| 1 | <p>Students engage with long-term environmental and phenology data sets (spanning over 40 years) collected at the Rocky Mountain Biological Laboratory, a high-elevation field station in Colorado, to explore the effects of climate change on the phenology of migrating and hibernating species. After becoming familiar with the geographic context, people involved with the data collection, and organisms studied through background readings and videos, students explore the raw data set in Excel and/or using an interactive data visualization tool. In small groups, students reproduce figures and regressions from Inouye et al. (2000) based on those data, then expand their analyses with data collected during the subsequent decade. By comparing analyses that encompass different time spans, students evaluate the original interpretations from Inouye et al. (2000), explain possible discrepancies, and generate predictions for future patterns. Finally, students build upon their initial analyses by developing and testing hypotheses about patterns found in other organisms in the data set, and combine these to discuss the ecological consequences of shifting plant and animal phenology in group presentations.</p>
| 1 | <p>Students engage with findings from long-term environmental and phenology data sets collected at the Rocky Mountain Biological Laboratory, a high-elevation field station in Colorado, to explore the effects of climate change on the phenology of migrating and hibernating species. After becoming familiar with the people involved with the data collection, and organisms studied through videos and discussion, students <strong>explore</strong> figures and regressions from Inouye et al. (2000) based on those data <strong>to understand the value of regressions in detecting patterns and possible mismatches of animal and/or plant phenology (e.g. marmots emerge before plants grow big enough to be nutritious)</strong>. Students can then build upon their initial understanding by <strong>exploring data through the National Phenology Network (NPN), choosing a trophic relationship, and exploring the possibility of mismatches. Finally, students present their results in the form of a “poster” drawn on the board and discuss with the class their findings.</strong></p>
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