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Predators don't control populations of their prey just by killing them. They also paint what is termed a landscape of fear, inhibiting prey from feeding and turning parts of their habitat into no-go zones. Now it appears that this has far-reaching effects throughout the food web.

Climate change and the human contribution to this change is sometimes denied or depicted as an uncertainty. However, according to the American Association for the Advancement of Science (see References and Further Reading), climate change is not controversial: 97 percent of climate scientists are certain that human-caused climate change is occurring. Climate research is continuing, with scientists and engineers working to predict the consequences of climate change and finding ways to overcome its negative impact.

View slides and interactive graphics from the Earth Lab: Degrees of Change exhibit at the Marian Koshland Science Museum of the National Academy of Sciences.

A new study, published and reviewed in Nature magazine, shows the changes in shades of green (a proxy for plant health) in response to certain environmental factors - in this case, temperature, water availability and cloud cover.

This interrupted case study addresses several concepts related to climate change and its effect on the American pika. Often called an indicator species for climate change, the pika has a unique set of variables specific to its environment. Factors such as temperature, snowpack, and vegetation can affect the distribution and ultimately the chances of survival. The case was designed for use in a "flipped" classroom in which students prepare in advance outside of class by filling out a worksheet while watching a video. The video, created by the author of the case, provides students with baseline information that they apply in class to come up with key ideas and predictions, followed by analysis of actual data to test the hypotheses they develop. The case study incorporates group discussion, analysis of experimental design, and data evaluation as central activities and can be taught in a single 50 minute class session. The case was designed for use in a large introductory-level class, but is also appropriate for smaller classes.

The heavy impact on the environment of meat production was known but the research shows a new scale and scope of damage, particularly for beef. The popular red meat requires 28 times more land to produce than pork or chicken, 11 times more water and results in five times more climate-warming emissions. When compared to staples like potatoes, wheat, and rice, the impact of beef per calorie is even more extreme, requiring 160 times more land and producing 11 times more greenhouse gases.

The world is becoming more urban every day, and the process has been ongoing since the industrial revolution in the 18th century. The United Nations now estimates that 3.9 billion people live in urban centres. The rapid influx of residents is however not universal and the developed countries are already urban, but the big rise in urban population in the next 30 years is expected to be in Asia and Africa. Urbanization leads to many challenges for global health and the epidemiology of infectious diseases. New megacities can be incubators for new epidemics, and zoonotic diseases can spread in a more rapid manner and become worldwide threats. Adequate city planning and surveillance can be powerful tools to improve the global health and decrease the burden of communicable diseases.

This site has you covered, no matter what you teach. Each science subject is divided into major topics and resources are neatly categorized and numerous.

I'm sure you've probably heard of at least a few invasive species. Maybe you've heard of the Cane Toad. It's one of the classic introductions of invasive species gone wrong. It was introduced to eat pests in cane fields and then turned into a plague of epic proportions in Northern Australia. But here is the question. Now that these species are here, is it worth fighting their spread, or should we spend time and effort on other things. It's worth asking, and not just for the ethical implications. We live in a modern world and I think there is a real financial element to this as well. See if you can follow my logic through this video short. Do you agree with my thoughts? Should we keep fighting? Do you have any personal experience with an invasive species?

Digital resources using sea urchins to engage across topics

Activity A Better Fire!! Activity Advanced Fire Activity Directable Fire!! Activity Fire!! Activity Life Activity Life Lite Activity Spread of Disease Discussion about Agent Modeling Discussion about Chaos Discussion about Chaos is Everywhere Worksheet Emerging Patterns Worksheet Worksheet Emerging Patterns Worksheet (doc) Worksheet Rabbits and Wolves Exploration Questions Worksheet Rabbits and Wolves Exploration Questions (doc)  

This index organizes teaching resources by topic-related issue and provides teaching resources (case studies, problems, videos, articles, activities, and other resources) which can be used to to facilitate the teaching of introductory non-majors biology using Problem or Case Studies Based Learning.

On July 26, 1943, Los Angeles was blanketed by a thick gas that stung people's eyes and blocked out the Sun. Panicked residents believed their city had been attacked using chemical warfare. But the cloud wasn't an act of war. It was smog. So what is this thick gray haze actually made of? And why does it affect some cities and not others? Kim Preshoff details the science behind smog.

A new report shows bee populations are on the rise, but the hives are still facing major threats.

It is now well known that non-native species have the potential to be harmful to an ecosystem, but that wasn't always the case, and getting rid of non-native invasive species is usually a difficult task. This brief, interrupted case study tells the story of kudzu's introduction into the United States in the late 1800s. It also examines (and even questions) how we define words like "native" versus "non-native" and "invasive" versus "non-invasive." Students will learn how invasive species impact ecosystems and why some non-native species never become established. They also will address questions related to eradicating non-native invasive species. For example, is it okay to attempt to get rid of a non-native species with another non-native species? As part of the activity, students also will have to decide whether or not kudzu should be considered "native" since it has been in the United States since 1876. Originally designed for a general biology course for majors, the case has also been used in a biology class for non-majors as well as an environmental biology class.

Squirrels are frequent and beloved residents of college campuses throughout the United States, but oftentimes less welcomed by campus maintenance officials who report squirrels nesting in buildings, interfering with airflow from heating and cooling units, and destroying gutters. In this laboratory case, students act as members of a fictitious "squirrel task force" appointed by their campus administrators to provide recommendations for how to manage their school's squirrel population.  Students work in groups to assess the habitat suitability of their campus for squirrels by identifying and measuring trees that provide seasonal food for squirrels, and by identifying desirable hunting perches for common squirrel predators.  Students conduct squirrel surveys in designated campus zones to calculate the number of squirrels per acre on their campus and compare it with mean squirrel densities reported in forested areas and at a rival institution.  Students then compile and synthesize class data to provide management recommendations for university maintenance officials for either increasing or decreasing campus squirrel populations. Originally developed for an undergraduate wildlife biology course, the case could also be used in a lower-division biology or environmental studies course.

curricular materials around solutions to climate change

Teachers: the files here are only a sampling of possible virtual lab assignments. You are welcome to use the simulations however you see fit for your classroom and students.

In this activity, students analyze scientific figures to understand principles of island biogeography theory that determine the number of species in an isolated habitat. This activity uses a jigsaw approach to explore the processes that determine the equilibrium number of species in a habitat and how they are affected by both area and isolation. Two "Student Handouts" are provided as options for the activity. The "Analyzing Graphical Data" handout engages students in graph interpretation and sensemaking from data. The "Building the Equilibrium Model" handout facilitates a scaffolded investigation of the dynamic equilibrium model of island biogeography; students construct immigration and extinction curves to demonstrate the effects of area and isolation on the equilibrium number of species.