Where is diversity high versus low? Why might such patterns exist? How well do the distributions of species overlap with (a) existing National Park lands, (b) other wildlife reserve lands, and (c) private lands? How can we use knowledge of such patterns to conserve diverse species of wildlife in the gye? The course builds foundations in morning lectures, discussion, quizzes and lab exercises. Field trips include visits to diverse habitats in Yellowstone national Park and surrounding lands, techniques of animal identification, and in-depth discussion of key topics in the course. Field trips seek to build an understanding of the unique challenges of and innovative strategies for managing diverse species in a complex and changing world.
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We will have a question of the week for sparking discussion among class members. Science standards, federal and state, usually require field activities and ecological understanding. This course can be combined with biol 513, terrestrial Ecology of Plains and Prairies, for heightening awareness of the similarities and differences between grasslands and wetter areas. Additional course Information bioe 520 Understanding managing Animal biodiversity in Yellowstone national Park Credits: 2 Mode of Delivery: Campus Semester Offered: Summer Instructor:. Jay rotella, department of Ecology, msu-bozeman The Greater Yellowstone Ecosystem is a dramatic setting composed of lands that vary widely in terms of their elevation, soils, habitat features, animal diversity, as well as in terms of land ownership, land use, and wildlife management. This course is designed to explore how animal diversity is distributed across the Greater Yellowstone Ecosystem (gye why such a distribution exists, the consequences of those distributions to animal conservation. To gain a better understanding of the causes consequences of spatial patterns of biodiversity, we will explore a variety of locations in Yellowstone national Park and its surrounding National Forests, wildlife refuges, and private lands. This course will have the following components for studying animal conservation in the gye in todays changing world: Who are duties the animals of the gye? Field identification, species ecology and life histories, and species-specific habitat needs. How are species distributed across the gye?
Bioe 519 biology of Riparian Zones and Wetlands. Credits: 2, mode of Delivery: Online, semester Offered: Summer, instructor: joe bradshaw, msse and Ecology department, msu-bozeman. Building a home along the bank of a river (riparian zone) or draining a wet area (wetland) for useful purposes are commonplace activities throughout the country. But how do these activities change the functions of naturally occurring riparian zones and wetlands? In this course, we will explore the structure and functions of these areas transitional between dry and aquatic communities, and their importance in the natural world. You will complete six activities in this course: 1) read some on-line material about riparian zones and wetlands, and discuss the material. 2) Locate and describe an important riparian zone or wetland, a park for instance, in your area, explaining why it is special. 4) Identify 8-10 major plants in your study areas and construct a dichotomous key to the plants that could be used by your students (or friends). 5) quantitatively compare three features between or within your study areas, collecting data and analyzing them statistically (a sample statistics problem will be provided).
Communities occupying the site soon after disturbance. Or the vegetation might be retrolisthesis held in a stable sub-climax by forces such as repeated cultivation or fire. 'seral' and 'disclimax' vegetation will be observed and compared to each other and to climax vegetation in the light of the seven questions posed above. While content will focus on Montana ecosystems, the process is central to science and extend beyond ecology to most human pursuits. We will practice discovery using a method (scientific method associated statistics, and ecological tools. Of tools, we will test some - such as shears, rulers, scales, remote (air/satellite) photos, and the library. Each student will design a project, gather data, analyze it, and write a short paper.
Discussion will focus on ways to use material for teaching with 'the scientific method'. The course will be plant and ecosystem oriented; attention to animals will depend on student input. The ecosystems considered occupy the entire altitudinal gradient ranging from grassland/shrubland through dry forest, and cool moist forest to alpine. Climax communities will be compared with seven traditional questions: what is its. Composition (plants and animals structure (layers, etc processes (ps and respiration distribution in time and space, relation to environment (e.g. Temperature and water requirements and classification (Daubenmire hts). An ecosystem may be occupied by vegetation other than climax vegetation. Immature vegetation might be seral,.
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5) quantitatively compare two features between or within your study areas, collecting data and analyzing them statistically (a sample statistics problem will be provided). 6) Write a short paper on your project, following simpson scientific paper format. A question of the week will spark discussion among class members. This course will get you outside, investigating areas that you find interesting and relevant to you and your students. It may be combined roman with biol 519, biology of Riparian Zones and Wetlands, for observing similarities and differences between drier and wetter communities.
Additional course Information, bioe 516 Terrestrial Ecology of the northern Rocky mountains. Credits: 2, mode of Delivery: Campus, semester Offered: Summer, instructor:. Tad weaver, department of Ecology, msu-bozeman. A field oriented study of Montana ecosystems that uses facts and methods which can be extrapolated beyond the region. Objectives are 1) to introduce rocky mountain ecosystems, 2) to relate them to north American and world ecosystems, and 3) to review measurements used to extend our knowledge.
