Using HHMI resource to guide students with ecological concepts 運用HHMI網站資源進行生物課教學
I will share the information and my learning experience about how I learnt through HHMI BioInteractive workshop and the HHMI movie night in this article.
這篇主要希望能分享HHMI這個豐富生態教育資源的網站教學運用，以及在HHMI生態電影之夜的聽講學習心得：
I would like to highly recommend HHMI website for high/middle school teachers to use.
There are abundant ecological educational resources and online ecological open database which can be used for student's science project! The resource on this website is totally free!（So nice to educators!)
首先大大推薦hhmi這個網站，非常適合國高中老師運用！裡頭有非常多生態教育資源，還有公開生物生態資料庫可以讓學生運用在科展或生物課教學上！由於bio interactive是非營利組織，所有資源完全免費使用！！！
However, it might be a little challenge for Taiwan teachers to use due to the language barrier. I suggest teachers who are interested in using this web can collaborate into translation groups to work on the use of resources. The animation films are also good to use and can be more easily understood by the students. （Example: The living fossil）
不過由於是全英文的教學資源網站，台灣的老師們在運用上還需要再轉化成中文，並輔以翻譯，較能使學生對於教學內容產生興趣，網站裡也有很多動畫小影片也很適合使用（例如：活化石-腔棘魚）。
During Wednesday afternoon, I have attended the HHMI citizen science workshop which introduced the method of how to use the online ecological resource with citizen science idea and also how to educate students about the concept of food chain, food web, energy pyramid, habitat destruction in the science/biology class at school.
週三下午我參加的公民科學家網路資源工作坊主要內容為兩位高中老師分享如何運用國家公園攝影機拍攝到的野生動物資料庫進行食物網、能量階層、棲地破壞、生態失衡等概念的教學運用。
Two high school teachers took example as Darién National Park's Wild Cam database to guide us how the citizen science project works on the website and how students can learn from it. Darién National Park is world heritage and also an important park as wildlife corridor which links the wildlife habitat between North and South America.
講師選用Darién National Park的教育資源（野外攝影機科學數據）進行工作坊教學引導。首先介紹Darién National Park的背景知識，以及其地理位置的特殊性（世界遺址，也是連結北美洲與南美洲的生物廊道）。
On the website, there are wildlife identification software with guideline that students can follow with. Teachers can first introduce students the wildlife information in this park, then let students use the software to recognize the wildlife on the photos captured by wildlife camera.
再來是引導大家使用網站上的野外攝影機物種辨識軟體，此部分可以運用在課堂上帶學生認識科學家如何追蹤野生動物，以及如何分析野外攝影機捕捉的動物照片（可透過動物的外行或特徵進行快速檢索）。帶領學員進行物種辨識，並告訴學員透過上網辨識動物可以幫助科學家累積國家公園物種資料庫數據（公民科學家的意義）。
I have asked a question which is, what if people identify wildlife in the photo as wrong animal? The lecturer said that the database will identify the species through large data collection and decide the species name with highest frequent key words. For example, A said it was deer; B said it was deer; C said it was cattle; D said it was deer, then the database will identify this species as deer. But when people provide high variety of identification results, this species' identification will hand in to expert to do the professional identification.
我針對這部份有提出一個疑問是，如果有人辨識物種錯誤會發生什麼事？講師說，由於網站會進行大數據分析，程式設定會採用最大多數人辨識的動物做為那張照片的物種名稱。例如一張照片，甲說是山羌、乙說是水鹿、丙說是山羌、丁說是山羌，那程式就會認定這張照片裡的動物是山羌，而不是水鹿。但是如果大家的意見非常分歧，那張照片就會交由專業學者進行正確的物種鑑定。
Later on, lecturers also guide us steps by steps to think and realize that during the identification process, we might notice that, we can easily find deer in the photos instead of finding many jaguars. Why? Then, step into the teaching of energy pyramid (10% rule), food chain, food web and habitat destruction.
接著講師也引導學員思考，在辨識物種的過程中是否有發現大多數看到的動物都是鹿之類的，而看到豹的機會很少。進而開始探討生物能量階層、能量金字塔（10%能量定律）以及食物鏈的概念。
We are provided with the wildlife cards with species from Darién National Park (resource can be downloaded on website). The cards can be used for learning concepts about food chain, food web and habitat destruction.
網站上提供Darién國家公園的生物圖卡（老師們可以自行下載使用），此份圖卡即可運用在食物鏈、食物網的教學使用上。
The lecturers not only introduced the concept of food web (like we normally did in class), they also put human impacts (habitat destruction, hunting, agriculture, etc) into consideration and encouraged students to think about the consequences. Students need to come up with the idea like what happens if jaguar population disappears due to hunting? What happens to other animal populations?
