Field research methods in bird ecology WF-OB-TMBP

a) Learning outcomes
1. Knowledge:
EK1 The student knows the levels of organization of life, biodiversity and
interactions of organisms with the environment on the example of the islands on the Vistula and the birds inhabiting them;
EK2 The student knows the main conceptual categories and terminology in the field of science and nature protection; knows research methods in the field of ecology and animal behavior;
EK3 The student understands and explains the relationships between ecology, animal behavior and protection possibilities and methods; understands the threats to the proper functioning of the environment; can explain the importance of field research for planning the species' conservation

2. Skills:
EK4 The student prepares simple reports based on the collected data; has the ability to prepare oral presentations using various means of verbal and visual communication
EK5 Student performs and describes simple research tasks individually and in a team;
EK6 The student is able to interpret field observations and draw correct conclusions based on them;
EK7 Working in a team and using the experience of experts, the student is able to take actions to protect nature

3.Competences:
EK8 The student improves his professional skills in field work; takes care of the entrusted equipment and the work of himself and others
EK9 The student undertakes work in the field, demonstrating initiative and independence in actions; cooperates effectively in teamwork

1. Knowledge (EK1-3)
Score 2 (unsatisfactory): The student does not know the levels of organization of life, biological diversity and interactions of organisms with the environment, based on the example of the islands on the Vistula and the birds inhabiting them; The student does not know the main conceptual categories and terminology in the area of natural sciences and nature conservation; does not know research methods in the field of ecology and animal behavior; The student does not understand and cannot explain the relationships between ecology, animal behavior and the possibilities and methods of species protection; cannot explain the importance of field research for planning the species' conservation;
Score 3 (satisfactory): The student generally knows the levels of organization of life, biological diversity and interactions of organisms with the environment, but is unable to apply this knowledge to the observed environment; The student knows some concepts and terminology in the field of natural sciences and nature conservation; knows some research methods in the field of ecology and animal behavior; cannot cite examples of their use; The student knows that there is a relationship between ecology, animal behavior and protection possibilities and methods, but cannot give examples; is unable to explain the importance of field research for planning the conservation of the species;
Score 4 (good): The student knows the levels of organization of life, biological diversity and interactions of organisms with the environment, but does not use them sufficiently in describing the environment; The student knows some of the many conceptual categories and terminology in the area of natural sciences and nature conservation; knows many research methods in the field of ecology and animal behavior and can provide examples of their application; The student knows that there is a relationship between ecology, animal behavior and protection possibilities and methods; knows many examples; can explain the importance of field research for planning the conservation of the species, but cannot provide examples from the literature;
Score 5 (very good): The student knows very well the levels of organization of life, biological diversity and the interactions of organisms with the environment, based on the example of the islands on the Vistula River and the birds inhabiting them; knows very well the main conceptual categories and terminology in the field of natural sciences and nature conservation, as well as research methods in the field of ecology and animal behavior; knows many examples; The student perfectly understands and explains the relationships between ecology, animal behavior and protection possibilities and methods; can explain the importance of field research for planning the species' conservation and provide examples of their application

2. Skills (EK4-7)
Score 2 (unsatisfactory): The student is unable to prepare a simple report based on the collected data; The student cannot prepare an oral presentation using various means of verbal and visual communication, uses unverified sources, the text of the article in question is incorrectly translated; The student is unable to perform and describe simple research tasks individually (in a team); The student is unable to interpret field observations and draws incorrect conclusions; The student is unable to work in a team and use the experience of experts and is unable to take actions to protect nature
Score 3 (satisfactory): The student correctly prepares simple reports based on the collected data, but is unable to draw conclusions, and the graphic side of the report leaves much to be desired; The student correctly prepares an oral presentation using various means of verbal and visual communication, but has problems with translating scientific texts in English and selecting material important for the presentation; The student can perform correctly, but has problems with correctly describing, simple research tasks individually (in a team); The student is able to interpret some field observations, but often draws incorrect conclusions; The student is able to work in a team and use the experience of experts, but is not able to take action to protect nature.
Score 4 (good): The student prepares simple reports based on the collected data; draws correct conclusions, but the graphic side of the report is poor; The student will prepare oral presentations well using various means of verbal communication, but the presentation contains errors or does not use all important information contained in the discussed articles; The student performs and describes simple research tasks well individually (in a team); The student is able to interpret field observations well, but does not always draw correct conclusions; The student is able to work in a team and use the experience of experts and is usually able to take actions to protect nature.
Score 5 (very well): The student prepares simple reports based on the collected data; draws correct conclusions and reflects on the obtained results, uses tables and figures to present the results; The student prepares a coherent and thoughtful oral presentation using various means of verbal and visual communication. The presentation contains all the relevant information contained in the articles read, and the articles are translated flawlessly; The student perfectly performs and describes simple research tasks individually and in a team; The student is able to interpret field observations very well and draws correct conclusions; The student works well in a team and uses the experience of experts to take actions to protect nature.

3. Competences (EK8-9): The reliability of work is assessed both in the field and during the preparation of presentations and reports. Independence and ability to work in a team are assessed

Assessment of the report describing field observations. The evaluation will assess the ability to work individually in the field, presentation of materials (the ability to describe the methodology and the course of observation, the conclusions of the observation).
Assessment of the multimedia presentation of the article related to the topic. The evaluation will assess (a) the ability to work in a group, (b) form, content and way of presentation and (c) the ability to find suitable material for presentation
Evaluation of activity in the classroom (participation in the discussion)

1. Krebs Ch. J., Davies N.B. 1997. Behavioural Ecology: An Evolutionary Approach, Blackwell Scientific Publ.
2. Danchin E., Giraldeau L-A., Cezilly F. 2008. Behavioural Ecology: An Evolutionary Perspective on Behaviour. OUP Oxford.
3. W. J. Sutherland, I. Newton, R. Green. 2004. Bird Ecology and Conservation: A Handbook of Techniques. Oxford UP
4. Krebs Ch.J. Davies N.B. 2014. Wprowadzenie do ekologii behawioralnej. PWN

Additional literature:
Articles in English concerning the methods of breeding ecology research or animal behaviour studies.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of WF-OB-TMBP in USOSweb