Credits: 1, mode of Delivery: Online, semester Offered: Summer, instructor: joe bradshaw, msse and Ecology department, msu-bozeman. Grassy areas plains, prairies and meadows rarely get the attention that lakes do, for example, or forests. But are grassy areas really that boring? What is the difference between the grass in your lawn and the bunchgrass in the field? Why are grasslands of any size important?
How does land use change community composition? In this course, we will take a closer look at one or two grass communities near your home or school and address these questions and others. You will complete six activities in this course: 1) Examine grass plants and learn some of their biology. 2) Locate and describe an important grassland in your area, a park, for example, explaining why it is special. 3) Locate and describe one or two study areas for your class project that ideally could be used for your own classroom activities. 4) Identify 8-10 major plants in your study areas and construct a dichotomous key to the plants that could be used by your students.
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We will use the notebook method for recording. We will have daily discussions. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through daily vocabulary notebook additions, chapter work, reading comprehension assessments, oral presentations, group discussions and individual and group work. For many students, the most challenging part of class is to participate and assess on the significant amount of reasoning, relating, and writing involved. If a student keeps focused and remains on task during a lesson, he/she will not have daily literature homework. To support your student, please consider having a daily conversation about the days lesson to help determine understanding. Also, please ask your child about any principles paradise he/she may have reasoned and related. (chem rubric changed to chmy rubric as of Fall 2009) (esci changed to erth geol changed to geo short as of Fall 2009). Biology, bioe 513 Terrestrial Ecology of Plains and Prairies.
Students will be able to practice using proper public speaking skills: eye contact, poise, articulation, inflection, and projection throughout their recitations. Student will be able to apply their memorization and speaking skills to oral report essay presentations assigned throughout the curriculum. Course description And Objectives, in this course, students will learn the seven loves of Literature and how to choose good reading material. We will study the author, background, settings, themes, and vocabulary of the following novels: The Childrens Homer, The Bronze bow, and Men of Iron. Students will explore key thematic messages such as: The Plan of Salvation: symbols, archetypes, parallels, and similarities with Latter-day saint theology. Personal mission and purpose relating to gods plan for the individuality of his children. Overcoming the natural man through comparing and contrasting internal and external character qualities. All seven face principles will be discovered and discussed in each of these novels through the teacher reading aloud, researching, reasoning, relating, and recording. We will complete word studies, research vocabulary, and complete character charts of the major and supportive characters.
for all written assignments throughout the curriculum. Word Studies, students will learn how to research, reason, relate and Record specifically assigned principle-based words. Students will be able to research the definition (including related synonyms reason and record the meaning of the word through individually selected relative"s from lds leaders and other wise men and women; relate ways to personally apply the reasoned principle; and then conclude with. Applying the 4-r-ing process, students will be able to relate their understanding of concepts from spelling, roots, grammar, vocabulary and cursive and record their work in complete and well-reasoned paragraphs (topic/thesis sentence, details, conclusion sentence) throughout all areas of the curriculum. Students will learn how to write 5 paragraph essays for various topics throughout the curriculum, including research and works cited skills. Memorization, students will be able to memorize and recite assigned scriptures,"s, and/or official documents. Sixth graders will be memorizing The living Christ: The testimony of the Apostles of The Church of Jesus Christ of Latter-day saints. This will be broken down into paragraphs to be memorized January through may.
To support your student, please consider reviewing your childs homework each night. This includes the weekly memorization and spelling review, as well as a twenty-minute daily reading time. Please allow for and help your child find a quiet place for one hour of homework each night. Spelling, Greek latin roots, spalding: The Writing road to reading (. Teacher resource students will continue to review and study words which are most commonly used, essay as well as studying and applying prefixes, suffixes, and Greek latin roots. Grammar, students will study parts of speech, parts of a sentence, types of sentences, diagramming, editing and mechanics. Students will be able to apply grammar concepts correctly in casual and formal speaking and writing.
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Instructors, course description And Objectives, in this course, students will learn grammar, spelling, latin roots, composition styles (biography, auto-biography, persuasive, cause-effect, poetry, newsletter, etc.) and a biographical sketch of noah Webster through researching, reasoning, relating, and recording. Students will explore key thematic questions such as: How does my ability to read, reason, and relate effect the choices I make and my overall freedom? How can i use gods gift of language to express my ideas, thoughts, and feelings in a respectful, articulate, and correct manner of expression? All of our learning will be principle-based. We will use the notebook method as a way of recording. We will be writing across all subjects of the curriculum. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through daily assignments, writing assignments, oral reports, and memorizations. The most reliable way to receive specific information about course work, including topics and timing, is through the teachers weekly email. For many lost students, the most challenging part of class is to record all assignments in their best cursive, and stay focused and keep up with the lessons.