"Faculty workshops in field
ecology at Archbold:
an opportunity to enrich the
teaching of ecology for your
undergraduate students"
| EDISON FIELD PROJECT | |
|---|---|
| Teaching project title | Track trapping, scat searching, and direct observation for animal activity in differentially burned scrub |
| Institution | Edison Community College |
| Faculty (1) Name | Jim Beever |
| Faculty (2) Name | Lyman O'Neal |
| Faculty (3) Name | Bill Wilcox |
| Abstract | A field exercise to introduce students to xeric scrub of South Florida. Involving replicate sample observation of animals, tracks, scat, and other signs. This introduces the concepts of rare and unique habitats, biodiversity, behavior, fire succession, and simple statistics. This is an inquiry-based collaborative learning activity where students work in teams to set up the basic protocol and ask questions. Presentations will be made to the class by teams. Students explain how they reached conclusions, what they did, and hypothesis as to identity of observed unknowns. Groups' results will be combined as a class and discussed to illuminate basic principles. |
| Identify target student audience and courses | Ecosystems of Southwest Florida (BSC 1051) and man and the Environment (BSC 1030) |
| Biological principals | A field exercise to introduce students to xeric scrub f South Florida. Involving replicate sample observation of animals, tracks, scat, and other signs. This introduces the concept of rare and unique habitats, biodiversity, behavior, fire succession, and simple statistics. |
| Objectives | 1. Appreciate rare and unique habitats. 2. Experience scientific method. 3. Work cooperatively. 4. Sampling techniques. 5. Obtain a basic knowledge of animal diversity. 6. Obtain a basic knowledge of fire ecology. |
| Key words | Collaborative learning Xeric scrub, Biodiversity, Fire succession |
| Period of study | One lab period (approx. 3 hours) |
| Location | Red hill area Sites 90-8, 96-4 |
| Habitat | Xeric sandhill |
| Project design | Students into groups of three. Three sq. meter samples in each burn unit. Random toss of meter stick to establish side of quadrate and next edge is set perpendicular and to the right. |
| Field/Lab methods | Replicate meter squared quadrate survey for tracks, signs, and small animal presence (Wildlife Methodology Guide Book, Wildlife Society of America) |
| Supplies and materials | 2 meter sticks per group clip board, data sheets, map track and scat guide, handout for animals of the area |
| Instrumentation | Computer spreadsheet for compiling and presenting class data |
| Taxonomy and systematics | Track and scat guide Handout for animals of the area Teaching approaches Collaborative learning Inquiry based Hands-on field trip |
| Final products anticipated | Each group will have a one page written summary. |
| Evaluation methods | Evaluation will not be based on what they saw but on their use of the scientific procedure to examine the questions. Each group will hand in a one- page written summary. |
| Measures of success | Evaluate presentation and written report. |
| Problems anticipated | Weather Logistic of transportation Injury potential (fire ants, toxic plants, bee stings) |