Alexandra Vargo

Note: The following syllabus is to be used as an example only. Assignments and field trips are subject to change from year to year.

BY 203

DATE	DESCRIPTION
April 21 M	Introduction 9:00 AM-10:15 AM; 10:30, Film in Library, Sea of Grass(Tape 395).1:30 to 3:00 - short field trip on campus. Read pp. 6-17 in Birds of North America.
April 22 Tu	Day field trip to Hawk Route and Hannah Ranch - 8:00 AM to 4:00 PM. Bring lunch. Read pp. 8-32 Deserts: The Audubon Soc. Nature Guide
April 23 W	Slide Review, Lecture on Vertebrate teeth and Identification of Vertebrates 9:00 to Noon.
April 24 Th	All Day Field Trip 8:00 AM to 4:30 PM. Bring lunch. Read pp. 1-46 in a Field Guide to Insects.
April 25 F	Slide Review and identifying arthropods 9:00 AM to Noon. Species profile will be handed in on Monday.
April 28 M	Hand in Species Profile by 9:00 AM and get ready for field trip. Read pp. 62-82 in Deserts: The Audubon Soc. Nature Guide.
April 29 Tu	6:00 AM Leave on Field Trip to Sand Dunes area, Colorado.
April 30 W	Go to Basque Del Apache.
May 1 Th	Arrive in Chiricahua, Arizona.
May 2 F	Day in Chiricahua.
May 3 Sat	Day in Chiricahua.
May 4 Sun	Go to East Saguaro.
May 5 M	Day in Saguaro (Go to Desert Museum at 10:00 AM).
May 6 Tu	Leave for trip home to Colorado Springs.
May 7 W	Day to work on bug collection or independent study.
May 8 Th	9:00 to 1200 PM clean up from trip and have a slide review of trip.
May 9 F	Time to work on individual projects.
May 12 M	Time to work on individual projects.
May 13 Tu	Reports on individual projects from 9:00 AM until finished. Hand in written report. Vertebrate lists should be done and copies made for all in the class. Hand in Invertebrate collection.
May 14 W	Identification test: 9:00 to 10:30 AM.

Grades will be based on the following:

1. Each student will hand in a species profile on any North American animal. This profile includes data on its taxonomic position, geographical range, ecological niche, and its feeding, breeding, migrating, and hibernating habits. Seasonal variations should be considered.

2. Each student will hand in an invertebrate collection. All 30 inverte brates should be identified to class. 20 of the invertebrates should be identified to family. There should be at least 12 different orders represented. 5 of the invertebrates should be identified to species (if possible) or genus. Animals should be labeled with date collected, place collected (Colorado Springs), habitat collected (in building on Colorado College Campus), collector's name, and any other pertinent information. Read pages 1-46 in A Field Guide to the Insects.

3. Individual projects should be done individually or with partners. A 15 minute presentation will be presented to the class the last Tuesday of the block. One written report will also be handed in, using the scientific format.

4. A vertebrate list of animals you saw during the field trips will be maintained by all in the class. The list would include the following information:

a. Common name of the animal.

b. Order the animal belongs to.

c. Place observed (i.e., Royal Gorge, Colorado).

d. Habitat in (i.e., deciduous forest).

e. Trophic level (i.e., producer).

The list will be kept in the room.

5. Identification test at 9:00 AM on the last day of the block. This

test will include information found on the vertebrate list.

Readings in the Course

1. pp. 1-46 in a Field Guide to the Insects.

2. pp. 6-17 in Birds of North America. Golden Guide.

3. pp. 28-32 and 62 through 82 in Deserts: The Audubon Soc. Nature Guide.