It is the change to these transitions, such as the average date of first frost, that are an important key to understanding a changing climate.  Even small changes can have a large effect on migrating birds.  The date of first or last frost can prompt birds to begin their flight patterns either too early or too late, which puts their survival at risk.  The Ruby-throated Hummingbird (Archilochus colubris), for example, may be prompted to migrate later due to temperatures remaining warm late into autumn.  However, as they migrate, they may encounter colder weather due to a transitioning Arctic weather system.  If they left their summering location at their normal time, they would avoid these extreme weather events.  You can see the normal migration pattern of the Ruby-throated Hummingbird in the map below.

Image from Journey North, depicting the migratory route of the Ruby-throated Hummingbird. Finish is their wintering location in Costa Rica

This idea is further supported in the following map, which was produced by the Audubon Society and NOAA which shows that migrating birds are spending their winters farther north due to warming temperatures.  The light blue dots symbolize the general location each species wintered in 1966-1967. The dark blue dots connected by the line represent where the species wintered in 2005-2006.

Map showing changes in wintering location for various bird species from 1966-67 to 2005-06. From Audubon Society and NOAA

In some cases, these birds are more than 650 km from their 1966-1967 wintering location.  In addition to putting the birds in the path of transitioning weather patterns, dramatic shifts like these can upset the delicate balance of local ecosystems; insects and plants that these birds naturally prey on may quickly become over-populated if the migrating birds are wintering elsewhere. An example of this can be seen in the Elementary GLOBE book, “The Mystery of the Missing Hummingbirds.”

As we venture further into autumn in the Northern Hemisphere and spring in the Southern Hemisphere, it is important to keep an eye to our GLOBE instruments to monitor the changes that are affecting not only birds, but plants and other creatures that rely on weather changes for their survival.

You, as a GLOBE student, are given a unique opportunity to collect and submit data that can be used to study the transition seasons.  Students in the Kingdom of Bahrain are already examining this change in order to understand how the birds are adapting to their changing climate.   Be sure to start performing basic protocols, such as air temperature, precipitation and soil temperature, and add in other phenological protocols, such as Ruby-throated Hummingbird observations, arctic bird migration and green up or green down, to monitor these important transition season events.  And be sure to let us know about your research as it develops. These activities also help students understand the Next Generation Science Standards of Crosscutting Concepts, such as “Cause and Effect” and “Systems and System Models,” found in the progression of Earth Systems Science.

Collecting data in the rainforest

Collecting hydrology data

Taking a break to pose in front of the summit

Taking a picture at the summit with one of Kili's glaciers

To reflect on their experience, the bloggers were asked: Looking back to the beginning, you discussed your personal and scientific expectations for The Xpedition.  Summarize your experience with respect to those expectations. How do you envision your experiences during the trek to influence your scientific or educational activities in the future? And how has this trek further cultivated your love of learning?

Maddy

To say that this trip has changed my life is no understatement. I expected to be blown away by the science, culture and challenges along the way… my expectations were anthills in comparison to what Kili delivered! It was phenomenal–simply incredible. The main way I’ll be able to carry Kili with me in my scientific/educational activities in the future is by sharing stories. I learned an extraordinary amount about the culture and history of Tanzania, science of Kilimanjaro, climate change and globe protocols in general. All of our guides were so knowledgeable… botanists, biologists, astrologists and survivalists wrapped into one person (and comics too… they sure got me a few times!). I can’t wait to pass what I learned along to my peers and teachers! I know I’ll easily be able to apply something I learned on Kili to my life here every day.

On our second to last day, I was walking down the mountain with Art (a photographer) and John. We were chatting about all the incredible places they’ve both visited, and at one point they said “the problem with traveling is the more you see, the more amazing things you discover, and the more you want to see!” I couldn’t have said it better: now that I’ve seen the beauty of Tanzania, met some incredible people, and learned about the very unique science behind the mountain… I just want to get back out there and do it all again!

John

My personal expectations were well exceeded!  The land and the people of Tanzania have been so diverse and interesting that it has been very easy to feel comfortable in this place.  All of the porters and guides have been friendly and eager to learn and to share their knowledge.  They have helped me discover the beauty of life in Africa as well as the balance of the land and animals.

From a science perspective, it was a great learning experience to follow the researchers in making observations and looking at the data from the streams.  This information is not only important to the biomes and habitats on the mountain, it also applies to the people and crops that live around the base of Kilimanjaro and depend on the rivers and streams.

