Pat McShea

May 10, 2021 by wpengine

Stage and Screen Sharing

by Patrick McShea

Social Skills Instructor Stacy Smith wanted to convey just how challenging last year’s abrupt shift to remote instruction during the COVID-19 pandemic was for The Children’s Institute of Pittsburgh. An initial challenge she had to solve was how to keep virtual learning engaging.

“Some of our students don’t even like watching TV,” Stacy said.

Not only did in-person collaborations with programs like Museum on the Move at CMNH have to be transformed into a remote experience, but the school day also had to function differently for students with unique needs. The 119-year-old organization serves more than 6,000 children each year at seven campuses across western Pennsylvania, helping to heal, teach, and empower individuals with special physical, social, and emotional needs.

Individualized instruction is the hallmark of Educational Services at The Children’s Institute, a characteristic readily apparent when Stacy recites a typical schedule for a student at the campus in Squirrel Hill.

“Morning groups of around six students last 15 to 30 minutes, and after that they would each have individual teaching sessions. They’d have individual speech, occupational therapy, physical therapy, and social skills or other ancillary classes. We work with some students to master abilities that aren’t even considered in other schools, like the balance required to simply walk in a hallway,” Stacy explained.

Museum on the Move programs provide a field trip-like role amidst such regular instruction, with museum educators using authentic materials to enrich presentations about dinosaurs, fossils, rocks and minerals, insects, and animal adaptations. Stacy cited Quintin Peacock, an educator who recently left the museum to pursue a master’s degree in education, as a particularly skilled in-person presenter in 2019 and early 2020, before the COVID pandemic forced the program into a remote, but still interactive delivery system.

John Bitsura holds up a turtle shell during a virtual presentation.

Museum educators John Bitsura and Aaron Young received Stacy’s praise as remote delivery heroes for their dedication to The Children’s Institute’s students and willingness to innovate.

“These guys were the only outside group we had this year and we were very fortunate to have them,” she said.

While some students returned in-person this school year, for the Museum on the Move “field trips” to maintain their effectiveness in a remote format, a familiar teacher needed to be an active visual and vocal participant. Technology and screen-sharing enabled both Stacy and the CMNH team to easily participate in presenting to the students together.

“I’ve always been on with them, and it’s been really nice that they’ve been so welcoming with me being a part of their presentation,” she said.

Aaron Young and Miley, a blue-tongued skink.

For the museum, the feeling is mutual. Aaron praises the radiant energy Stacy brings to the virtual programs and credits her constructive feedback with their continual improvement. John points to the solving of Zoom problems and a joint performance of a rap song about geology as key pieces of the collaboration. He also summarized this year’s efforts as creating the foundation for a wonderful partnership.

Patrick McShea works in the Education and Visitor Experience department of Carnegie Museum of Natural History. Museum employees are encouraged to blog about their unique experiences and knowledge gained from working at the museum.

Naturally Pittsburgh: Big Rivers and Steep Wooded Slopes

by Patrick McShea

Pittsburghers are accustomed to seeing their hometown visually portrayed with its river-hemmed Downtown as a focal point. If your goal is to understand how the city’s geographical position in the greater landscape of southwestern Pennsylvania influences its wildlife and plant cover, images from different perspectives are useful.

Nine Mile Island, left, and Sycamore Island, right, in the lower Allegheny River. Photo credit: Allegheny Land Trust.

The picture above offers a bird’s eye view down the Allegheny River at a point nine miles upstream from the 325-mile-long waterway’s confluence with the Monongahela River. That much-photographed merge point, which creates the Ohio River, can be spatially located in the frame’s right-of-center background by the hazy blur of Downtown’s tallest buildings. The eye movement required to locate the spot involves tracing steep left-bank wooded bluffs from suburban Penn Hills and along the Pittsburgh neighborhoods of Lincoln-Lemington, Highland Park, and Morningside.

This simple exercise has relevance to the upcoming City Nature Challenge (CNC) for the visual attention it brings to the paired Pittsburgh physical features that keep nature in continual view here – our river system and the steep wooded hillsides carved by these big winding waterways and their tributaries.

Corridors Support Biodiversity

Both features create habitat corridors that serve to enrich the city’s biodiversity. The pair of Bald Eagles with a long record of nesting success on a wooded Monongahela River hillside in Pittsburgh’s Hays neighborhood are the most prominent evidence of this phenomena. Some of the fish they feed their young at this time of year can be regarded as additional evidence.

Pittsburgh fish displayed in tank set-up by the Ohio River Valley Water Sanitation Commission.

