GRADE LEVEL: 8-10

TIME ALLOTMENT: Two or three 45-minute class periods

OVERVIEW: In this lesson, students use segments from Nature: Salmon: Running the Gauntlet to explore ways in which humans have impacted salmon populations. In the Introductory Activity, students explore different ways in which human actions have helped and hindered salmon populations, including efforts to artificially produce and raise salmon. In Learning Activity 1, students learn about challenges salmon face after being released from hatcheries into the wild, as well as efforts that humans are taking to restore streams and salmon runs. In Learning Activity 2, students explore issues surrounding dams and conduct research on specific dams in the US northwest. In the Culminating Activity, students review information presented in the lesson and debate the merits of human efforts to save salmon. Students write a critical essay about human impact on salmon and propose ideas for future actions. Students discuss their projects with the class.

SUBJECT MATTER: Science

Learning Objectives:

Students will be able to:

• Describe why humans are artificially producing salmon and then releasing them into the wild.
• Discuss at least four actions that humans have taken that have impacted salmon populations. Describe positive and/or negative impacts these actions have had on salmon.
• Describe the role of hatcheries.
• Describe obstacles salmon face in nature.
• Explain the issues surrounding dams and how dams impact salmon populations.
• Provide details about one specific dam and issues surrounding it.
• Describe efforts that humans are taking to restore streams and salmon runs.

STANDARDS

National Science Education Standards

Grades 9-12:

Content Standard C: Life Science

Fundamental concepts and principles that underlie this standard include:

• Biological Evolution
  • Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.
  • The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms.
  • Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms.
• The Interdependence of Organisms
  • Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
  • Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms.
  • Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.
• The Behavior Of Organisms
  • Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with the organism’s own species and others, as well as environmental changes; these responses either can be innate or learned. The broad patterns of behavior exhibited by animals have evolved to ensure reproductive success. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change. Plants also respond to stimuli.
  • Like other aspects of an organism’s biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles.

Content Standard E: Science and Technology

Fundamental concepts and principles that underlie this standard include:

• Understandings about Science and Technology
  • Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.
  • Creativity, imagination, and a good knowledge base are all required in the work of science and engineering.
  • Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations. Technological solutions may create new problems. Science, by its nature, answers questions that may or may not directly influence humans. Sometimes scientific advances challenge people’s beliefs and practical explanations concerning various aspects of the world.

Content Standard F: Science in Personal and Social Perspectives and Technology

Fundamental concepts and principles that underlie this standard include:

• Natural Resources
  • Human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will continue to be used to maintain human populations.
  • The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed.
  • Humans use many natural systems as resources. Natural systems have the capacity to reuse waste, but that capacity is limited. Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically.

• Science and Technology in Local, National, and Global Challenges
  • Humans have a major effect on other species. For example, the influence of humans on other organisms occurs through land use—which decreases space available to other species—and pollution—which changes the chemical composition of air, soil, and water.

MEDIA COMPONENTS

Nature: “Salmon: Running the Gauntlet,” selected segments

Access the video segments for this lesson at the Video Segments Page.

Clip 1: “Producing Salmon”

A look at how humans are producing salmon in an effort to protect the species.

Clip 2: “Humans and Salmon”

An overview of how humans have impacted salmon populations for more than 150 years.

Clip 3: “Salmon’s Journey”

An overview of salmon’s journey after being released from the hatcheries into the wild.

Clip 4: “Restoring Streams”

A look at efforts to remove dams and restore streams and salmon runs.

Websites:

Bonneville Lock and Dam

This page on the US Army Corps of Engineers, Portland District website provides information about the Bonneville Lock and Dam and includes links to Bonneville Dam Fish Ladder Camera Views at the Oregon Shore and Washington Shore Counting Stations, featuring live images, updated every few seconds, of fish passing through the counting windows.

Dam Breaching and the Lower Snake River Dams

This fact sheet, created by the Bonneville Power Administration, provides information about the estimated costs and impact of breaching (removing the earthen portion of) the four Lower Snake River Dams.

Hatcheries and Dams of the Pacific Northwest

This page on the Nature website features a map of major hatcheries and dams in the Pacific Northwest, as well as the approximate spawning grounds for each salmon species.

Large Dams in the Western United States

This website provides information about the positive and negative effects of dams and specifically highlights the Glen Canyon Dam on the Colorado River and the Bonneville Dam on the Columbia River.

Save Our Wild Salmon

This website provides information about maintaining and restoring wild salmon populations. The following pages could be used in this lesson:

• Myths and Facts about Lower Snake River Dam Removal

• Why remove the 4 Lower Snake River Dams?

Snake River Dam Operation

This website provides information about the Snake River Dams.

The Dam Challenge (Optional)

This online activity, which is used in the optional activity in Learning Activity 2, challenges users to consider different scenarios where dams exist and to choose whether to repair the dam, keep the dam as is or remove it.

MATERIALS

For the class:

• Computers with internet access.
• Computer, projection screen and speakers (for class viewing of online/downloaded video segments).

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video segments and websites used in the lesson.

Download the video clips used in the lesson to your classroom computer(s) or prepare to watch them using your classroom’s internet connection.

