Several recent studies base assessment of conservation priorities primarily on the current protection status of vertebrate species and vegetation communities. Our objective was to compare prioritization using current protection status alone with prioritization using more traditional methods. We mapped land cover of Washington State at a 100 ha minimum mapping unit using 1991 Landsat satellite thematic mapper imagery, and modeled the distributions of all breeding terrestrial vertebrates in the State using the land cover map. We determined the level of protection for each vertebrate species based on its current modeled distribution and for vegetation communities based on their current mapped distribution. We also compiled subjective lists of vertebrate species most at risk from human activities and vertebrate species most well-adapted to human activities, and we used information about potential vegetation and historic conditions to determine past anthropogenic conversion of vegetation communities. We concluded that, while knowledge of current protection status is critical for assessing conservation priorities, use of such information without ecological context (potential vegetation and historic conditions for vegetation and habitat requirements, population trends, and historic distribution for vertebrates) can give results that would direct scarce conservation resources to species and communities unlikely to need protection in the foreseeable future.
Field investigations are not characterized by randomized and manipulated control group experiments, however most school science and high‐stakes tests recognize only this paradigm of investigation. Scientists in astronomy, genetics, field biology, oceanography, geology, and meteorology routinely select naturally occurring events and conditions and look for descriptive, correlative, or causal trends. Field investigations contribute to scientific knowledge by describing natural systems, noting differences in habitats, and identifying environmental trends and issues; they are designed to answer an investigative question through the systematic collection of evidence and the communication of results. This paper describes the range of field investigations conducted by scientists and K‐12 students and elaborates a comparative model of three different types of field investigations (descriptive studies, comparative studies, correlative studies). These forms of investigation are more representative of current scientific practice and provide rigorous and engaging inquiry experiences for young learners.
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