With this new knowledge I will find various ways of bringing the information into the lessons and activities the students will learn.  From a geological aspect, the volcanic history and landscape of Kilimanjaro provides similarities as well as contrasts to our Southern California past.  This will also include looking at the tectonic action and making connections in both locations.  When looking at the wildlife in Africa, comparisons can be made with the flow of energy and the adaptations in the organisms that occupy both regions.  The African flora and fauna also provide a new and interesting set of creatures and plants that are familiar and fun for the kids to learn about.

Seeing Africa for the first time has really excited me toward learning more about the natural world outside of my own region.  There is so much diversity covering a huge number of plants and animals.  By seeing these factors first hand, and witnessing the daily activities on the Serengeti and Mt. Kilimanjaro, it is easy to see how bring this new information to the students will help in adding motivation to my learning and teaching goals.

From The GLOBE Program Office, we hope you have enjoyed reading along with our series from Mt. Kilimanjaro as much as we have writing it and passing it on to you.  Thank you to our team who worked hard to bring us their experience from the mountain as well as for collecting important data that will help us understand even more our environment.

Unloading the equipment after a successful trip

Throughout the entire journey, the team relied on the use of porters, who are local Tanzanians who carry equipment up the mountain. These porters are essential to a successful summit, and the bloggers were asked: What has your relationship been like with the local Tanzanians? Porters?

Porters carry equipment to the Lava Tower on Day Five of The Xpedition

Tanzanians greet the team on their return

Maddy

If you asked me the main reason I want to stay in Tanzania, it would be for the people. Porters are the hidden heroes of the mountain—nobody would be able to climb were it not for them. But they also go far beyond just transporting gear: they came to our tent each morning with hot chocolate and cookies to wake us up. They helped me put my gators on when my fingers were too cold. They sang and danced for us (with us once we got the hang of it!) at least twice a day as we left one camp in the morning and arrived at the next camp in the evening. They carried my daypack when I was not feeling well enough to climb with it. They monitored how well I was taking care of myself, was hydrating and staying energized. They said “Jambo!” or “Mambo vipi!” every time they passed us on the trail. They indulged our “how do you say ____ in Swahili?” questions with enthusiasm each time… sure sounds like a hero to me. I tried to take the time to get to know as many guides and porters as I could, and it sure paid off. They’re genuinely terrific people– so warm and caring. I know I’ll miss them every day, and carry their values and demeanor with me for the rest of my life.

John

I cannot say enough about the porters and all of the support from our Tanzanian crew. In the beginning of the hike it was clear that these people knew their business and enjoyed what they do. They have a very good understanding of what the mountain is and about each biome along the way. We began to learn from them on day one, and the learning never stopped.

As the trip continued, it was clear how much the entire team cared about their country and about making sure that we experienced the positive energy the Mt. Kilimanjaro and Tanzania have to offer. I am very happy to say that I have made some very close friends in Africa. I have the deepest respect for these people and the work that they have chosen. I also look forward to keeping lasting relationships with my new African friends. I will always remember and think about the lessons I have been taught about myself and the world.

Team at the summit

Hiking on a glacier near the summit

After the team spendt time celebrating their success, they began their descent, stopping at 3,200 m (10,498 ft) at Mweka Camp. To celebrate the summit, the bloggers were asked: What is it like on the summit? Describe what you see, what you’re feeling what has this taught you about yourself?

Maddy

No matter how hard I try, I can’t seem to come up with a description of the summit that will do it justice. After spending the night at Crater Camp, we ate breakfast and explored the closest glacier before beginning our short, hour-long hike to Uhuru Peak. None of us felt great… trying to sleep at over 18,000 feet is almost guaranteed to leave you with a headache. We trudged up to the summit, struggling with the high altitude. And when we finally arrived, every challenging moment of the last 8 days was made worth it. The sky was so pure and blue… untouched by clouds. Instead, the clouds billowed for miles beneath us, looking like pink, purple and white cotton candy (maybe the altitude was getting to me). The glaciers around us shimmered like I never thought they could. And we were all so excited to be there: dancing, singing, and even crying (ok, maybe that was just me). Oh, and of course taking photo after photo after photo.

I could easily list a million things I’ve learned about myself and life in general on this trip: but what was most prominent at the summit was that I can accomplish anything I put my mind to. Determination is a powerful force, and with a supportive crew behind you, so much becomes possible.