Bookmark any websites that you plan to use in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Proceed to Lesson Activities

Grade Level: 9 – 12

Topic/Subject Matter: Biology/Living Environment

Time Allotment: 2 – 3 class periods, plus homework

Overview: When we think of the world’s most intelligent animals, we usually think of mammals such as dolphins and chimpanzees, or maybe even dogs, elephants, and sheep.  Only recently have scientists begun to realize that crows – who possess exceptional problem-solving, tool-making, and social skills – deserve a place on that list as well.  In this lesson, using video segments from NATURE episode “A Murder of Crows,” students will explore different aspects of animal intelligence, with a focus on crows.  Students will also begin to look at the process of scientific investigation, and how conducting experiments contributes to knowledge and understanding of animal intelligence.

Media Resources:

Nature: “A Murder of Crows,” selected segments

Access the video segments for this lesson at the Video Segments Page.

Clip 1: “As the Crow Flies”

Researchers from the University of Washington conduct a long-term experiment to see if crows can pass information down from one generation to the next.

Clip 2: “Hook, Line and Sinker”

On the tiny, remote island of New Caledonia, crows are much smarter than anyone ever expected

Websites:

National Geographic | Animal Minds – Photo Gallery

This photo gallery from National Geographic Magazine Online features several different animal species and the specific characteristics marking their intelligence.

American Crow, Identification, All About Birds – Cornell Lab of Ornithology

This page, from the “All About Birds” project of Cornell University’s famous Ornithology Lab, provides a wealth of background information on the American Crow species.

Friend or Foe? Crows Never Forget a Face, It Seems – NYTimes.com

This article, published in the New York Times in 2008, provides an overview of Dr. John Marzluff’s experiment on facial recognition, conducted with crows on the University of Seattle campus.

Standards:

Content Standard A: Science as Inquiry

As a result of activities in grades 9–12, all students should develop

• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry

ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY

• IDENTIFY QUESTIONS AND CONCEPTS THAT GUIDE SCIENTIFIC INVESTIGATIONS. Students should formulate a testable hypothesis and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment. They should demonstrate appropriate procedures, a knowledge base, and conceptual understanding of scientific investigations.
• DESIGN AND CONDUCT SCIENTIFIC INVESTIGATIONS. Designing and conducting a scientific investigation requires introduction to the major concepts in the area being investigated, proper equipment, safety precautions, assistance with methodological problems, recommendations for use of technologies, clarification of ideas that guide the inquiry, and scientific knowledge obtained from sources other than the actual investigation. The investigation may also require student clarification of the question, method, controls, and variables; student organization and display of data; student revision of methods and explanations; and a public presentation of the results with a critical response from peers. Regardless of the scientific investigation performed, students must use evidence, apply logic, and construct an argument for their proposed explanations.
• COMMUNICATE AND DEFEND A SCIENTIFIC ARGUMENT. Students in school science programs should develop the abilities associated with accurate and effective communication. These include writing and following procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments.

UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY

• Scientists usually inquire about how physical, living, or designed systems function. Conceptual principles and knowledge guide scientific inquiries. Historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists.
• Scientists conduct investigations for a wide variety of reasons. For example, they may wish to discover new aspects of the natural world, explain recently observed phenomena, or test the conclusions of prior investigations or the predictions of current theories.
• Scientific explanations must adhere to criteria such as: a proposed explanation must be logically consistent; it must abide by the rules of evidence; it must be open to questions and possible modification; and it must be based on historical and current scientific knowledge.
• Results of scientific inquiry—new knowledge and methods—emerge from different types of investigations and public communication among scientists. In communicating and defending the results of scientific inquiry, arguments must be logical and demonstrate connections between natural phenomena, investigations, and the historical body of scientific knowledge. In addition, the methods and procedures that scientists used to obtain evidence must be clearly reported to enhance opportunities for further investigation.

Content Standard C: Life Science

As a result of their activities in grades 9-12, all students should develop understanding of

• Biological evolution
• Behavior of organisms

BIOLOGICAL EVOLUTION

[See Unifying Concepts and Processes]

• Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuring selection by the environment of those offspring better able to survive and leave offspring.

THE BEHAVIOR OF ORGANISMS

• Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with the organism’s own species and others, as well as environmental changes; these responses either can be innate or learned. The broad patterns of behavior exhibited by animals have evolved to ensure reproductive success. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change. Plants also respond to stimuli.
• Like other aspects of an organism’s biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles.
• Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.

Materials:

For each pair or group of students:

• Computer with internet access

Objectives:

Students will be able to:

• Describe patterns of behavior and/or characteristics in animals that connote intelligence;
• Evaluate the importance of crows’ advanced skills as they relate to human intelligence;
• Identify steps, materials, and procedures required to conduct a scientific investigation;
• Design an experiment, based on the scientific method, to assess animal intelligence.

Prep for Teachers:

Prior to teaching this lesson, you will need to:

Preview all of the video segments and websites used in the lesson.

Download the video clips used in the lesson to your classroom computer(s) or prepare to watch them using your classroom’s internet connection.

Bookmark any websites that you plan to use in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

The New York Times website (nytimes.com) operates under a paid subscription plan.  If you do not have a subscription to the paper, you will still be able to access 20 articles for free per calendar month, including the article used in this lesson.  Please see their Help page for more information.

