Abstract:
Mark-recapture techniques are commonly used by wildlife biologists and ecologists to estimate abundance of animals in naturally occurring populations and are therefore an important component of curricula that include population ecology. This lab activity teaches mark recapture techniques using crickets in a single 10-gallon aquarium and provides an inexpensive way to teach students about this commonly used technique in a real world context. This alternative teaching method for mark-recapture methods provided highly accurate estimates of cricket abundance and captured student’s interest more than other classroom-based strategies for teaching the same material. This lab can easily be done in any classroom and has the advantages of allowing students to handle easily obtained live insects, without the potential drawbacks and uncertainty of teaching mark-recapture in a field setting. We successfully used this technique in a high school general life science course, but it could easily be adapted for use in undergraduate general biology and ecology courses.

Abstract:
Ecological footprint (EF) analysis calculates the energy and resource needs of a population in terms of the land and water area required to sustain that population (Wackernagel and Rees 1996, Ferguson 2002, Wackernagel et al. 2002). This paper provides background information on ecological footprinting, especially as it relates to environmental education; curriculum ideas for teaching about environmental sustainability and resource use; and a classroom tool for calculating students’ ecological footprints. Humanity’s use of Earth’s resources is not fixed in space or time; resource needs vary within and among countries, and as our global population grows there will be fewer available resources to support billions more people. Ecological footprint calculators such as the one presented here can be used as a hands-on method for exploring the connections among resource consumption, environmental sustainability, and global ecosystem processes.

Abstract:
I chose to focus on science misconceptions in the three 5th grade classes at Lewis and Clark Elementary School, because as a potential educator it is important to understand the learning process and try to identify areas where students may be struggling to understand specific concepts or ideas. Once misconceptions are identified they can be addressed and hopefully changed to fit true scientific concepts. If misconceptions are not identified and addressed, they can easily persist until college or even well into adulthood when there would be little chance of ever changing the misconception into something more valid.

Abstract:
The influence of climate on plant distribution is well established, yet generally unknown by students. Here, we examine microclimate preferences of plants using outdoor inquirgy.

Abstract:
To teach middle school students geologic research methods, we developed an inquiry that combines current computer technology, hands-on laboratory experience, and constructivist education concepts. Our inquiry introduced seventh graders to a geographic information system, basic plate tectonics concepts, and source rock analyses. We tested this inquiry at Hellgate Elementary School in Missoula, Montana. Students used currently known data regarding topography/bathymetry, earthquake distribution, and volcano distribution, and they recorded new data regarding sand composition and morphology from several beach sands collected from around the world. Then they used Arc9 GIS to make connections between current plate tectonics processes and nearby beach sand compositions. Finally, they extrapolated their connections regarding current environments to deduce ancient tectonic settings from ancient sandstone compositions. Students learned concepts pertinent to the rest of the earth science curriculum. Hellgate students enjoyed the investigation, made new connections between seemingly unrelated topics (plate tectonics vs beach sands), and gained an appreciation for geologic research and the scientific method.