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TMathematical models help students identify and understand underlying scientific patterns, while improving and reinforcing quantitative skills. However, they are often omitted from introductory undergraduate science classes. As a result, math-heavy theories, like optimal foraging theory, are often omitted from these classes. While optimal foraging easily fits into the curriculum of any class discussing food webs and energy transfer, this theory is often not explained until the graduate level. In this article, I describe a quantitative-rich lesson paired with a hands-on active learning module (or alternatively, a demonstration). This lesson was used in an introductory-level environmental science course but is suited for a range of biology and environmental science classes or laboratories.

Promoting Quantitative Skills in Introductory Classes Using Optimal Foraging Theory and a Model-Assisted Activity