For Learning Activity 2, you may want to suggest your students start their research with the following websites containing reliable, contemporary information pertaining to animal intelligence research and experimentation:

• National Geographic: Animal Minds
• Think Tank – National Zoo

For the Culminating Activity, if students need guidelines or suggestions on how to design an experiment using the scientific method, you may direct them to the following websites containing step-by-step explanations of the scientific method and experimental design:

• Steps of the Scientific Method
• Experimental Design Worksheet

Proceed to Lesson Activities

GRADE LEVEL: 9-12

SUBJECT MATTER: Science

TIME ALLOTMENT: Two or three 45-minute class periods

OVERVIEW

In this lesson, students will use segments from Nature: Wild Balkans to explore the roles and interrelationships of organisms in the varied environments of the Balkan Peninsula. In the Introductory Activity, students will identify the Balkan Peninsula on a map and hypothesize what natural environments and wildlife might be present there. Students will use an interactive map to identify different regions of the Balkan Peninsula and the wildlife that resides in each region. In the Learning Activity, students will explore the regions of the Balkan Peninsula in more depth by viewing and discussing segments from the episode. Students will explore the habitats and wildlife of each region and the ways in which species collaborate and compete, as well as the role of humans in these environments. In the Culminating Activity, students will explore one species in depth and create a 3-D diorama or computer-generated simulation of the species in its environment. Students will discuss their projects with the class.

LEARNING OBJECTIVES

Students will be able to:

• Describe at least three different habitats in the Balkan Peninsula and the species that reside in each.
• Explain how species cooperate and compete within an ecosystem.
• Describe the roles that humans play in the Balkan Peninsula.
• Discuss one species in depth, including its preferred habitat and how it cooperates and/or competes with other species.

STANDARDS

National Science Education Standards

Grades 9-12:

Content Standard C: Life Science
Fundamental concepts and principles that underlie this standard include:

• The Interdependence of Organisms
  • Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
  • Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms.
  • Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.
• The Behavior Of Organisms
  • Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with the organism’s own species and others, as well as environmental changes; these responses either can be innate or learned. The broad patterns of behavior exhibited by animals have evolved to ensure reproductive success. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change. Plants also respond to stimuli.
  • Like other aspects of an organism’s biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles.

MEDIA COMPONENTS

Nature: Wild Balkans, selected segments

• Danube Delta (Delta Dunarii)

A close look at the Danube Delta (Delta Dunarii), Europe’s most extensive wetland.

• Dobrudza

A look at the dry and stony region of Dobrudza.

• Durmitor

A look at the wildlife and terrain of Durmitor region of the Balkans.

• Kopacki Rit

A look at Kopacki Rit, one of Europe’s most extensive and important wetlands.

• Skadar Lake

A look at Skadar Lake, the largest lake in the Balkans.

• Tikves

A look at the terrain and the vultures & other inhabitants of the desolate, mountainous region of Tikves.

Access the streaming and downloadable video clips at the Video Segments Page.

Websites:

• Interactive Map: Wilderness of the Balkan Peninsula

This map on the Nature: Wild Balkans website highlights the different regions highlighted in the episode. This map is used in the Introductory Activity to provide an overview of the different regions of the Balkan Peninsula.

• Balkan Peninsula Map

This map features the countries of the Balkan Peninsula.

• Photo Gallery: Rare Animals of the Balkans

This page on the Nature: Wild Balkans website features images and descriptions of some of the Balkans’ rarest species. Students could use this as a resource in the Culminating Activity.

MATERIALS

For the class:

• Computers with internet access.
• Computer, projection screen and speakers (for class viewing of online/downloaded video segments).
• 1 copy of the “Regions of the Balkan Peninsula” answer key.

For each student:

• 1 copy of the “Regions of the Balkan Peninsula” student organizer.

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video segments and websites used in the lesson.

Download the video clips used in the lesson to your classroom computer(s) or prepare to watch them using your classroom’s Internet connection.

Bookmark any websites that you plan to use in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal will allow you to organize all the links in a central location.Print out one copy of the “Regions of the Balkan Peninsula” student organizer for each student.

Print out one copy of the “Regions of the Balkan Peninsula” answer key.

Proceed to ACTIVITIES

GRADE LEVEL: 9 -12

TOPIC/SUBJECT MATTER: Physics/Physical Science

TIME ALLOTMENT: 4 class periods (1 class period per learning activity)

OVERVIEW

Hummingbirds are truly remarkable creatures, with spectacular abilities that go beyond the limits of what other birds can do.  For many years, the intricacies of hummingbird behavior were beyond human comprehension; however, with new high-speed cameras and video technology, scientists and researchers can now see what makes hummingbirds so special.  It’s not magic – it’s physics.

The Physics of Hummingbirds: Magic in the Air is comprised of four mini-lesson plans – each designed to be completed in one class period – introducing and explaining four different concepts found in the high school physics curriculum.   Through the four activities, students will consider Newton’s Third Law of Motion as it relates to hummingbirds’ extraordinary flight, observe hummingbirds’ state of torpor as an introduction to thermodynamic processes, examine the origins of sound with unique “chirp” of the Anna’s hummingbird, and explore properties of visible light through hummingbirds’ dazzling iridescent feathers.

The four learning activities in this lesson are not designed to be used over four consecutive class periods; rather they are to be used individually at appropriate points in the curriculum.  Each activity will be preceded by notes and recommendations for classroom implementation.

MEDIA RESOURCES

Video from episode “Hummingbirds: Magic in the Air”

1. Flight Patterns
This clip explains how hovering gives humming birds unique flight capabilities.

2. The Heat is On
This clip explains how hummingbirds’ torpor allows them to conserve heat and energy.

3. Making Waves
This clips explores the unique “chirp” of the Anna’s hummingbird.

4. The Light Fantastic
This clip describes the colors produced by iridescent hummingbird feathers.

Access the streaming and downloadable video at the Video Segments Page.

