The modes of observation for gardeners, farmers, ranchers, and others depend on the observer’s age, objective, observing target, time, and personal preference. All modes are valuable and in the case of children can support varied educational outcomes.
- Unstructured observation—driven by curiosity and aided by quiet time in the setting, perhaps out of sight. (Our choice as the most basic skill to develop for a lifetime.)
- Observations as above with an objective specified.
- Measuring or counting.
- Monitoring—measuring or counting over time.
- Sharing observations with others.
- Sharing with scientists and others through Citizen Science programs to increase scientific knowledge and solutions.
- Sharing related observations among observers and organizations in a specified network often with a specific objective — such as a transect across a mountain range, elevation gradient, river course, etc
Age considerations:
- Preschools: In our work with preschoolers, we feel that observations as in #1 and 2 above are well suited to any age, that measuring and counting are appropriate for older preschoolers, and that if the teacher serves as the photographer, recorder, and communicator, that even some Citizen Science programs are appropriate. (Cornell’s Bird Feeder Watch or Lost Ladybug projects for example).
- Elementary and middle schools can be involved, especially if the teacher or coordinator serves as the technical support as above.
- High school students can get involved further by designing projects, analyzing data, interviews (eg., Vegetable Varieties Project), and more.
- Farmers and ranchers, especially those selling to schools can serve as technical resource experts for school projects, and can do parallel observations on their land to share with students.
- Community members can act as observers and technical resource people (ornithologists, entomologists, naturalists, etc.) for school and agricultural operations.