John

Reaching the summit was amazing! The hike from the camp to the top was pretty challenging for the entire group, so it felt just that much better when we finally did get to our goal. The day was sunny and blue because all of the clouds were well below us. We could see all of the summit area including several of the glaciers on the top. The blue of the ice and the features of each glacier were beautiful as the sunlight shined on their faces.

I felt a great deal of pride for the entire group having finally reached the top and feeling that we had all helped each other along the way. It really does go to show that any goal can be met when you set your mind to it. It also shows the power of team work and cooperation. I am so proud of our team and the porters, guides, and cooks who brought us here!

Day Eight was Saturday, 29 September.  The team journeyed from 4,877 m (16,000 ft) to 5,608 m (18,399 ft).  This portion of the trip is very difficult, as it take the team to very high altitudes.  This change also signifies another biome change: from alpine desert to summit.  The summit of Mt. Kilimanjaro is an arctic zone that experiences freezing cold nights and extremely fierce sun during the day.  At this altitude, the oxygen level is nearly half of that found at sea level.  As one student said on the webinar this morning – even putting socks on results in shortness of breath.

This portion of the trip is beautiful in its own right – there are a few red and grey lichens that have adapted enough to survive at this altitude, as well as massive glaciers.  The team was able to explore the camp as they felt able, and some beautiful photographs have been captured.

Red lichen growing on a rock in Canada – similar to what is found on Kilimanjaro. Credit: NASA’s Earth Science Picture of the Day (link: http://epod.usra.edu/blog/2002/10/red-lichen.html)

A team member stands by a glacier

Today’s question asked the bloggers: Describe a typical day on the mountain and if it has changed since you continue to increase in altitude.

Camp – high atop Mt. Kilimanjaro

Maddy

A typical day on the mountain is almost an oxymoron… we never really know what we’re going to get! All we can say for sure is that it will involve a lot of climbing. Roughly, we wake up around 7 AM to Peter, Ramsaw and Salvatore (our three incredible waiters) bringing us cookies and hot drinks in our tents. We pack up our tents and head to breakfast around 8 AM. We eat for an hour or so (a true feast: eggs, toast, hot drinks, crepes, fruit, and more) and then hit the trail. We hike alongside the guides, while the porters leave behind us after they pack up camp. They speed by us on the trail, and every day I’m increasingly impressed by how much weight they can carry up the mountain. We say “Jambo”, “Mambo vipi”, “Pole sana kaka” and other quick hellos as they pass us. On any given day we hike between 3 and 6 hours, breaking for protocols, snacks, and on long days a hot lunch. We arrive at camp for the night by 5 PM, encouraged by Chedrick and other porters singing until we’re all here. We eat dinner around 6:30PM, which also a feast: soup, potatoes, bread, sometimes pasta, fruit, meat, salad, and dessert. Julius, Safi, or Moody gives us a briefing for the next day, and we hang out in the meal tent answering questions and chatting until 9 PM or so. By then we’re all tired, full and cold so we head off to bed!

John

I think that there are no typical days on the mountain! Every day seems to bring a new biome and a new scene to observe, and they all have been very interesting.

As far as our routine goes we have seen some changes in the way everyone has their own particular needs each day. We have all learned more in dealing with the mountain and it’s various factors. We all get up and then meet in our mess tent for breakfast around 7:30 am. Most days we eat and talk and then prepare our things for the hike. We usually roll out of camp at 9:00 am and hike until we take a snack.  We hike until lunchtime or we may reach our camp around lunch and then we meet in the tent again. Dinner is always around 7:30 pm. We meet in the tent again, eat and talk about the sights and sounds of the day, and then we go over the schedule for the following day.

The altitude is very much of a factor for everyone. As we climb higher different people are affected in different ways. Some folks are taking naps as soon as we get into camp now. I had a nice rest in my tent after lunch today. We are all drinking our fluids, getting as much rest as possible, and trying to eat well. Of course, with the cooks here, that is very easy to do.

Part of the team stops for a photo

While this biome is found on Mt. Kilimanjaro, it is also found in many other mountain ranges, including but not limited to the Rocky Mountains of North America, the Himalayas of Asia, the Alps of Europe and the Andes of South America. For more information on the alpine desert biome, visit our post from Wednesday, September 26.

Collecting data on Mt. Kilimanjaro

Today’s question asks the bloggers: What has been your most rewarding experience, personally, educationally and/or scientifically of your trek thus far?

