Using the Project EDDIE Phenology Trends and Climate Change in Minnesota module in Biology I
Beatriz Villar, Northampton Community College
About this Course
Biology I
Lecture and Lab
Introductory Undergraduate
Majors
12 per section
students in the course
This course is designed for science majors. Utilizing an evolutionary approach, the molecular basis of life will be studies, including such topics as the scientific method, chemistry, cell structure and function, cellular respiration, photosynthesis, mitosis, meiosis, genetics and evolution.
i- Understand the major principles of an introductory biology course which include:
a. Hierarchal organization of life with emphasis on cells and their reproduction
b. Basic chemical reactions of life, including energy flow, structure and function of
biological macromolecules, and metabolic pathways
c. Basic principles of genetics including the structure and replication of DNA, gene
expression, inheritance patterns and advances in biotechnology d. Evolution explain the unity and diversity of life
ii- Use the scientific method to make observations, propose a hypothesis, identify experimental variables, design experiments, collect and analyze data, make conclusions and consider implications
iii- Develop skills in effective communication, library research and critical evaluation of scientific resources
iv- Demonstrate laboratory skills including microscopy, accurate measurement techniques, using equipment for collecting data and safe laboratory practices
v- Apply biological concepts to solve real-world problems
EDDIE Module(s) Adopted and/or Adapted
Phenology Trends and Climate Change in Minnesota
The module was used as a complementary assignment to relate course content (study of plants) to real life and current events (climate change)
Jump to: Course Context | Teaching Details | How It Went | Future Use
Relationship of EDDIE Module(s) to my Course
Since this course was general biology, the module was used as an application and extension, not part of the content itself. It was used to illustrate the scientific method and the use of real data.
Teaching Details
The module was given during labs, since students were taught in hybrid format. They worked on their own at home and were given a week to complete each part. Two parts were used: Part 1 to learn about phenology in general and regression analysis, and Part 2 to look at the specific data and create their own graphs to see if they could find trends.
Adaption Materials
PhenologyPart1BVSP21 (Microsoft Word 2007 (.docx) 18kB Jun26 21)
PhenologyPart2BVSP21 (Microsoft Word 2007 (.docx) 43kB Jun26 21)
How did the activity go?
Only a few students completed both parts. Part 1 was the easiest for them since they just had to interpret what they saw or read about. Part 2 was a little challenging for some since the data used were not giving them a clear/strong R value.
Students struggle the most with creating their own graphs and selecting the data to represent. But regardless of their struggles, they all were able to understand better the effect of climate change.
Future Use
This instructor story and adaption materials were developed during a Project EDDIE Faculty Mentoring Network in partnership with
QUBES in the Spring of 2021.
I would pay more attention to the raw data first, to make sure students can get clear conclusions and trends, to facilitate their learning.
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