其中一個比較特別的教學引導是，講師不僅是講食物網概念，也會加入不同的人為干擾因子圖卡（例如棲地破壞、盜獵、農地開墾等議題），促使學生思考此干擾對不同階層的生物所造成的影響。學生必須嘗試思考，如果盜獵花豹而使花豹族群消失，那其他階層的生物族群數量會有什麼變化，最後會導致什麼結果。
In the last section, we learnt how to use data to do pivot table. The database on WildCam Lab is perfect for teachers to guide students how to generate a scientific question and how to do data analysis. In the database, different factors (such as habitat types, with/without tourist, season, location, biodiversity, etc) can be chosen which lead to different results and can be discussed in many ways. This is very useful for training students to work on science project during high/middle school.
However, it might not be suitable for elementary students.
最後的進階單元是講師帶我們做一次大數據的樞紐分析。透過野外攝影機數據資料庫(https://lab.wildcamgorongosa.org)，老師們可以帶學生操作並選用不同的數據進行樞紐分析。例如，此資料庫可以選擇不同棲地裡的生物族群數據、族群時空分佈、不同的人為干擾等因子變化。學生們在做科學報告時即可善用生物數據資源進行各種生態研究的科學問題探討，並進行生態數據分析。
資料庫的運用較適合國高中與大學生的學習階段，對小學生來說會太過困難。
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To sum up, this is a useful database for high school teachers to use. But it can be difficult for teachers in Taiwan due to the language barrier... I suggest Taiwanese teacher can form a teaching group to work on translation of the information.
小結：這個資料庫真的很適合高中生物老師教學使用，不過對台灣老師來說，最大的挑戰是語言的轉換。會需要較多時間進行資訊轉化。也許形成教師學習小組分頭進行資訊轉化也是一個方法。
這篇主要希望能分享HHMI這個豐富生態教育資源的網站教學運用，以及在HHMI生態電影之夜的聽講學習心得：
I would like to highly recommend HHMI website for high/middle school teachers to use.
There are abundant ecological educational resources and online ecological open database which can be used for student's science project! The resource on this website is totally free!（So nice to educators!)
首先大大推薦hhmi這個網站，非常適合國高中老師運用！裡頭有非常多生態教育資源，還有公開生物生態資料庫可以讓學生運用在科展或生物課教學上！由於bio interactive是非營利組織，所有資源完全免費使用！！！
However, it might be a little challenge for Taiwan teachers to use due to the language barrier. I suggest teachers who are interested in using this web can collaborate into translation groups to work on the use of resources. The animation films are also good to use and can be more easily understood by the students. （Example: The living fossil）
不過由於是全英文的教學資源網站，台灣的老師們在運用上還需要再轉化成中文，並輔以翻譯，較能使學生對於教學內容產生興趣，網站裡也有很多動畫小影片也很適合使用（例如：活化石-腔棘魚）。
During Wednesday afternoon, I have attended the HHMI citizen science workshop which introduced the method of how to use the online ecological resource with citizen science idea and also how to educate students about the concept of food chain, food web, energy pyramid, habitat destruction in the science/biology class at school.
週三下午我參加的公民科學家網路資源工作坊主要內容為兩位高中老師分享如何運用國家公園攝影機拍攝到的野生動物資料庫進行食物網、能量階層、棲地破壞、生態失衡等概念的教學運用。
Two high school teachers took example as Darién National Park's Wild Cam database to guide us how the citizen science project works on the website and how students can learn from it. Darién National Park is world heritage and also an important park as wildlife corridor which links the wildlife habitat between North and South America.
講師選用Darién National Park的教育資源（野外攝影機科學數據）進行工作坊教學引導。首先介紹Darién National Park的背景知識，以及其地理位置的特殊性（世界遺址，也是連結北美洲與南美洲的生物廊道）。
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| High school teachers introduce HHMI resource |
再來是引導大家使用網站上的野外攝影機物種辨識軟體，此部分可以運用在課堂上帶學生認識科學家如何追蹤野生動物，以及如何分析野外攝影機捕捉的動物照片（可透過動物的外行或特徵進行快速檢索）。帶領學員進行物種辨識，並告訴學員透過上網辨識動物可以幫助科學家累積國家公園物種資料庫數據（公民科學家的意義）。
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| wildlife photos look like this on the website (source: WildCam Lab) |
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| Citizen science project with identification keys for wildlife camera photos (source: WildCam Lab) |
I have asked a question which is, what if people identify wildlife in the photo as wrong animal? The lecturer said that the database will identify the species through large data collection and decide the species name with highest frequent key words. For example, A said it was deer; B said it was deer; C said it was cattle; D said it was deer, then the database will identify this species as deer. But when people provide high variety of identification results, this species' identification will hand in to expert to do the professional identification.
我針對這部份有提出一個疑問是，如果有人辨識物種錯誤會發生什麼事？講師說，由於網站會進行大數據分析，程式設定會採用最大多數人辨識的動物做為那張照片的物種名稱。例如一張照片，甲說是山羌、乙說是水鹿、丙說是山羌、丁說是山羌，那程式就會認定這張照片裡的動物是山羌，而不是水鹿。但是如果大家的意見非常分歧，那張照片就會交由專業學者進行正確的物種鑑定。
Later on, lecturers also guide us steps by steps to think and realize that during the identification process, we might notice that, we can easily find deer in the photos instead of finding many jaguars. Why? Then, step into the teaching of energy pyramid (10% rule), food chain, food web and habitat destruction.
