These curricular resources aim to help faculty engage undergraduate students in using online data to investigate and learn about selected topics in bird biology. These resources were developed through an award from the National Science Foundation. For information about implementing, citing, or reproducing them, please contact firstname.lastname@example.org.
Authors: Yula Kapetanakos, Benjamin Zuckerberg
This investigation focuses on examining the impacts that humans may be having on a select group of bird species. The ultimate goal is to evaluate the connections between bird behavior, habitat needs, and factors involved in shifting population trends.
Authors: Emily R. Cramer, Kelly J. Wessell, Colleen M. McLinn
This investigation uses multimedia such as bird songs and their associated visualizations as the raw material to initiate a discussion of traits that can be used to define a species, and the conservation implications of the species definitions we choose.
Instructor Guide: Species Concepts (PDF)
Presentation-Species Concepts (PPT)
Presentation-Macaulay Library-Raven Viewer (PPT)
Author: Sarah R. Stockwell
Students learn how spectrograms represent sound variation, and then examine the sounds of owls for traits that might be useful in determining evolutionary relationships. They compare these traits to morphological ones (appearance and plumage), ultimately coming up with their own evolutionary hypotheses to test using multimedia from the Macaulay Library.
Author: Elise D. Ferree
Students use video specimens from the Macaulay Library to investigate elaborate traits of plumage or behavior that can be found in some bird species due to sexual dimorphism. They develop systems for scoring the extent of variation, and frame hypotheses to investigate using Macaulay Library and the Birds of North America Online.
This material is based upon work supported by the National Science Foundation under Grant No. 0919686. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.