For example, why would Montana have so many more attacks than Utah or Oregon? This is a great time to discuss the limitations of data!Īs a follow up activity, you can provide them with a graphic (included on the last page) which details what you should do if you encounter a large predator. There may be several other factors involved in the data, and they can trigger some interesting class discussions. Ideally, students should discover that in places that hunt the cats, there is no evidence that this reduces attacks. If you are doing this activity in class with students, there are many places to pause and discuss.įinally, they complete a CER (claim, evidence, reasoning) that summarizes the data. Data shows number of attacks per million (per capita) for comparison between the states. Ten states are shown on the graph that allow trophy hunting, which is compared to California, which bans the practice. Then they use the data (graph) to determine if trophy hunting really does reduce deadly encounters between large cats and people. The second version has the questions open-ended. In the “bee” version, students choose from a list of hypotheses. Another way to “hook” students is to share articles about cat attacks.įirst, students propose a hypothesis regarding puma and human encounters. You can even start with watching a video showing a human – cougar encounter, there are several videos online. Plus, everyone loves to talk about wild animals and when they encounter humans. Freshman students seem to engage with material when cats and dogs are involved. The cougar is the second-largest cat in the New.
Due to its wide range, the cougar has many names, including puma, Mountain lion, catamount, and panther. It is the most widespread of any large wild terrestrial mammal in the Western Hemisphere. Most snakes are ambush predators, lying in wait to catch their prey. Depending on the species, they will then use capture/kill techniques that focus on either constriction or envenomation. This enables the snake to identify the exact location of their next meal. For example, when they examine the graph showing puma attacks, students highlight “what they see.” Then for each annotation, they make notes about “what it means.”įor the unit on ecology, I like to incorporate lessons on wildlife management. The cougar ( Puma concolor) is a large cat native to the Americas. Snakes flick their tongues to detect the chemical signals given off by nearby prey.
I encourage students to analyze graphs using the I2 strategy. Students read the background of sport hunting and suggest a hypothesis for the states using that method to reduce puma attacks. I don’t give students the whole article, but instead focus on one section. The data analysis is based on a publication from PLOS One.
Does this tactic work? Data compares states that allows sport hunting to a state that does not allow it, California. States hope to reduce deadly encounters with the cats by using hunting to limit the number of animals. Students explore how wildlife management in some states allows for the hunting of cougars (pumas).
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