Many of the organisms supported by Pittsburgh’s wooded and flowing water corridors do not, however, lend themselves to the photo-documentation of the CNC. Some notable tree specimens and spring wildflower stands are found on high inaccessible ledges, river visits by diverse forms of waterfowl occur more frequently in the winter rather than the spring, and the predictability of the dozens fish species found in Pittsburgh’s waters challenges even the anglers who pursue them.

Importance of Incomplete Survey

The solution to this dilemma, as you record CNC observations and interpret the collective results, is simply to regard this important citizen science initiative as necessarily incomplete. In a recent BioScience paper co-authored by Nicole Heller, Curator of Anthropocene Studies at CMNH, analysis of urban biodiversity studies from all over the world pointed to the importance of enhancing public engagement and environmental stewardship. That is something that can certainly happen this year between April 30 and May 3, in a City Nature Challenge that recognizes some unavoidable bio-survey gaps.

Citations for research paper:

“The Biological Deserts Fallacy: Cities in Their Landscapes Contribute More than We Think to Regional Biodiversity,” BioScience, Volume 71, Issue 2, February 2021, Pages 148–160,

Erica N Spotswood, Erin E Beller, Robin Grossinger, J Letitia Grenier, Nicole E Heller, Myla F J Aronson, The Biological Deserts Fallacy: Cities in Their Landscapes Contribute More than We Think to Regional Biodiversity, BioScience, Volume 71, Issue 2, February 2021, Pages 148–160, https://doi.org/10.1093/biosci/biaa155

Evidence Counts for Absent Creatures – City Nature Challenge

by Patrick McShea

Participation in the upcoming City Nature Challenge (April 30 – May 3) can range from using your phone’s camera to document a couple front yard observations, to compiling hours’ worth of observations at multiple sites during all four days of the event. Additional information about the six-county Pittsburgh Region’s efforts in this international project can be found elsewhere on the museum’s website:

City Nature Challenge (how to participate and resources)

Teaching About Local Wildlife with the City Nature Challenge

If you have a little more time available, however, a deeper working knowledge of the City Nature Challenge’s scope, limits, and purpose can be obtained by reviewing the answers the project’s organizers provide to more than a dozen frequently asked questions. One very important aspect of the project addressed in the FAQs page is the broad range of observations that can be collected, interpreted, and compiled via iNaturalist, the innovative phone app that serves as the digital engine for the City Nature Challenge (CNC).

Mud Evidence

In answer to the question, What kinds of observations should I make during the CNC? organizers suggest exactly the range of noticeable phenomena that any naturalist leading an interpretive walk would stop to point out: Any observations of WILD plants, animals, fungi, seaweed, bacteria, lichen, etc. you find in and around your city! Observations of living or dead organisms, or evidence of those organisms, like shells, tracks, scat, feathers, etc., are fine. A photo of raccoon tracks in a muddy creek edge, for example, could count in a CNC tally as evidence of the mammal’s recent passage.

Another type of mud evidence indicates the presence of crayfish. In wet ground adjacent to ponds and streams, burrowing crayfish create distinctive and often fully-cylindrical mud structures above the holes they dig to reach groundwater. A photo of one of these “chimneys” documents the presence of the crustacean excavator somewhere below, but because there are multiple crayfish species in our region, further investigation would be necessary to refine such an observation to the species level.

Plants as Animal Evidence

Sometimes plants can serve as animal evidence. Beavers, for example, aren’t known for appearing in cell phone camera range very often, but their activity, in the form of gnawed tree trunks and branches is easy to document along local waterways, including all three of Pittsburgh’s rivers. When photos of beaver evidence include sufficient detail to identify the impacted tree or shrub, the document becomes a “two-for-one.”

On higher and drier ground, amid stands of goldenrod, the deformed stalks of some plants provide evidence of a specific insect. The globular swellings, which are known as galls, are produced by the plant in reaction to the secretions of a tiny parasitic fly. Females of the goldenrod gall fly, a species know to science as Eurosta solidaginis, lay eggs at the base of goldenrod flower buds. Larvae hatched from these eggs chew into the plant stem where their secretions ultimately result in the creation of a protective winter shelter. The distinctive galls are not fully secure, however. Females of the parasitoid wasp known as Eurytoma gigantea seek out galls and their fly larvae occupants as a food source for their own larvae. Downy Woodpeckers and Black-capped Chickadees are also known to peck into galls to eat the occupants. Most of the galls in the above illustration bear evidence of such bird beak chiseling.

Teaching About Local Wildlife with the City Nature Challenge

by Patrick McShea

Join the Challenge April 25-28, 2025

The sixth-grade student took the time to study a taxidermy mount from multiple angles before she approached with a question. “Is that Raticate?” she asked, pointing back at the lifelike preserved muskrat that had drawn her across the school cafeteria to the table promoting museum resources.

