You are here: Home / Resources / Teaching Materials / Make Your Move: Interpreting graphs of pollinator behavior / Description
Resource Image

Make Your Move: Interpreting graphs of pollinator behavior

Author(s): Rachel Pigg1, Suann Yang2

1. University of Louisville 2. SUNY Geneseo

3498 total view(s), 1598 download(s)

1 comment(s) (Post a comment)

Download

Adapt 0
Summary:
In this lesson, students interpret graphs of pollinator movement behavior. Then, students view and reflect on an interview with community ecologist Dr. Suann Yang., who collected the data that they interpreted.

Licensed under CC Attribution-NonCommercial-ShareAlike 4.0 International according to these terms

Version 1.0 - published on 10 Aug 2022 doi:10.25334/18J4-YE78 - cite this

Keywords

  1. graph interpretation
  2. Community Ecology
  3. Biodiversity
  4. competition
  5. data literacy
  6. pollination
  7. invasive plants
  8. interspecific interactions
  9. BioGraphI
  10. representation in STEM
  11. #AAPIinSTEM
  12. #BIPOCinSTEM

Alignments

  1. Resource Type
  2. Audience Level
  3. Activity Length
  4. Inclusive Pedagogy for Life Science Education
  5. QUBES Universal Design Tagging Ontology
  6. Open Science and Education Practices Ontology
Contents:
view all files

Description

This lesson was designed for a 75-min class period with in-person delivery. Target student level is introductory biology for majors. The materials here include an instructor guide (1_LessonGuide_MakeYourMove), an in-class presentation (Google slides; 2_PresentationSlides_MakeYourMove), a summative assessment (3_SummativeAssessment_MakeYourMove), and a link to the interview with Dr. Suann Yang, (BioGraphI Interview with Dr. Suann Yang)

Quantitative learning objectives

  • Interpret graphs and/or data figures related to the concepts from this lesson 
  • Reflect on your perceptions about using graphs or figures in biology.

Diversity/equity/inclusion learning objectives

  • Reflect on your perceptions of people who do biology.
  • Compare your own interests and/or identities to those of people who do biology.

Content learning objectives

  • Name the levels at which biodiversity is measured, and identify examples of each level.
  • Identify examples of the major interspecific interactions.
  • Relate outcomes of competition to competitive exclusion, resource partitioning, and character displacement. 

Cite this work

Researchers should cite this work as follows:

Close

Home

Search