the urban setting is different because there are street cars, subway trains and tunnels. There is a greater population in the urban setting and public transit helps to reduce the amount of pollution being produced by people travelling around the city.
The urban environment is the TOTAL opposite of the rural environment. The urban environment has more people and modern technology than the rural environment. As we found out, there are lots of people crowding the cities from different backgrounds and cultures. We got to experience new things like sour cream and onion flavored crickets and empanadas. The transportation in a rural community is very different from the transportation in the urban community. Many people in the urban community choose to ride their bikes and take city transit, like the subway, bus and street cars, which help decrease the pollution.
In the subway
After two days of doing various field work activities with Dr. Brian Hickey, from the St. Lawrence River Institute of Environmental Sciences, with Dr. Dawn Bazely, and with York University graduate students Sheila Colla and Jason Gibbs, a group of students wrote the following advice about field work:
When doing field work, you need to be prepared for outdoors. Everything you do is hands on, so get ready to get dirty! Remember to always be organized, on time, and ready to go. You will be collecting data and interacting with the environment. For example, you may be observing insects, determining water quality, examining plants and the stars. You may also be taking your field work into the lab to study it more. You could find yourself setting up traps, for example, to capture bats. Another thing you could be doing is learning orienteering, getting prepared and learning your directions and surroundings so that you can find your way around. Field work connects you with the environment and its creatures.
Students involved in the York/Seneca YSTOP , wrote this entry:
YSTOP is an environmental camp where you do activities which shows different environmental professions. YSTOP is also for students who aren't necessarily considering college or university and shows them college or university isn't just work, it can also be fun. It gives all the students amazing learning experiences. This program provides follow-up mentorship from graduate students and professors for students who are interested in one of the many environmental areas covered in the program.
At YSTOP students perform field and lab work to examine the environment. Students also learn how to use new scientific technology to examine micro-organisms. This program gives the students a view of what environmental scientists do and that it doesn't always involve being in an office!
The YSTOP program hosted by YSIMSTE is called Urban and Rural Youth as Environmental Scientists. Two days into the 6 day program some of the students created this description of the program:
YSTOP stands for Youth Science and Technology Outreach Program. This particular YSTOP program brings together students from urban and rural communities in order to learn about different aspects of the environment. This program encourages students to actually take a closer look at our wonderful world. This program takes place at Seneca College, King Campus and at York University, Keele Campus. Throughout this program different professors and graduate students came and taught these students about the environment, including sessions on animals, insects and plants. Since this program takes place at Seneca, in a rural area, and at York, in an urban area, students from the country get to visit the city and students from the city get to visit the country. They get to experience and explore the differences of rural and urban communities, and the environmental science related to them.
Laura Zeno and I did an afternoon session with the grade 8 YSTOP students last Monday. The goal was to improve our map reading, compass use and tree identification.
Why? Well, if you know how to do all this, you should never get lost. It turned out that only one of the 32 students and teachers in the room had NEVER been lost. We figured out, that this might mean that out of a crowd of 1000 people, only perhaps 30 will be worth taking directions from! Getting lost is normal, so how do you work around it?
Kurtis, in Grade 8, described how he always notes landmarks, directions, and distances when he is hiking in the bush. He makes a mental map. Laura told us about asking for directions when she and a friend got lost in downtown Toronto. We listed famous explorers, and asked why they are mostly men, and how most of these Europeans, like Cartier and Champlain, in fact relied on the help of local peoples to find their way around. We looked at maps from York University's map library and learned about scales - large and small. We discovered that students lived around Lake Simcoe in the north and in Toronto, near Lake Ontario in the south.
The students all got a really useful gift - a carabiner key ring with a compass, and I gave them homework of watching one of my favourite movies, "Romancing the Stone", in which a tree is an important landmark on the treasure map. Go Joan Wilder!
IRIS would like to welcome participants of the YSTOP program to the Seneca and York campuses. This year, we will be hosting the Urban and Rural Youth as Environmental Scientists blog here on the IRIS web site, so stay tuned for the sharing of experiences by both students and mentors alike. Until then, take a look at the program page for a brief account of last year's highlights.