Raticate, she explained to my quizzical look, is a Pokémon creature. When she held up her phone, I conceded a striking resemblance between the cartoon-like beast filling the small screen and the sleek-furred stuffed rodent a few feet away. I then explained how the preserved muskrat represents a very real and relatively common mammal, one that in some seasons might be observable in the cattail-edged margins of Schenley Park’s Panther Hollow Lake, a location within a mile of where we stood.

The event, 14 months ago, was an evening meeting of a parent’s council at Pittsburgh Science and Technology Academy. Although I spoke with dozens of parents during my two-hour visit, the information exchange with the student remains a clear memory because it reinforced a research paper I read days earlier.

A study published in 2002 found primary school students in the United Kingdom knew far more about Pokémon creatures than they knew about local wildlife. (Why conservationists should heed Pokémon. Balmford A, Clegg L, Coulson T, Taylor, Science 29 Mar 2002) If the study’s findings remain valid nearly twenty years later, museum strategies to counter them have become more innovative, collaborative, and purposeful. The primary example of these ongoing efforts is an upcoming event known as the City Nature Challenge.

What is the City Nature Challenge?

The City Nature Challenge (CNC), coming up April 25–28, 2025, is an international effort for people to document plants and wildlife in metropolitan areas across the globe. (The Pittsburgh Region’s six county territory for the CNC includes Allegheny, Armstrong, Beaver, Butler, Westmoreland, and Washington Counties.) The event is a bioblitz-style competition with cities competing on several measurable fronts, including the number of participants, the sum total of recorded observations, and the total number of identified species. The technology enabling broad participation and accurate data compilation in this vast observational effort is the free app, iNaturalist, utilized through the same common device by which I first glimpsed Raticate, a smartphone.

iNaturalist and City Nature Challenge History

iNaturalist, originally developed as the Master’s Final Project of Nathan Agrin, Jessica Kline, and Ken-ichi Ueda at University of California at Berkeley’s School of information, is now a joint initiative of the California Academy of Sciences and the National Geographic Society. As the initiative’s website explains, “iNaturalist is an online social network of people sharing biodiversity information to help each other learn about nature.”

The City Nature Challenge also has California roots, beginning in 2016 as a Los Angeles versus San Francisco contest by citizen science staff at the Natural History Museum of Los Angeles County and California Academy of Sciences. These two institutions continue to as the principal organizers for the global effort, and in 2021, more than 400 cities across the globe are expected to participate in the competition.

2021 marked the fourth consecutive year for Carnegie Museum of Natural History to serve as one of CNC’s city organizer agencies. Partner organizers for 2021 were the Pittsburgh Parks Conservancy and the Pennsylvania Alliance of Environmental Educators. An online workshop for teachers and other educators to promote student participation in early March helped groups get an early start and a regularly updated web page contains current information about the event.

How to Participate in City Nature Challenge

If spending some time later this spring documenting the plants, animals, and fungi sounds interesting, please visit our City Nature Challenge page to learn how you can participate with the museum in the Pittsburgh region. We offer resources for educators, groups, and individuals interested in the annual bioblitz.

After the April 25–28 documentation phase, comes a vital second phase to the CNC that you might be able to support: identification of the photographed species. The identifications will be crowd-sourced through the online community April 29–May 1 still using the iNaturalist app.

Ocean Lessons

by Patrick McShea

During the late winter, students and faculty at Carnegie Mellon University’s Children’s School learned about the ocean all day, every day. A five-week study of a broad topic is an annual tradition at the school, which serves pre-school and kindergarten-aged children, and operates within the university’s Psychology Department to support developmental research and the training of educators.

Coordination of the ocean lesson plan was the responsibility of Donna Perovich, a kindergarten teacher at the Children’s School for the past 24 years who has worked as an overall support educator since the advent of the COVID-19 pandemic. I learned of her efforts during the project’s planning stages when she asked to borrow ocean-related materials from the museum’s Educator Loan Collection.

Materials for Ocean Lessons from the Educator Loan Collection

The museum’s longest running outreach program is operating with a significant borrowing limitations during the pandemic: materials that cannot be cleaned, or would be damaged by repeated cleaning, are not currently available for loan. In Donna’s case the restriction meant she was able to borrow encased taxidermy mounts of several saltwater fish, plastic scale models of six different whale species, and a sea turtle shell, but not touchable examples of sea stars, sponges, sea fans, and delicate corals.

“I have a lot of seashells.” Donna explains, “Over the years I’ve been blessed with boxes of them. So, we had plenty of material for the students to touch and closely examine.” Among the museum materials she found particularly useful were the whale models. “We did a big whale measuring activity, measuring and pacing-off the lengths of different whales in the halls. Everyone developed a good sense of the size difference between species like a great blue whale and a pilot whale.”