Maddy

This expedition has opened my eyes more than I ever expected it to, in each category above and more. The group is so educated and knowledgeable that any question we come up with is answered almost immediately. I’m so lucky to be a part of this team… 5 scientists, 6 teachers and 5 very gifted students. Because of them and our spectacular guides and porters I’ve learned more than I would’ve in school (uh oh!) including some Swahili! (Nina hamu sana… I’m very excited) Scientifically, we really are in a walking classroom. The hydrology protocols are my favorite, and I love being able to observe how data differs as we climb up the mountain. Finally, my personal growth has been priceless. I’ve learned so much about myself… my strengths, weaknesses, when I can help others and when I need to ask for help. Overall, I couldn’t ask for a better expedition, and a million thanks to all those who have made it as spectacular as it is!

John

This expedition has been a very rewarding and growing experience for me on many levels. Personally I have been able to meet some great people and share many good stories. This group is made up of some very talented and experienced folks and it is wonderful to hear their tales of places they have visited, as well as hearing about where they live and work back home. Being here with other teachers is a real pleasure because there is never enough time to sit and share ideas with fellow educators. The other teachers here come from different states and have alternative views on subjects and methods from the classroom. I am always excited about talking to teachers about having students write to each other about their own home climates and experiences. Speaking with the scientists is always a great learning experience for me. They have such a vast store of knowledge about the systems and how things work in areas like Kilimanjaro.

(Remember that Bob has separated from the main group to go on a different approach to the summit.  You can read about his plans here).

A morning at camp

The team is now over halfway done with their trek to the summit of Mt. Kilimanjaro in Tanzania.  The journey began on Sunday 23 September as the team left Basecamp and hiked to Forest Camp.  You can read all about their journey starting here.

A view of Mt. Kilimanjaro from the trail

Today’s part of the trek up Kilimanjaro takes the team back down in elevation, from 4,632 m to 3,962 m.  Additionally, they will see another biome transition: alpine desert to moorland.  A moorland biome is one that is also classified as a low precipitation region.  This high altitude biome also has a high fluctuation in daily temperatures, soaring to high temperatures during the day and dropping to freezing at night.

Lobelia plants, a common site in the Moorland.

Today’s question asks the bloggers: Looking at different biomes thus far, which one was the most interesting to you and why?  How was it similar or different from where you live, please explain.

Maddy

For me, the most interesting biome thus far has been the dry rain forest. The vegetation is so vivid and extremely diverse. Wildlife can always be heard, but not seen. The monkeys especially seem to make a game out of hiding from visitors and peeking out from around trees on occasion. The ground was extremely dusty and the air temperature hot and humid. This biome couldn’t be any more different from where I live in Boulder, Colorado! We have an extremely dry climate, and no monkeys outside of the zoo. We have very cold winters, and moderate summers. What made the rain forest so enjoyable for me was just how different it is from my home.

John

The most interesting biome so far to me has been the alpine desert zone.  It is very striking to see how the plants diminish in numbers and size.  I feel this area has become very harsh, which makes for a much more hostile environment in which organisms try to carve their living.  The temperature range here is more dramatic with freezing occurring year-round in the evenings.  Also, being on the rain shadow side of the mountain, the precipitation is low, leaving some of the plants to depend on the glacial melt that occurs seasonally. This biome reminds me very much of the area that I live in around Southern California.  Not far from the coast, and into the foothills, the high desert begins.  The plants there also experience a wide swing in daily temperatures as well as seasonal variations in precipitation.  It’s a beautiful to be in when the flowers are blooming shortly after the first spring rains.

(Remember that Bob has separated from the main group to go on a different approach to the summit.  You can read about his plans here).

Discussing the new biome: alpine desert

Collecting hydrology data in the alpine desert biome

A scientist rests while collecting data

For the remainder of the trip, we will only be posting Maddy and John’s blogs, as Bob will take a different route to the summit.  Before Bob left, he wanted to pass along information about his part of the remaining journey:

