This activity will address the need of teachers to use the GLOBE data in the classroom for instructional purposes. Students will learn the scientific method, be empowered to organize and make decisions about implementation of the measurements, and be encouraged to use both the atmosphere and soil moisture protocols.

The activity could be used at an elementary level to test simple hypothesis - like as the temperature increases the soil moisture decreases. It can be used at more advanced levels to address questions of how infiltration is affected by soil water content.

Purpose: To develop a research project using the atmosphere and soil moisture data

Overview: Students will develop a strategy for implementing their soil moisture protocols in the context of a research project by examining their atmosphere data to develop a calendar for soil moisture readings, asking a research question, performing the protocols, then using their results to ask further questions.

Time: 3-4 months for a total project as it takes 12 soil moisture readings at approximately 1 week intervals to complete the protocol.

Level: all

1. Students begin their atmosphere and soil temperature protocols if these are not already implemented.
2. Students read the information on the siting and timing requirements for the soil moisture protocols. Teachers may want to use some of the current soil moisture activities to illustrate concepts - (soil as a sponge, just passing through)
3. Students use visualizations to examine their own data, a nearby GLOBE school’s data, or weather service data to determine the precipitation pattern for their area.
4. Students develop a calendar for doing the soil moisture protocols including dates for taking samples, dates for taking dry weights and entering data, dates for infiltration, and dates for a seasonal diurnal temperature protocol.
5. Based on their understanding of what will be measured in soil moisture and their own observations, students will ask a research question which could be addressed with these data. Examples might be:

• How quickly does my soil dry? What temperature and moisture conditions are required to reach a soil saturation of 0.5?
• How much water will my soil hold? How does infiltration rate compare with local rainfall intensities?
• How variable are soil moistures in my area when it is wet, dry, in-between?
• How well does the API model fit my drying curve?
• During which months is the soil profile storing/loseing moisture?

1. Students will select that data from the suite of GLOBE measurements which will be most useful for answering their research question. They may choose to use only data from their site, or also use data from other schools. It is anticipated that different students or student groups will choose to use different pieces of GLOBE data. Students will also be asked to look at all of the GLOBE measurements to determine what is relevant to their research and what variables might need to be controlled to answer their questions. Advanced students may want to incorporate other data collection or sources into their research. This would mean they would have to develop their own protocols for those measurements.
2. Students will develop a plan on how they will use any data they collect and how their results will be reported.
3. Students will collect the GLOBE data and any other data they need to complete their research.
4. Students will present their results.
5. Students will be assessed at different points in their research: experimental design, organization, consistent and accurate data collection and recording, analysis and presentation of results.
6. Using the experience from their research and the results of other student research projects, students will generate new questions which they feel would be of interest to investigate. These might include questions which could be addressed by additional soil or other investigation areas such as hydrology.