Resources: Compare
#265, v1.0
#1164, v1.1
Title
| Old Version | New Version | ||
|---|---|---|---|
| 1 | Exploring the population dynamics of wintering bald eagles through long-term data | 1 | Modification of "Exploring the population dynamics of wintering bald eagles through long-term data" module |
Authors
| Old Version | New Version | ||
|---|---|---|---|
| 1 | Julie Beckstead (Gonzaga University) | 1 | Kaitlin Stack Whitney () |
| 2 | Alexandra Lagasse (Gonzaga University) | 2 | Kaitlin Stack Whitney () |
| 3 | Scott Robinson (Wildlife Biologist, Retired, Bureau of Land Management Coeur d'Alene Field Office Coeur d'Alene) | ||
| 4 | Hayley Orndorf (University of Pittsburgh) | ||
Description
| Old Version | New Version | ||
|---|---|---|---|
| 1 | <p> | 1 | <p>This module is a modification of the "Exploring the population dynamics of wintering bald eagles through long-term data" module by Beckstead et al. 2011 in TIEE Volume 7.</p> |
| 2 | 2 | ||
| 3 | <p>This | 3 | <p>This modification differs significantly in several ways, while retaining the overall learning objectives of open-ended data exploration. This modification uses the "open-ended" data and asks students to develop, test, and evaluate a hypothesis using a table to map out their ideas. This modification includes a modification of the table and questions to evaluate the data. This modification also includes a meta-cognition based model and self/team reflection component with additional questions. </p> |
| 4 | 4 | ||
| 5 | <ul> | 5 | <p>This module modification is designed to be implemented in 1-2 lab/in-class periods, with no advance reading and a brief introduction (slides provided) to bald eagle biology and natural history at the beginning of the assignment presented by the instructor (with minimal but backup reading in the provided packet to students).</p> |
| 6 | <li>Guided Approach: Students will generate questions abut bald eagle numbers influenced by weather and food availability. Students will then use graphing software (JMP of Excel) to compile the data in a graphical form to answer their questions.</li> | 6 | |
| 7 | <li>Open-Ended Approach: Students will generate their own hypothesis of interest from the larger bald eagle data set. This approach is encouraged for upper division ecology students in conservation biology, wildlife management, or population ecology classes.</li> | 7 | <p>The author would like to thank the organizers of the QUBES ESA Data Explorers Spring 2019 FMN, for their mentoring, organizing, support and leadership. The author would also like to thank her fellow participants in the FMN for <span data-offset-key="9ifuh-0-0"><span data-text="true">camaraderie as we developed our draft modules - and especially to her students for classroom testing this module! </span></span></p> |
| 8 | </ul> | ||
Attachments
| 1 | link — Exploring the population dynamics of wintering bald eagles through long-term data | 1 | file — eagle data.xlsx |
|---|---|---|---|
| 2 | file — ./bald_eagle_small.jpg | 2 | file — eagle slides.pptx |
| 3 | file — EnvWorkshop_Spring2019_eagles.docx | ||
| 4 | file — model and self evaluation - eagles.docx | ||
| 5 | file — Teaching Notes - Bald Eagles.docx | ||
| 6 | link — Exploring the population dynamics of wintering bald eagles through long-term data | ||
| 7 | file — USFWS_baldeagle |