VOLUME 1: Table of Contents
TEACHING ISSUES AND EXPERIMENTS IN ECOLOGY
TEACHING
ALL VOLUMES
SUBMIT WORK
SEARCH
FIGURE SETS
These are published figures from peer-reviewed research journals and monographs that engage students in data analysis and
critical thinking organized by teaching approach, Bloom's Taxonomy cognitive skills, and
class size. The student-active approaches listed here are suggestions and examples; modify them as appropriate for your teaching.
These topics are ordered based upon the fate of N as it passes through a forest, rivers, and to the ocean.
Figure Set and |
Student-Active Approach |
Cognitive Skill |
Class Size/Time |
| (1) How have humans altered the global N cycle? (Vitousek et el. 1997) | write before discussion | comprehension interpretation analysis |
small medium / short |
| (2) What is the evidence for N saturation of temperate forests? (Peterjohn et al. 1999) | support a statement | comprehension interpretation evaluation |
small medium / long |
| (3) How have human activities in watersheds changed N export from rivers? (Vitousek et al. 1997, Howarth et al. 1996) | pairs share | comprehension interpretation analysis synthesis |
small medium / short |
| (4) What is the ecology and biology of Pfiesteria? (Burkholder et al. 1992, 1997; Burkholder & Glasgow 2001) | jigsaw | comprehension interpretation application evaluation |
small medium / moderate |
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