InTeGrate

I implemented Unit 2 of the Climate of Change module in my introductory biology class the week of March 14th. I used the module in our class recitation, which are 50-minute sessions with 85 students per recitation (4 recitations x 85 students/recitation = 340 students). Because attendance at recitation is not recorded, the actual number of students is much lower than 85 (probably closer to 40).

I used the first 5-10 minutes of recitation to give a short powerpoint presentation on how climate data is collected in the Pacific ocean via the TAO/TRITON buoy array. Students were then directed to their course website where they could download one of two datasets: a dataset with temperature data or a dataset with precipitation data. I think students liked that they got to choose which dataset they were going to work with - this provided some ownership to the assignment. Students then worked through a handout, which provided some background on how to read the maps and provided a definition of "anomaly". They then studied their dataset to identify anomalies. I think the most successful part of this exercise was the class discussion that followed. I used the blank "data synthesis" table and got students to report the location/magnitude/years with the largest positive and negative anomalies. Students were really engaged, nearly all groups were able to contribute some information to the discussion.

To bring it back to biology I then asked students to consider the following questions:

1. We just finished our unit on evolutionary processes. Species are adapted to the abiotic conditions in which they live. Consider then, how might a single positive climate anomaly over a period of 20 years might affect the trait distribution in a population? In thinking about this question, define balancing selection. We did not focus on this kind of selection explicitly in our last unit – but why might it be relevant with respect to climate anomalies?

2. What if a single positive climate anomaly turns out to be a long term trend? For example, rather than just one unusually warm year, what if we have 10 years straight of unusually warm temperatures? How might that affect the trait distribution in a population?

I think the first question needs tweaked a little bit to be more clear on why I am driving at balancing selection. But in general, I like this module for tying together Units 2 (evolution) and 3 (ecology) of my class.

Biggest thing students struggled with - understanding climate anomalies. I think if they had seen how these were calculated, that would have been helpful.

1. Climate of Change
2. first thoughts
3. implementation