Resources: Compare
#1008, v1.0
#1017, v1.0
Title
| Old Version | New Version | ||
|---|---|---|---|
| 1 | 1 | Modeling Trophic Interactions in Rice Agriculture: A Jigsaw Approach | |
Authors
| Old Version | New Version | ||
|---|---|---|---|
| 1 | Fernando Nieto () | ||
| 1 | Brian Robert Shmaefsky (Lone Star College - Kingwood) | 2 | Brian Robert Shmaefsky (Lone Star College - Kingwood) |
| 2 | Emily Nodine (Rollins College) | 3 | Emily Nodine (Rollins College) |
| 4 | Kiersten Nicole Newtoff () | ||
| 5 | Kristine Grayson (University of Richmond) | ||
| 3 | Fernando Nieto (SUNY Old Westbury) | 6 | Fernando Nieto (SUNY Old Westbury) |
| 4 | |||
| 5 | |||
| 6 | |||
Description
| Old Version | New Version | ||
|---|---|---|---|
| 1 | <p><meta charset="utf-8"><span id="docs-internal-guid-670decc1-7fff-4bc0-cdcf-08a62a9a2d55" style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;">This activity utilizes the jigsaw collaborative learning technique where students split into one of four Expert groups based on their specific case study (cultivars, pesticide resistance, impacts of fertilizer, and predator-prey relationships). Each case study has a few paragraphs of text taken from primary literature and a data analysis section, which includes graph interpretation | 1 | <p><meta charset="utf-8"><span id="docs-internal-guid-670decc1-7fff-4bc0-cdcf-08a62a9a2d55" style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;">This activity utilizes the jigsaw collaborative learning technique where students split into one of four Expert groups based on their specific case study (cultivars, pesticide resistance, impacts of fertilizer, and predator-prey relationships). Each case study has a few paragraphs of text taken from primary literature and a data analysis section, which includes graph interpretation and modeling. Students become “experts” on their topic before mixing in groups with other students in their Jigsaw group. Students teach each other the information learned in the Expert groups followed by working collaboratively to answer discussion questions that tie the case studies together.</span></p> |
Attachments
| 1 | file — ./Ecology Group/1_RiceAgriculture_Fertilizer.docx | 1 | file — ./Ecology Group/1_ModelRiceAgriculture_Fertilizer.docx |
|---|---|---|---|
| 2 | file — ./Ecology Group/2_RiceAgriculture_PredatorPrey.docx | 2 | file — ./Ecology Group/2_ModelRiceAgriculture_PredatorPrey.docx |
| 3 | file — ./Ecology Group/3_RiceAgriculture_PesticideResistance.docx | 3 | file — ./Ecology Group/3_ModelRiceAgriculture_PesticideResistance.docx |
| 4 | file — ./Ecology Group/4_RiceAgriculture_Cultivars.docx | 4 | file — ./Ecology Group/4_ModelRiceAgriculture_Cultivars.docx |
| 5 | file — ./Ecology Group/RiceAgriculture_EducatorMaterials.docx | 5 | file — ./Ecology Group/GroupDiscussionQuestionsAdapt1.docx |
| 6 | file — ./Ecology Group/RiceAgriculture_GroupWorksheet.docx | 6 | file — ./Ecology Group/RiceAgriculture_Model_EducatorMaterials.docx |
| 7 | file — ./Ecology Group/brownplanthopper_image.jpg | 7 | file — publication_1108_1117/Ecology Group/brownplanthopper_image.jpg |
| 8 | file — | ||
| 9 | file — ./Ecology Group/PredatorPreySimulation.xlsx |