Tomorrow I will leave the main Xpedition group and go with Kenji, Narita, and Julia (3 of the 4 other scientists) toward the summit via the Western Breech  route (1-2 day trip).  Once we reach the summit, I will be assisting in a variety of permafrost related activities.   It is known that the glacial ice is shrinking and that many people are attributing the shrinking of ice to a changing climate (warmer temperatures and less precipitation).  However, another possibility that has not been investigated is that heat flow from  magma (located within a few hundred meters of the surface of Kilimanjaro) to the surface may be also contributing to the shrinking glaciers.  In order to investigate this possibility, we will be drilling a borehole approximately 6 meters deep, where the glacier has recently retreated,  and installing a number of thermistors at various depths.  As the glacier shrinks, the thermal properties of the soil change, resulting in the possibility of the re-establishment of permafrost.  The mean annual air temperature at the summit is -6oC, meaning that conditions should allow for permafrost development.  The borehole will document this newly established permafrost development.  Further, we will also carry out a series of measurements on a grid that include the surface temperature, temperature at 40 cm, and the thermal conductivity of the soils.  Additionally, we will set up a thermal infrared camera on the crater rim to find hot spots and to measure the surface temperature from the middle of the day through the night (at least midnight) to capture the difference in the amount heat energy that is input and output at the ground surface over the course a day.  Finally, we will be downloading temperature data from previous Xpeditions.

Today’s question focuses on the changes between biomes that the team is seeing.  The question is: Describe the transition zones as you move from one biome to another.  Provide any observations worth noting, such as the atmospheric conditions, flora and fauna.

Maddy

The transition zones between biomes have been very sudden and obvious. There seems to be a new biome every day, and we’re constantly in awe of our changing surroundings. We began in a dry rain forest, where vegetation was bright and colorful, birds were constantly singing and monkeys were present! Within a day found ourselves surrounded by short trees and large rocks in the heath zone(that biome transition was characterized by a sleet storm, in which the entire ground became slick with mud). In the heath zone birds were far less common, and vegetation was more uniform and less exotic. We then moved into moorland, where the birds have been few and far between and vegetation increasingly less colorful (by now we see lots of mellow greens, grays and yellows). I’m currently sitting at lunch in the alpine desert zone… this transition has been the least dramatic thus far. We still see many rocks, and vegetation is similar to that of moorland. Most clouds are now below us, a first since arrival. I’ve spotted three birds, and Julius (our guide) has pointed out buffalo tracks a few times.

John

Seeing the different biomes change from one zone to another is very fascinating.  When we reached the end of the rain forest zone the vegetation changes within ten steps on the trail!  The tall trees and thick undergrowth vanished and we were left with much shorter plants and what looked to be a much dryer landscape.  The heath zone looks much more like a southwest desert area.  Where the rain forest was reaching up well over 40 feet in places, the heath zone plants are just tall enough to be overhead.  The funny thing is that it has rained more on us while we were in the heath zone than in the rain forest.

Also, where there was an abundance of birds singing in the rain forest, with some large ravens around the camp, the heath zone appears to have less species of birds that are smaller in size.  I am looking forward to the changes that the next zones will bring!

Mt. Kilimanjaro

Background: The Xpedition began in 2008 when a team of 29 climbed Mt. Kilimanjaro to raise awareness of changes in global climates due to global warming. Deeper than that, the team wanted to look at possible solutions to problem.  While on the journey, data from various GLOBE protocols were collected. In 2012,  the plan is the same: collect data through the distinct biomes of Mt. Kilimanjaro through the GLOBE Seasons and Biomes Project. 

Bloggers from the mountain will be Bob Bolton, a scientist from The University of Alaska; Maddy, a student from Boulder, Colorado; and John Wood, a teacher at Talbert Middle School in Huntington Beach, California.  Each blogger will write posts centered on a specific question. Each question is different and focuses on everything from personal goals and expectations to scientific findings during the journey.  This will be interesting and informative and you are encouraged to join the conversation.  The first blog will be posted on Saturday, 22 September. Daily posts will continue through 2 October.

Meet the bloggers:

Bob Bolton was born in Idaho and raised in Wyoming.  He moved to Alaska with his family during high school. He received his Bachelor’s degree in Geology (California Lutheran University) in 1992, his Master’s in Geologic Engineering and PhD in Hydrologic Engineering, both from University of Alaska Fairbanks. Following a post-doc in Germany, he returned to the University of Alaska Fairbanks where he is currently a research assistant professor.

Bob Bolton

John Wood was born and raised in Southern California where he earned a bachelor’s degree in biology from Chapman University in 1977 and his masters in education from California State University at Dominguez Hills in 1995. His love of science took him to Scripps Institution of oceanography and research in Alaska, after which he spent nine years with the United States Antarctic Program as the laboratory facilities manager and research diving coordinator. Entering his 23^rd year of teaching middle school science, he is currently at Talbert Middle School where he also coordinates their science fair program and helps coach the track team. He is a PolarTREC teacher of 3 expeditions and a PolarEducator with the Polar Educators International (PEI). His support comes from his wife Mary and his two daughters, Natalie and Lauren.