Websites

NOVA: Getting Airborne

This web interactive allows students to explore how different wing types are affected by the forces of lift and drag.

STANDARDS

National Science Education Standards, Grades 9 – 12

Physical Science

Content Standard B

MOTIONS AND FORCES

• Objects change their motion only when a net force is applied. Laws of motion are used to calculate precisely the effects of forces on the motion of objects. The magnitude of the change in motion can be calculated using the relationship F = ma, which is independent of the nature of the force. Whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object.

CONSERVATION OF ENERGY AND THE INCREASE IN DISORDER

[See Content Standard C (grades 9-12)]

• The total energy of the universe is constant. Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed. As these transfers occur, the matter involved becomes steadily less ordered.

INTERACTIONS OF ENERGY AND MATTER

[See Content Standard D (grades 9-12)]

• Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter.

Life Science

Content Standard C

MATTER, ENERGY, AND ORGANIZATION IN LIVING SYSTEMS

[See Unifying Concepts and Processes]

• All matter tends toward more disorganized states. Living systems require a continuous input of energy to maintain their chemical and physical organizations. With death, and the cessation of energy input, living systems rapidly disintegrate.

MATERIALS

For each student:

• Flight Patterns Student Organizer
• The Heat Is On Student Organizer
• Making Waves Student Organizer
• The Light Fantastic Student Organizer
• Several plain drinking straws

For each pair or group of 3-4 students:

• Hand boiler (available from science classroom suppliers
• Pair of scissors
• Soap bubble solution
• Soap bubble wand

For the class:

• Flight Patterns Student Organizer Answer Key
• The Heat Is On Answer Key

OBJECTIVES

Students will be able to:

• Identify how Newton’s Third Law of Motion relates to flight
• Explain and understand thermodynamic processes
• Describe the origin of sound and sound waves
• List and explain the characteristics of light waves that contribute to iridescence

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video segments and websites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Make copies of the student organizers for each student in the class.

Obtain hand boilers for students.  If these are not already available in your school, you can find them at many science classroom supply outlets.

Obtain soap bubble solution and bubble wands for students.  Ready-made containers are available in many stores, or you can mix your own soap bubble solution (1 part dish soap to 10 parts water) and create your own wands (bend a paper clip or pipe cleaner into the appropriate shape).

Bookmark the websites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Proceed to Lesson Activities.

GRADE LEVELS: 5-8

TIME ALLOTMENT: One or two 45-minute class periods

OVERVIEW:

In this lesson, students will learn about the various attributes of different predators on the African grasslands which make them effective hunters, and about the attributes their prey have developed to help them survive the predators’ attacks. The development of both sets of attributes will be presented as part of natural selection—a process which takes varied forms (and produces varied results) in the earth’s different ecosystems.

In the Introductory Activity, students will use an online interactive to familiarize themselves with the physical attributes of the cheetah which make it such an effective predator. In the Learning Activities, students explore the cheetah’s use of these attributes in pursuit of its equally well-adapted prey—the gazelle—through video from the “Hunters and Herds” episode of the PBS series NATURE, which also discusses the similar contest between lions and wildebeests. The Culminating Activity challenges students to research, compare, and contrast predator/prey relationships in earth’s different ecosystems, and present their findings to the class.

This lesson is intended for use during study on natural selection and adaptations, or a unit on the food chain/web.

SUBJECT MATTER: Science, Biology

LEARNING OBJECTIVES:

Students will be able to:

• Identify the attributes of different predators which contribute to their effectiveness as predators
• Identify the attributes of different prey animals which contribute to their ability to elude predators
• Discuss how the attributes of both predator and prey animals have developed in a process of natural selection
• Compare and contrast predator/prey relationships from different ecosystems around the world.

STANDARDS:

National Science Education Standards

Life Science

Content Standard C

As a result of their activities in grades 5-8, all students should develop understanding of:

1. Structure and function in living systems
2. Reproduction and heredity
3. Regulation and behavior
4. Populations and ecosystems
5. Diversity and adaptations of organisms

MEDIA COMPONENTS:

Video: NATURE: “Moments of Impact– Hunters & Herds”

Clip #1 “Cheetah vs. Gazelle”

An animation-enhanced comparison of the strengths and weaknesses of this predator and prey pair.

Clip #2 “Lion vs. Wildebeest”

An animation-enhanced comparison of the strengths and weaknesses of this predator and prey pair.

Websites:

“Toki’s Survival Challenge”

An interactive in which a cheetah hunts its prey on the African savannah. From the PBS NATURE web site.

“Anatomy of a Cheetah”

A simple interactive highlighting the primary physical attributes of the cheetah as a predator.

MATERIALS:

For the class:

• 1 computer w/ internet connection and projector

For each group of 3-5 students:

• 1 computer w/ internet connection

PREP FOR TEACHERS:

Prior to teaching this lesson, you will need to:

Preview all of the video segments and websites used in the lesson.

Download the video segments used in the lesson to your classroom computer, or prepare to watch them using your classroom’s internet connection.

Bookmark the website used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Next: Proceed to Activities.

