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Citizen science, or the public participation in scientific research, is a mechanism for student engagement, and co-creation of knowledge in the scientific research process. Through participation in citizen science initiatives within school-based learning environments, students can gain field experience, direct project scope, and contribute to broader research objectives while simultaneously achieving learning outcomes and fostering connections to their local communities. To capture the breadth and scope of existing citizen science initiatives applied in Kindergarten-Grade 12 schools, a systematic mapping exercise was undertaken to evaluate common themes related to the type of activities students participated in (i.e., the collection, transcription, categorization, and analysis of data), along with their level of participation in the citizen science initiatives (i.e., crowdsourcing, distributed intelligence, participatory science, and extreme citizen science). Of the 77 manuscripts extracted in the systematic map, nearly all (67/77) involved data collection, and a significant proportion of manuscripts captured a distributed intelligence level of participation (56/77).

Presents some useful information in regard to the issue of lead shot as well as its most common replacement, steel. Takes a holistic viewpoint and introduces hands-on activities that can be used across grade levels. Contains 55 references. (DDR)

Background: Canadian Aboriginal youth have poorer diet quality and higher rates of overweight and obesity than the general population. This research aimed to assess the impact of simple food provision programs on the intakes of milk and alternatives among youth in Kashechewan and Attawapiskat First Nations (FNs), Ontario, Canada. Methods: A pilot school snack program was initiated in Kashechewan in May 2009 including coordinator training and grant writing support. A supplementary milk and alternatives program was initiated in Attawapiskat in February 2010. Changes in dietary intake were assessed using Web-based 24-hour dietary recalls in grade 6 to 8 students, pre- and 1-week post-program, with a 1-year follow-up in Kashechewan. Student impressions were collected after 1?week using open-ended questions in the Web survey. Teacher and administrator impressions were collected via focus groups after 1?year in Kashechewan. Results: After 1?week, calcium intake increased in Kashechewan (805.9?plus or minus ?552.0 to 1027.6?plus or minus ?603.7?mg, p?= 0.044); however, improvements were not sustained at 1?year; milk and alternatives (1.7?plus or minus?1.7 servings to 2.1?plus or minus?1.4 servings, p?=?0.034) and vitamin D (2.5?plus or minus?2.6 to 3.5?plus or minus?3.4 micrograms, p?=?0.022) intakes increased in Attawapiskat. Impressions of the programs were positive, though limited resources, staff, facilities, and funding were barriers to sustaining the consistent snack provision of the 1-week pilot phase. Conclusion: These illustrations show the potential of snack programs to address the low intakes of milk and alternatives among youth in remote FNs. Community-level constraints must be addressed for sustained program benefits. (Contains 3 tables.)

We connected youth of the Mushkegowuk Territory (specifically Fort Albany First Nation) with environmental science and technology mentors in an outreach program contextualized to subarctic Ontario that addressed some of the environmental concerns identified by members of Fort Albany First Nation. Most activities were community-based centering on the general theme of understanding a changing environment (e.g., long range transport of contaminants, global warming, and postglacial isostatic rebound); however, our initiative also included an annual trip for Grade 8 students to the Ontario Science Centre and the Royal Ontario Museum in Toronto, Ontario, to expose students to science in an interactive, fun setting. We found that informal educational settings, resources that relied on spatial/visual cues, group activities, and hands-on and experiential teaching were effective in engaging the schoolchildren. Our hope is that some of the students that attend our community-based camp will pursue a postsecondary education in the environmental sciences. (Contains 1 table and 1 figure.)

Modified school years in First Nation schools contextualize the learning process by allowing student participation in traditional, seasonal, outdoor activities. Two case studies in which Hudson Bay area school officials unilaterally reintroduced the conventional calendar illustrate the important roles that First Nations education authorities can play in voicing community concerns and protecting community rights. (Contains 34 references.) (TD)

A lead shot environmental education program using hands-on activities and public information displays was directed toward adult Cree of Mushkegowuk Territory, Ontario (Canada). Of 47 participants at the beginning of the study, 7 thought lead shot was detrimental to animals, the environment, and people. After program implementation, all participants thought lead shot was detrimental. (Contains 39 references.) (TD)

Indian and Northern Affairs Canada funds education only for on-reserve band members; off-reserve residents must pay tuition to attend reserve schools. Moose Cree Educational Authority proposes "reverse tuition agreements" whereby local school boards purchase services from First Nations for off-reserve band members. Difficulties encountered relate to questions about local control of Indian education. Contains 22 references. (SV)

Describes a study designed to examine the effectiveness of the family-based environmental education lead poisoning program called "The Adventure of Lead Commander". Design and methodological weaknesses call into question the conclusions reached in the study. The effectiveness of the educational program cannot be ascertained from the data collected. (Author/SAH)