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  The Impact of Climate Change on Sea Hare Respiration

  Desiree Forsythe and Richelle Tanner

  In this lesson, students interpret graphs of sea hare respiration. Then, students view and reflect on an interview with environmental scientist Dr. Richelle Tanner, who collected the data in the graph. 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_The Impact of Climate Change on Sea Hare Respiration), an in-class presentation (Google slides; 2_PresentationSlides_The Impact of Climate Change on Sea Hare Respiration), and a link to the interview with Dr. Richelle Tanner, (BioGraphI Interview with Richelle Tanner).

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  Institutional Racism in the United States Revisited

  Carmichael Peters, Louis L. Knowles, Rodè F. Cramer, Glennan Keldin, Hayley Nelson, and Lucia Beatty

  This book aims to examine the current state of systemic racism in the United States as compared to baseline data collected in 1969. Using recent findings in the fields of history, economics, education, political science and public health, the work reveals the ways in which systemic racism in the US has and has not been addressed in the past five decades.

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  Figure Set Update: An Inquiry-Based Module Aligned with the 4DEE Framework for Teaching about Functional Responses and Biological Control

  Rosny Jean, Linda Auker, Suann Yang, and Jeremy Hsu

  THE ISSUE

  Biological control agents are used in a wide range of contexts to limit damage from pests. However, the broader ecological consequences of such agents often are unclear before ecological risk assessments are performed. This Figure Set guides students to think through potential consequences of using biological control agents, and then uses a specific study to challenge students to interpret results from laboratory and caged field experiments. This Figure Set also introduces the concept of functional responses to students.

  FOUR DIMENSIONAL ECOLOGY EDUCATION (4DEE) FRAMEWORK

  • Core Ecological Concepts:
  • Organisms
  • Resources and regulators
  • Communities
  • Predation
  • Ecology Practices:
  • Quantitative reasoning and computational thinking
  • Data analysis and interpretation
  • Designing and critiquing investigations
  • Study design, familiarity with basic modes of ecological inquiry (description, comparison, experimentation, modeling)
  • Evaluating claims
  • Argument from evidence
  • Working collaboratively
  • Human-Environment Interactions:
  • How humans shape and manage resources/ecosystems/the environment
  • Natural resource management (biological control agents, ecological risk assessments)
  • Cross-cutting Themes:
  • Systems
  • Biogeography
  • alien/invasive species

  STUDENT-ACTIVE APPROACHES

  Think-pair-share, drawing predicted results, designing experiments

  STUDENT ASSESSMENTS

  answering questions on a worksheet, sharing responses with the class, and completing post-class homework that assesses understanding of key concepts

  CLASS TIME

  This Figure Set is designed to span one 75-minute class, or split over two 50-minute class sessions.

  COURSE CONTEXT

  This Figure Set is designed for upper-division undergraduate ecology courses.