Classroom Aquariums

Setting up and maintaining aquariums in the school’s four classrooms was among Donna’s early Ocean project tasks. The tanks featured freshwater species, two classrooms had single Betta fish, and the other two classrooms had larger tanks with mollies, tetras, and barbs. Observations of the live fish were vitally important for learning more about the movements and behavior of ocean fish. In the case of several three-year-olds, such observations also influenced their initial expectations of fish taxidermy mounts from the museum. “The aquariums had been in the classrooms for awhile before the museum materials appeared,” explains Donna, “and some of the youngest students thought the loan boxes with the fish were another aquarium.”

*The Ocean Mural at CMU Children’s School.*

Lest you think the confusion diminishes Donna’s respect for the thinking power of the children she works with, she brings up the enormous three-dimensional mural the students created to convey much of what they learned. “We had wonderful conversations where the children would be talking about things like deep ocean trenches and how reduced sunlight impacted the creatures living there. In some ways I think their brains are better able to absorb new information than our cluttered brains.”

*Anglerfish by Children’s School student.*

Whole school study units at the Children’s School conclude with a family festival. Although the school has operated in-person with reduced capacity this year, the Ocean Family Festival was a Zoom event. The camera feeds of several event sessions focused on child-created details in the amazing mural.

Carnegie’s Cactus: Carnegie gigantea

by Patrick McShea

Diplodocus carnegii, a sauropod star of Dinosaurs in Their Time, is not the only large organism exhibited at Carnegie Museum of Natural History that bears the founder’s name. Within the Hall of Botany, the tree-sized saguaro cactus whose prickly form visually anchors the Sonoran Desert diorama is a species know to science as Carnegie gigantea.

Carnegie gigantea — A blooming saguaro in a diorama depicting the Sonoran Desert of southern Arizona.

The name honors Andrew Carnegie’s support, through the Carnegie Institution, for the 1903 establishment of the Desert Botanical Laboratory in Tucson, Arizona. This groundbreaking research facility, which enabled long-term studies of desert plant adaptations, was sold to the U.S. Forest Service in 1940, and later was purchased by the University of Arizona in 1956.

Today the facility is known simply as the Desert Laboratory, and visitors to its website find an immediate reference to its location on Tumamoc Hill, a site of cultural and spiritual significance to the Tohono O’odham and other Native peoples. A mission statement follows, clarifying the expanded scope of the Laboratory’s work:

The role of the Desert Laboratory is to build on the complementary strengths of culture, science, and community rooted at Tumamoc Hill and the larger Sonoran Desert to become an integrative hub of novel research, education, and outreach about how linked human and natural systems face the future of life in the desert.

Ongoing studies of the Desert Laboratory’s 5,800 saguaros fit perfectly into this mission because of the plant’s importance to the region’s Native peoples for thousands of years.

A carving depicting the saguaro harvest.

In Pittsburgh, museum visitors can learn something about the ancient connection between people and the iconic cactus by following a Hall of Botany stop with one in the Alcoa Foundation Hall of American Indians. Here, near the middle of the exhibition’s central corridor, a series of displays exploring use of plants by Native peoples includes a carving by artist Danny Flores (Tohono O’odham) that depicts the traditional harvest of saguaro fruit by Tohono O’odham women.

Consider the walk between the blooming life-sized saguaro in the Sonoran Desert diorama and the tiny carved replica to represent a spring-into-summer transition when white cactus blossoms, pollinated by bird, bat, or insect, transform into ripening red fruit.

A text panel near the model explains how gathered fruit is boiled to create a syrup which is then fermented into wine used in rituals invoking the summer rains to begin. The label also identifies the source of the specialized harvesting tool, an implement as long as a saguaro is tall. The pole is a saguaro rib, a part of the wood skeleton that once helped to hold a massive cactus upright.

Pat McShea

Related Content

Carnegie Museum of Natural History Blog Citation Information

Share this post!

Share this post!

Corridors Support Biodiversity

Importance of Incomplete Survey

Related Content

Carnegie Museum of Natural History Blog Citation Information

Share this post!

Share this post!

Mud Evidence

Plants as Animal Evidence

Related Content

Carnegie Museum of Natural History Blog Citation Information

Share this post!

Share this post!

iNaturalist and City Nature Challenge History

How to Participate in City Nature Challenge

Related Content

Carnegie Museum of Natural History Blog Citation Information

Share this post!

Materials for Ocean Lessons from the Educator Loan Collection

Classroom Aquariums

Related Content

Carnegie Museum of Natural History Blog Citation Information

Share this post!

Share this post!

Related Content

Carnegie Museum of Natural History Blog Citation Information

Share this post!

Share this post!

About

Get Involved

Bring a Group

Powdermill

More Information