GRADE LEVEL: 9-12

TIME ALLOTMENT: Two or three 45-minute class periods

OVERVIEW: Using segments from the PBS program NATURE: “Moment of Impact, Part 2: Jungle,” students will learn about skills and features that help species survive in the jungle. In the Introductory Activity, students will play a game where they are challenged to match species to adaptations which help them survive in the jungle. Students will create a definition for “adaptation” and revise the definition throughout the lesson, based on new information that they learn. In the Learning Activities, students will learn about the panther chameleon and the adaptations that help it survive. In an optional extension activity, students will examine the lyrics to “Karma Chameleon,” using their new knowledge of chameleons and will create a poem or song lyrics about chameleons. Students will also learn about the different layers of the jungle and the species that inhabit them, as well as how species get their prey and defend themselves from predators. In the Culminating Activity, students will create models illustrating the adaptations/skills different species use to survive.

SUBJECT MATTER: Science

Learning Objectives:
Students will be able to:
o Provide a definition for an “adaptation” and describe different adaptations that help species capture prey and protect themselves from predators.
o Describe a panther chameleon and list at least 3 adaptations that help it survive in the jungle.
o Discuss the different layers of the jungle, species that reside in each and adaptations that help them survive.
o Create a diagram and/or 3D model to explain an adaptation that helps a species survive.
o Describe one jungle species in detail and explain the features/ skills that help it survive.

STANDARDS
National Science Education Standards

Grades 9-12:
Content Standard C: Life Science
Fundamental concepts and principles that underlie this standard include:
• The Interdependence of Organisms
o Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
• The Behavior Of Organisms
o Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them.
o Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with the organism’s own species and others, as well as environmental changes; these responses either can be innate or learned. The broad patterns of behavior exhibited by animals have evolved to ensure reproductive success. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change. Plants also respond to stimuli.
o Like other aspects of an organism’s biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles.
o Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.

MEDIA COMPONENTS
NATURE: “Moment of Impact, Part 2: Jungle,” selected segments
Note: Clip 1 is used in Learning Activity 1. The other clips can be used by students, as they create their culminating projects.

Clip 1: “Panther Chameleon”
An overview of what skills/features help the colorful panther chameleon survive in the jungle.

Clip 2: “Amazonian Boa”
An overview of the features that help the Amazonian boa capture prey and survive the jungle.

Clip 3: “Antsy on the Forest Floor”
A close look at the leafcutter and carnivorous trap-jaw ants.

Clip 4: “Bats”
A close look at bats and how they use sound to locate prey.

Clip 5: “Cuban Crocodile”
A look at the bioengineering of the Cuban crocodile and how it navigates in water and on land.

Clip 6: “The Lizard and the Butterfly”
A close look at a basilisk lizard’s surprise attack on an unsuspecting blue morpho butterfly.

Clip 7: “Monkey Business”
An overview of the spider monkey and how it moves through the jungle.

Clip 8: “Osprey”
A brief look at the osprey and how its body design is well-suited for spotting and capturing fish.

Clip 9: “Paradise Tree Snake”
A look at how the paradise tree snake escapes danger by “snaking” through the air.

Clip 10: “Red Eyed Tree Frog”
A look at how the paradise tree snake escapes danger by “snaking” through the air.

Clip 11: “Tiger”
A look at what makes the tiger a successful hunter.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Websites:
o Supporting Resources for the Lesson
The following sites are resources which can be helpful for students to use when conducting research during the following portions of the lesson:
Introductory Activity
• The BBC Virtual Jungle website
This website features a variety of information about the structure of the jungle and the plants and animals living there.
• Rainforest Alliance
This website contains a variety of information about rainforests, including a section about rainforest species (http://www.rainforest-alliance.org/resources.cfm?id=species_profiles) which could be helpful to students in this lesson.
Note: Both of these websites can also be used by students as resources throughout the lesson.

Learning Activity 2:
• Jungle Journey
In this section of the Nature website, students can explore the different layers of the jungle and the wildlife that inhabits each.

• The Layers of the Rainforest

This page contains info about the 4 rainforest layers, which can be used in Learning Activity #2. (This page is within the rainforest section of the California Institute of Technology’s Space Radiation Lab website)

• Mongabay.com
This website features a variety of information about wild lands and wildlife, including information about rainforests: http://rainforests.mongabay.com.

The following sections can be used to help students explore the layers of the rainforest in Learning Activity 2:
o The Canopy
o The Forest Floor

Optional Extension Activity:
• Karma Chameleon Lyrics
These lyrics to Boy George’s “Karma Chameleon” can be used in the optional activity.

Culminating Activity:
• Additional Resources Page
This page on the Nature website includes links to resources about blue morpho butterflies, tigers, trap-jaw ants, spider monkeys, snakes, Cuban crocodiles, tigers and other species, which could be used by students in the culminating activity.
• Animals of the Rainforest
This page provides details about different rainforest species including the blue morpho butterfly and spider monkey. (This page is within the rainforest section of the California Institue of Technology’s Space Radiation Lab website: http://www.srl.caltech.edu/personnel/krubal/rainforest/serve_home.html)
• Rainforest Connection
This Montclair State University website includes information about various species of mammals that live in the rainforest, including bats and spider monkeys, which students can use in the culminating activity. To directly access this information, students can go to the mammal index.

o Optional related website:
• Jungle Survival Game
This Discovery Channel Game challenges visitors to make decisions to help them survive in the jungle.

MATERIALS
For the class:
o Computers with internet access.
o Computer, projection screen and speakers (for class viewing of online/downloaded “Panther Chameleon” video segment).
o 1 copy of the “Adaptations Game” answer key.” (download here)

For each group of 5-10 students:
o 1 copy of the “Adaptations Game” (download here).