接著講師也引導學員思考，在辨識物種的過程中是否有發現大多數看到的動物都是鹿之類的，而看到豹的機會很少。進而開始探討生物能量階層、能量金字塔（10%能量定律）以及食物鏈的概念。
We are provided with the wildlife cards with species from Darién National Park (resource can be downloaded on website). The cards can be used for learning concepts about food chain, food web and habitat destruction.
網站上提供Darién國家公園的生物圖卡（老師們可以自行下載使用），此份圖卡即可運用在食物鏈、食物網的教學使用上。
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| Using wildlife cards to form food web |
The lecturers not only introduced the concept of food web (like we normally did in class), they also put human impacts (habitat destruction, hunting, agriculture, etc) into consideration and encouraged students to think about the consequences. Students need to come up with the idea like what happens if jaguar population disappears due to hunting? What happens to other animal populations?
其中一個比較特別的教學引導是，講師不僅是講食物網概念，也會加入不同的人為干擾因子圖卡（例如棲地破壞、盜獵、農地開墾等議題），促使學生思考此干擾對不同階層的生物所造成的影響。學生必須嘗試思考，如果盜獵花豹而使花豹族群消失，那其他階層的生物族群數量會有什麼變化，最後會導致什麼結果。
In the last section, we learnt how to use data to do pivot table. The database on WildCam Lab is perfect for teachers to guide students how to generate a scientific question and how to do data analysis. In the database, different factors (such as habitat types, with/without tourist, season, location, biodiversity, etc) can be chosen which lead to different results and can be discussed in many ways. This is very useful for training students to work on science project during high/middle school.
However, it might not be suitable for elementary students.
最後的進階單元是講師帶我們做一次大數據的樞紐分析。透過野外攝影機數據資料庫(https://lab.wildcamgorongosa.org)，老師們可以帶學生操作並選用不同的數據進行樞紐分析。例如，此資料庫可以選擇不同棲地裡的生物族群數據、族群時空分佈、不同的人為干擾等因子變化。學生們在做科學報告時即可善用生物數據資源進行各種生態研究的科學問題探討，並進行生態數據分析。
資料庫的運用較適合國高中與大學生的學習階段，對小學生來說會太過困難。
--
To sum up, this is a useful database for high school teachers to use. But it can be difficult for teachers in Taiwan due to the language barrier... I suggest Taiwanese teacher can form a teaching group to work on translation of the information.
小結：這個資料庫真的很適合高中生物老師教學使用，不過對台灣老師來說，最大的挑戰是語言的轉換。會需要較多時間進行資訊轉化。也許形成教師學習小組分頭進行資訊轉化也是一個方法。
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| hhmi BioInteractvie is a rich educational resource website for educators |
At Thursday movie night (with beverage and all kinds of cheese), we watched a HHMI film: How Lizards Find Their Way Home.
The ecologist has been invited to be the keynote speaker and shares his field work experience.
Everyone was so interested in the film and popped up with so many interesting questions, such as "Would navigation be related to the competition for habitat?","What if the lizard never leaves its tree, then why does it need navigation skill?". There is also other researcher who shared experience as tracking leopards. Someone also mentioned to be careful not to leave human's trace which might be
interference to lizards to find their way back home.
The ecologist has been invited to be the keynote speaker and shares his field work experience.
Everyone was so interested in the film and popped up with so many interesting questions, such as "Would navigation be related to the competition for habitat?","What if the lizard never leaves its tree, then why does it need navigation skill?". There is also other researcher who shared experience as tracking leopards. Someone also mentioned to be careful not to leave human's trace which might be
interference to lizards to find their way back home.
星期四晚上的生態電影之夜（附上飲料跟各種cheese all you can eat)。大會介紹HHMI小影片：波多黎各變色蜥如何找到回家的路（How Lizards Find Their Way Home）
https://m.youtube.com/watch?v=cVjSIqblolI
現場邀請了影片裡實際進行變色蜥研究的生態科學家現身說法，大家踴躍提問，提出各種假說與非常有創意的疑問，例如，變色蜥演化出辨識方位的原因與機制是否跟領域性有關、又或，會不會牠們其實根本沒有離開過同一棵樹，那又為何需要辨識回家的路線？也有追蹤豹的研究人員分享動物追蹤經驗。也有人建議要留意追蹤時產生的氣味對蜥蜴或許會造成干擾。
Since in Taiwan we have invasive anole lizard issue, I would recommend to learn more about anole lizard behavior and ecology through this film to have further understanding!
由於台灣有外來種沙氏變色蜥入侵的問題，瞭解相近物種的變色蜥生態與行為或許會有所幫助~
Since in Taiwan we have invasive anole lizard issue, I would recommend to learn more about anole lizard behavior and ecology through this film to have further understanding!
由於台灣有外來種沙氏變色蜥入侵的問題，瞭解相近物種的變色蜥生態與行為或許會有所幫助~
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| Scientist's sharing of field work is inspiring. |
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