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Unveiling Lizard Evolution: Graphical Insights into Behavioral Ecology in the Era of Climate Change

Author(s): Min Zhong1, Daniel Warner1

Auburn University

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Summary:
This lesson targets entry-level undergraduate students to enhance their proficiency in comprehending and interpreting scientific graphs. The lesson incorporates group discussions centered around several graphs about lizards, together with individual…

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This lesson targets entry-level undergraduate students to enhance their proficiency in comprehending and interpreting scientific graphs. The lesson incorporates group discussions centered around several graphs about lizards, together with individual reflective essays and a social media assignment. Students will also gain insights from an interview video featuring Dr. Daniel Warner, the lizard scientist who was responsible for data collection and graph creation explored in the lesson.

Description

This lesson is designed for entry-level undergraduate students to comprehend and interpret scientific graphs. The materials here include an instructor guide (1_LessonGuide_Lizard Evolution), presentation slide deck (Google slides; 2_PresentationSlides_Lizard Evolution), and a link to the interview with Dr. Daniel Warner (BioGraphI Interview with Dr. Daniel Warner). In addition, some class activity materials are included as follows:

  • 4_Activity 1 – “Appetizer” Discussion_Lizard Evolution
  • 5_Student worksheet_Lizard Evolution
  • 6_Student worksheet-teacher version_Lizard Evolution
  • 7_Reflective Essay_Lizard Evolution
  • 8_Diversity in Biology_Lizard Evolution

Content learning objective(s) 

  1. Apply the scientific method to formulate a scientific question and testable hypothesis.
  2. Explain the significance of evolutionary concepts in behavior ecology.
  3. Discuss and predict how global climate change influences the adaptation and evolution of the lizard population.

Quantitative learning objective(s) 

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

Diversity/equity/inclusion learning objective(s)

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

 

Notes

This version does not include any limitations or differences from previous versions, as this is the initial release.

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