PREP FOR TEACHERS
Prior to teaching this lesson, you will need to:

Preview all of the video segments and websites used in the lesson.

Download the video clips used in the lesson to your classroom computer(s) or prepare to watch them using your classroom’s Internet connection.
Bookmark any websites that you plan to use in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.
Print out one copy of the “Adaptations Game” for each group of 5-10 students.

Print out one copy of the “Adaptations Game Answer Key.”

In the “Adaptations Game,” cut out each species card along the dotted lines and paper clip each set of 10 species cards to the corresponding box in the adaptations sheet.

Next: Proceed to Lesson Activities

GRADE LEVEL: 9-12

TIME ALLOTMENT: Two or three 45-minute class periods

OVERVIEW: Using segments from the PBS series Nature episode, Invasion of the Giant Pythons, students will explore pythons and their impact on other species. In the Introductory Activity, students will learn about python digestion and unscramble photos illustrating a python’s digestion of prey. In the Learning Activity, students will learn how pythons have migrated to new environments and the dangers they pose to other species.  Students will learn how invasive species, such as pythons, can threaten native species. In the Culminating Activity, students will learn about the Key Largo woodrat and ways scientists are trying to protect the species from pythons. Students will then explore a native species in their own region and create a presentation about the species, how it is being threatened, and efforts to protect it.

SUBJECT MATTER: Science

LEARNING OBJECTIVES:

Students will be able to:

• Explain where pythons live and how they have moved from one environment to another.
• List python prey and discuss the process by which pythons capture and digest food.
• Describe dangers pythons pose to native species.
• Discuss efforts to rescue the Key Largo woodrat and the reasons why scientists are launching these efforts.
• Discuss one endangered or threatened local species and efforts being taken to help that species.

STANDARDS:

National Science Education Standards

Grades 9-12:

Content Standard C: Life Science
Fundamental concepts and principles that underlie this standard include:

• The Interdependence of Organisms
  • Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
  • Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms.
  • Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.

MEDIA COMPONENTS

Invasion of the Giant Pythons, selected segments

Clip 1: Dinner Time

An overview of how a python captures and digests its prey.

Clip 2: It’s Raining Pythons

A close look at how pythons have entered new environments

Clip 3: Beware: Pythons

A description of the dangers that pythons pose to other species.

Clip 4: Saving the Rats

A look at efforts to protect the Key Largo woodrat from pythons.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Websites

Invasion of the Giant Pythons/ Photos:

These pages on the Nature website illustrate the process by which a python digests its prey. These images can be used in the Introductory Activity.

• Python digesting an alligator

• Python digesting a rat

US Fish and Wildlife Endangered Species Program

This website includes a variety of information about endangered species. The “Species Search” page, used in the Culminating Activity, features a US map where visitors can locate endangered plant and animal species throughout the country.

Optional (for research in Culminating Activity):

• The Comprehensive Everglades Restoration Plan

This website includes a variety of information about the Everglades, including facts about plants and animals:

• California Department of Fish and Game/ Invasive Species Program

This website contains information about invasive species in California and efforts being taken to reduce their negative effects on native species and environments.

• South Florida Natural Resources Center/ Everglades National Park: Natural Resources Management/ Burmese Pythons

This fact sheet provides detailed information about Burmese pythons and efforts underway to monitor and control the python population.

MATERIALS

For the class:

• Computers with internet access
• Computer, projection screen and speakers (for class viewing of online/downloaded video segments)
• One copy of the “Python Digestion Game” answer key (download here)

For each pair of students

• 1 copy of the “Python Digestion Game” (download here)

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video segments and websites used in the lesson.

Download the video clips used in the lesson to your classroom computer(s) or prepare to watch them using your classroom’s Internet connection.

Bookmark any websites that you plan to use in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Print out one copy of the “Python Digestion Game” for each pair of students. If desired, cut the cards along the dotted lines prior to the class and paper clip each set of 6 cards together. If you do not pre-cut the cards, provide students with scissors to cut out the cards themselves.

Print out one copy of the “Python Digestion Game” answer key.

NEXT: Proceed to Lesson Activities

LESSON TITLE: Springs of Life

GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Life Science

TIME ALLOTMENT: Three to four 45-minute class periods

OVERVIEW:

In this video-enhanced lesson, students will explore Florida’s springs using video segments from the NATURE film “Springs Eternal: Florida’s Fountain of Youth” and related activities and discussions. Students will learn about how the springs are formed and will explore the Florida springs ecosystem, with particular focus on the manatees, fish, birds and alligators that live there. Students will also learn about red tide and its threat to the life in the springs. At the end of the lesson, students will conduct research and give a presentation about one species that lives in and/or around the springs.

MEDIA RESOURCES:

Video Clips

NATURE: “Springs Eternal: Florida’s Fountain of Youth

1. “Florida’s Springs”

2. “Life in Florida’s Springs”

3. “Red Tide”

4. “Life in the water supply”

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Websites

Resources about Florida’s springs and the species living in and around them:

• Florida’s Springs: Protecting Nature’s Gems

This Web site contains information, photographs and educational resources about Florida’s springs. The following section is used in this lesson:

• Life in a Spring

This section includes information and photographs about the different plants and animals living in and around Florida’s springs.

• Web World Wonders/ Ecosystems: List of Organisms in the River and Springs Ecosystem

This site provides detailed information and photographs of species living in and around Florida’s rivers and springs.

