Ecology Modules
Initial Publication Date: December 31, 2016
Summary
In the ecology model that extends over approximately nine class days, students learn important ecology concepts from reading selected sections from their textbook and other sources. They answer approximately fifteen questions related to their reading and submit those questions on-line prior to class.
In class or on short field trips to a nearby local coniferous ecosystem students, work in small groups to apply the knowledge they have learned in their reading to their local ecosystem. As their 'academic knowledge' about ecologic concepts expands, students also expand their abilities to apply this knowledge to more completely understand how their local ecosystem functions.
Learning Goals
Students learn basic ecological concepts related to population dynamics, community interactions, and ecosystem functions.
Students conduct in class (field) small-group exercises designed to help them critically apply general ecological concepts to new situations. All the assignments are designed to build sophistication of understanding by learning one system (that they might naturally be curious about) well. They are often asked to analyzed published data and draw their own conclusions.
Students conduct in class (field) small-group exercises designed to help them critically apply general ecological concepts to new situations. All the assignments are designed to build sophistication of understanding by learning one system (that they might naturally be curious about) well. They are often asked to analyzed published data and draw their own conclusions.
Context for Use
These activities were designed for the ecology section of a year-long major series in biology. It is actually the first module for the entire year. The quarter-long course has 2 1.5-hour 'lecture' meetings and 2 2-hour lab meetings each week. For the first quarter, I cover in the following order:ecology, genetics, population genetics, evolution, and biodiversity. The labs and 'lectures' are designed to be 'seamlessly' integrated. I focused all my ecological applications on the low elevation northwest coniferous ecosystem. However, all the exercises could easily be modified to any natural ecosystem.
Description and Teaching Materials
I have included as uploaded file the first three homework assignments and the first three 'in class' exercises. The homework assignments are worth 2pts each out of approximately 600 total points. I generally quickly grade them for completion, not accuracy.
Exercise 1 and 3 are 'field' assignments to be completed at a nearby city park. The park is not ideal, but it is close to campus. Students can get to the site and back with still about an hour and a half to work on the assignment at the park.
The exercises are designed to be self-explanatory but I always give a brief introduction at the beginning and summary at the end. The first assignment also comes with a simple dichotomous key for about 6 very common tree species. Homework 1 (Microsoft Word 2007 (.docx) 13kB Dec16 16)
Exercise 1 (Microsoft Word 2007 (.docx) 16kB Dec16 16)
Homework 2 (Microsoft Word 2007 (.docx) 13kB Dec16 16)
Exercise 2 (Microsoft Word 2007 (.docx) 18kB Dec16 16)
Exercise 3 (Microsoft Word 2007 (.docx) 15kB Dec16 16)
Exercise 1 and 3 are 'field' assignments to be completed at a nearby city park. The park is not ideal, but it is close to campus. Students can get to the site and back with still about an hour and a half to work on the assignment at the park.
The exercises are designed to be self-explanatory but I always give a brief introduction at the beginning and summary at the end. The first assignment also comes with a simple dichotomous key for about 6 very common tree species. Homework 1 (Microsoft Word 2007 (.docx) 13kB Dec16 16)
Exercise 1 (Microsoft Word 2007 (.docx) 16kB Dec16 16)
Homework 2 (Microsoft Word 2007 (.docx) 13kB Dec16 16)
Exercise 2 (Microsoft Word 2007 (.docx) 18kB Dec16 16)
Exercise 3 (Microsoft Word 2007 (.docx) 15kB Dec16 16)
Teaching Notes and Tips
I work hard at getting students to work well in groups. I try to make sure the groups are composed of students of all abilities. I emphasize the importance of equal participation and quietly work the more vocal students to share the group conversations. I also work with the less vocal students to increase their group participation. I have found that a lot of upfront effort to get groups working well together pays off for the entire quarter
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Assessment
I was literally astounded with the quality of the small group discussions. I was also impressed with the care with which students wrote complete and thoughtful answers to the exercise questions(for which they got no credit). I was encouraged to see that many of the students that found the material challenging were getting help from those who more quickly grasped the ideas.
I did almost no lecturing for the entire ecology module. I was surprised that throughout the 9-10 days of the module that students never seemed to tire of getting a packet of exercises handed to them. I found that students worked for the entire hour and a half to two hours usually without breaks. Often when I suggested they take a 5-10 minute break, they chose to keep working on the exercises.
I found that I could ask students higher level questions on the exam. They (as a rule) did better on these questions than in previous years because they had so much in-class practice using their critical thinking and application skills.
One of my goals was not to lecture on material that students could easily read in the textbook. I think most of the students appreciated not being lectured on what they could get from reading on their own.
I did have a few students ask if I could lecture at least some of the time. Now that I have gone 'cold turkey' without lecturing at all, I think in the future that I will judiciously add back some lecturing to help those students that need a bit more structure and context.
I did almost no lecturing for the entire ecology module. I was surprised that throughout the 9-10 days of the module that students never seemed to tire of getting a packet of exercises handed to them. I found that students worked for the entire hour and a half to two hours usually without breaks. Often when I suggested they take a 5-10 minute break, they chose to keep working on the exercises.
I found that I could ask students higher level questions on the exam. They (as a rule) did better on these questions than in previous years because they had so much in-class practice using their critical thinking and application skills.
One of my goals was not to lecture on material that students could easily read in the textbook. I think most of the students appreciated not being lectured on what they could get from reading on their own.
I did have a few students ask if I could lecture at least some of the time. Now that I have gone 'cold turkey' without lecturing at all, I think in the future that I will judiciously add back some lecturing to help those students that need a bit more structure and context.