John Wood

Maddy was born and raised in Boulder, Colorado and believes she’s been spoiled by the Rocky Mountains since she was a child. At age 15, her passion for travel took her to Sardinia, Italy where she participated as a rotary exchange student for her sophomore year of high school. She also visited Barcelona and Paris while abroad. Somewhere along the way she realized her favorite thing to be is abroad. Currently a junior at Boulder High School, she is working hard to graduate a year early so she can and study abroad in South America during a gap year. She spends a lot of time working as a swim teacher and manager at the Elks Swimming Pool in Boulder. She also volunteers regularly at soup kitchens and lives with her mom, dad and dog. Her brother is in college at the University of Colorado.

Maddy

Be sure to join the team as it travels through the distinct biomes of Mt. Kilimanjaro.

Hi All,

Things are continuing to go well with the surface temperature field campaign. As of December 8, 2008, there were 317 surface temperature observations from 31 schools were added to the GLOBE website.

Major Winter Storm in the United States

There is a major winter storm in the center of the United States this Tuesday, 9 December, 2008. This map is for 1:00 p.m. Eastern Standard Time which is 1800 UTC. This low pressure system with its associated warm front and cold front is producing a lot of rain, “wintry mix” (rain and snow, pink shades in figure 1), and some snow in the Midwest. You can also see that there is a cold high pressure system in Nevada and Idaho.

Figure1: Surface weather map 9 December 2008, The radar shows snow in the blue shades and the heaviest rain is shown in black. Figure from http://www.rap.ucar.edu/

There have been some pretty extensive snowfall in the United States this fall and early winter. But, you can see from the figures below that there was actually more extensive snowfall cover in 2007. By the weekend the weather pattern in the United States is going to change to have a storm in the western United States and warm weather in the eastern United States. This storm should give significant snow out west and to the Rocky Mountains. This will make the weather in the Great Lakes warmer.

Figure 2: Snow cover and depth from NOAA for 9 December, 2008 .

Figure 3: Snow Cover in the United States for 8 December 2007 from NOAA.

Here are schools that have entered data so far in the field campaign:

More and more schools are participating and getting their data on the GLOBE website. Keep up the good work.

Roswell Kent Middle School, Akron, OH, US [9 rows]
Dalton High School, Dalton, OH, US [8 rows]
Chartiers-Houston Jr./Sr. High School, Houston, PA, US [2 rows]
Lakewood Middle School, Hebron, OH, US
The Morton Arboretum Youth Education Dept., Lisle, IL, US
Peebles High School, Peebles, OH, US [25 rows]
Gimnazjum No 7 Jana III Sobieskiego, Rzeszow, PL [6 rows]
Penta Career Center, Perrysburg, OH, US [3 rows]
Canaan Middle School, Plain City, OH, US [2 rows]
Mill Creek Middle School, Comstock Park, MI, US [8 rows]
Brazil High, Brazil Village, TT [9 rows]
Kilingi-Nomme Gymnasium, Parnumaa, EE [10 rows]
Swift Creek Middle School, Tallahassee, FL, US [3 rows]
National Presbyterian School, Washington, DC, US
Maumee High School, Maumee, OH, US [5 rows]
Whittier Elementary School, Toledo, OH, US [2 rows]
Huntington High School, Huntington, WV, US [8 rows]
Warrensville Heights High School, Warrensville Heights, OH, US
Bellefontaine High School, Bellefontaine, OH, US [6 rows]
Oak Glen High School, New Cumberland, WV, US [12 rows]
Nordonia Middle School, Northfield, OH, US [4 rows]
Orrville High School, Orrville, OH, US
Bowling Green Christian Academy, Bowling Green, OH, US [6 rows]
McTigue Middle School, Toledo, OH, US [3 rows]
Highlands Elementary School, Naperville, IL, US [2 rows]
South Suburban Montessori School, Brecksville, OH, US [3 rows]
John Marshall High School, Glendale, WV, US [30 rows]
Birchwood School, Cleveland, OH, US [9 rows]
Hudsonville High School, Hudsonville, MI, US [7 rows]
The University of Toledo, Toledo, OH, US [4 rows]
Main Street School, Norwalk, OH, US [16 rows]

Stay Dry.
Dr. C