• U.S. Fish & Wildlife Service: Species

This site contains “Wildlife Fact Sheets,” which include information about a variety of species, including the American Alligator and the West Indian Manatee who live in the springs.

• University of Delaware College of Marine and Earth Studies

This site contains information about eelgrass, as well as information and bird sounds of species including the Great Blue Heron and Osprey, which could be helpful for student research during this lesson.

Standards:

National Science Education Standards, Grades 5-8

LIFE SCIENCE: Content Standard C

As a result of their activities in grades 5-8, all students should develop understanding of

• Populations and Ecosystems

• A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem.
• Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers-they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem.
• For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs.

SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES: Content Standard F

As a result of activities in grades 5-8, all students should develop understanding of

· Natural Hazards

o       Human activities also can induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal. Such activities can accelerate many natural changes.

· Risks and Benefits

o       Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking).

MATERIALS:

For each student:

• “Life in Florida’s Springs Fact Sheet” (RTF) (PDF)

For each group of 3-5 students:

• 1 copy of the “Life in Florida’s Springs: Producer/Consumer Game.”(RTF) (PDF)
  (See the “Prep for Teachers” section for details.)

For the class:

• Producer/Consumer Pyramid (PDF)

• Books, reference materials and/or Internet access to conduct research about life in Florida’s springs.
• A large sheet of paper or board and something with which to write.
• One computer for the teacher with a digital projection system (to play video clips either downloaded or streaming from the Web).

OBJECTIVES:

Students will be able to:

• Explain what springs are and how they are formed;
• Describe at least 3 different species living in the Florida springs ecosystem, naming why they live in the springs, what they eat and how they get their food;
• Explain why the Florida springs ecosystem is an inverted food pyramid;
• Define “producer” and “consumer”;
• Accurately sort organisms into producers and primary, secondary and tertiary consumers;
• Name types of organisms that function as decomposers and explain the role that decomposers play in the ecosystem;
• Describe how organisms can survive in watery, underground caves without sunlight;
• Define “red tide,” how it is caused, and what danger it poses to manatees;
• Describe one species from the Florida springs ecosystem in detail, including what it eats, factors that pose a danger to its survival, and where it lives during different times of the year.

PREP FOR TEACHERS:

Prior to teaching this lesson, you will need to:

Preview all of the video segments and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Make one copy of the “Life in Florida’s Springs Fact Sheet” for each student.

Make 1 copy of the “Life in Florida’s Springs: Producer/ Consumer Game” for each group of 3-5 students, including the cards and the chart. Cut up the cards for each group, making sure that each group gets a complete set of 15 Cards. (Each card should feature the name of one species.) Each group should also have one Producer/ Consumer Game Chart (not cut up).

Load the “Producer/Consumer Pyramid” onto a screen that can be seen by the class, or recreate it on a classroom board.

Proceed to Lesson Activities.

(Click here for a printer friendly version of this lesson.)

LESSON TITLE: Vibrant Volcanoes

GRADE LEVEL: 2 – 4

TOPIC/SUBJECT MATTER: Earth Science

TIME ALLOTMENT: 1-2 class periods

OVERVIEW:

This lesson will introduce elementary students to the fiery and explosive nature of volcanoes, using segments from the NATURE film, “Kilauea: Mountain of Fire.” Students will get to know different features of volcanoes and volcanic activity: what volcanoes are like, where they are found, how and why they erupt, and what happens after an eruption. Students will begin by learning key terms about the earth’s structure and plate tectonics, and followed by a hands-on demonstration of plate tectonics. Students will then view video clips to provide an overview of volcanic activity and the effects on the surrounding landscape. As a culminating activity, students will explore the locations of volcanoes around the world.

MEDIA RESOURCES:

NATURE: Kilauea: Mountain of Fire, selected segments

Video Clips

1) Volcanic Views

2) Lava Landscapes

3) Steamy Seas

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web sites

National Geographic Decade Volcanoes

This map highlights sixteen volcanoes that have been designated as Decade Volcanoes, due to both their potential activity and proximity to populated areas.  There are photos of each volcano on the map, as well as information and statistics about its activity.

WorldAtlas Ring of Fire

This map shows the series of volcanoes circling the Pacific Ocean that are known as the “Ring of Fire.”  More than half of the world’s active volcanoes are in this region, which coincides with the edges of tectonic plates.

Volcano Cross-Section

This image shows the basic components of a volcano.

Standards:

National Science Education Standards, Grades K – 4

http://www.nap.edu/openbook.php?record_id=4962

Content Standard B:

PROPERTIES OF OBJECTS AND MATERIALS

• Materials can exist in different states-solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling.

LIGHT, HEAT, ELECTRICITY, AND MAGNETISM

• Heat can be produced in many ways, such as burning, rubbing, or mixing one substance with another. Heat can move from one object to another by conduction.

Content Standard D

PROPERTIES OF EARTH MATERIALS

• Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use.

CHANGES IN THE EARTH AND SKY

• The surface of the earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

Content Standard F

CHANGES IN ENVIRONMENTS

• Environments are the space, conditions, and factors that affect an individual’s and a population’s ability to survive and their quality of life.
• Changes in environments can be natural or influenced by humans. Some changes are good, some are bad, and some are neither good nor bad. Pollution is a change in the environment that can influence the health, survival, or activities of organisms, including humans.
• Some environmental changes occur slowly, and others occur rapidly. Students should understand the different consequences of changing environments in small increments over long periods as compared with changing environments in large increments over short periods.

