Text Resources
- Drake, B. D., Acosta, G. M., & Smith Jr., R. L. (1997).
An effective technique for reading research articles: The Japanese
KENSHU method. Journal of Chemical Education, 74(2), 186-188.
- Culver, M., Johnson, W. E., Pecon-Slattery, J., &
O'Brien, S. J. (2000). Genomic ancestry of the American Puma (Puma
concolor). The Journal of Heredity, 91(3), 186-197.
- Kiesecker, J. M., & Skelly, K. K. (2001). Effects of disease
and pond drying on
gray tree frog growth, development, and survival. Ecology, 82(7),
1956-1963.
- Riley, S. J., & Malecki, R. A. (2001). A landscape
analysis of cougar distribution and abundance in Montana, USA. Environmental
Management, 28(3), 317-323.
Web Resources
- www.easterncougarnet.org
- http://myfwc.com/panther/pdfs/recovery_plan.pdf
- http://animaldiversity.ummz.umich.edu/site/accounts/information/Puma_concolor_coryi.html
- http://www.fws.gov/northeast/ECougar/
Supplies
- computer with internet access (1 per student or per 2
students)
- GPS unit (1 per 2 students)
- GIS software (usually bundled with units, need software
that can import some spatial data)
- LCD projector for presentations
- walkie-talkies (1 per 4 students plus 1 for each teacher)
- clipboards (1 per 2 students)
- AA batteries (lots)
- paper, pencils, general office supplies
- access to a printer
- flourescent flags (bundle of 100)
- 30-m fiberglass tapes (1 per 2 students)