ABSTRACT
Surveying can be an interesting and useful kind of research by children, at all environmental scales, from the daily records of recycling in his home kept by an eight-year-old in Westminster, Vermont (Chapter 5), through the energy monitoring of school buildings to the national surveys of ozone levels described below. Whatever the scale, it is much more engaging to a child if they are themselves involved in identifying the needs for a survey and undertaking its design. This also offers the greatest chance that the child will come to think of surveys as something they can themselves initiate in the future rather than as something always designed by others.