MATERIALS

For each student:

• Volcanic Vocabulary Student Organizer (PDF) (RTF)
• Lava Landscapes Student Organizer (PDF) (RTF)

For each group of 3-4 students:

• Medium-cooked egg (boiled for 5 – 8 minutes, depending on the size of the egg)
• Paper towels

For the class:

• Volcanic Vocabulary Terms and Definitions Answer Key (PDF) (RTF)
• Lava Landscapes Student Organizer Answer Key (PDF) (RTF)
• World Map
• Computer with internet access
• Chart paper, chalkboard, or whiteboard
• Raw egg (optional)
• Push pins or small sticky notes

OBJECTIVES

Students will be able to:

• Recognize key characteristics of volcanoes and volcanic eruptions
• Define vocabulary terms relating to volcanoes and volcanic activity
• Understand how volcanic eruptions change the Earth’s surface
• Identify locations of volcanoes around the world

PREP FOR THE TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video segments and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Make copies of the student organizers for each student in the class.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Prepare chart paper or chalkboard/whiteboard by writing the vocabulary terms from the Introductory Activity: Crust, Mantle, Magma, Lava, Plates.  Leave enough room to write the definitions as you cover them in the lesson.

Prepare medium-cooked eggs for the Introductory Activity.  These eggs should be boiled for approximately 5 – 8 minutes, depending on the size of the eggs, and should be thoroughly cooled before distributing to students.

Proceed to ACTIVITIES.

]]> http://www.pbs.org/wnet/nature/lessons/vibrant-volcanoes/lesson-overview/5159/feed/ 1 http://www.pbs.org/wnet/nature/lessons/endangered-relationships/lesson-overview/4696/ http://www.pbs.org/wnet/nature/lessons/endangered-relationships/lesson-overview/4696/#comments Thu, 07 May 2009 06:37:18 +0000 eva glaser http://www.pbs.org/wnet/nature/?p=4696 (Click here for a printer-friendly version of this lesson)

GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Life Science/Environmental Science

TIME ALLOTMENT: 1-2 45-minute class periods

OVERVIEW:

This lesson uses video segments from the NATURE film “Crash: A Tale of Two Species” to explore the interrelationship between the horseshoe crab and a small migratory bird called the red knot. Both species are in decline, and the red knot’s future, in particular, depends on the horseshoe crab making a comeback in the waters of the Delaware Bay.

Students will first be introduced to the horseshoe crab via a video segment, learning that the species’ longevity (350 million years) makes the horseshoe crab a “living fossil,” an anomaly in terms of the Earth’s species. They will view several other video segments to explore the interconnectedness between the horseshoe crab and the red knot, following the videos with a discussion of the reasons for the decline of each species. Students will fill out an exit ticket to assess their comprehension of these concepts. An optional additional video segment can be used to explore how humans have come to depend on horseshoe crabs as well (their blood, which evolved to have primitive antibacterial properties, is used to test intravenous drugs for contamination).

As a culminating activity, students will use an interactive online map to research endangered species in the region of the United States where they live. They will discuss the environmental changes that have led to the species’ decline (often of human origin) and will discuss the strategies being employed to prevent their extinction.

MEDIA RESOURCES

Video

NATURE: Crash: A Tale of Two Species (selected segments):

Clip 1: “The Living Fossil”

The horseshoe crab has survived for 350 million years.

Clip 2: “Horseshoe Crabs and Red Knots”

Horseshoe crabs are an essential source of nutrition for migrating birds.

Clip 3: “Protecting the Horseshoe Crab”

Measures have been undertaken to protect the horseshoe crab.

Clip 4: “Horseshoe Crabs and Humans”

The horseshoe crab has immense value to humans for its uses in medical technology.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web sites

Sierra Club Endangered Species Map

This interactive map provides information on key endangered species, including efforts currently being undertaken to protect them, in different regions of the United States.

Standards:

National Science Education Standards

LIFE SCIENCE: Content Standard C

As a result of their activities in grades 5-8, all students should develop understanding of

• Diversity and adaptations of organisms
  • Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.

o        Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on the earth no longer exist.

As a result of their activities in grades 9-12, all students should develop understanding of:

• The Interdependence of Organisms
  • Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
  • Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms.
  • Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.

SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES: Content Standard F

As a result of activities in grades 5-8, all students should develop understanding of

• Populations, Resources, and Environments
• When an area becomes overpopulated, the environment will become degraded due to the increased use of resources.
• Causes of environmental degradation and resource depletion vary from region to region and from country to country.

Materials

For each student:

• Endangered Relationships Exit Ticket (PDF) (RTF)

For each group of 3-4 students:

• One computer with broadband internet access

For the class:

• One computer for the teacher with a digital projection system

Objectives

Students will be able to:

• Describe characteristics of the horseshoe crab;
• Specify how “living fossils” like the horseshoe crab differ from most other species;
• Understand that over 99% of all species that have ever existed on earth are extinct;
• Name specific factors that can lead to species endangerment and extinction;
• List several strategies that can be undertaken by humans to protect endangered species;
• Provide at least one example of species interconnectedness: how the population decline of one species adversely affects another species.

Prep for Teachers

Prior to teaching this lesson, you will need to:

Preview all of the video segments and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Print and cut out a copy of the “Endangered Relationships Exit Ticket” for each student.

Next: Proceed to Activites