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

Discussion Questions:

• Based on the video, what are some things wild turkeys seem to know instinctively?
• What are some discoveries Joe Hutto made about what the turkeys knew and what they needed to learn from him?
• In general, which do you think plays a stronger role in an animal’s behaviors—nature (inherited traits) or nurture (external factors)? Explain your rationale.
• In the video, Hutto mentions that the turkeys have a basic blueprint about plants and animals. Do you agree with that statement or do you think they gain their knowledge through environmental cues, or through a combination of inherited knowledge and external factors? Explain your reasoning, using information from the video segment to support your position.

Background Essay:

Scientists have long reflected on the question of what knowledge and behavior is determined by nature (genes and inheritance) and what is acquired by nurture (upbringing & environment). Some believe that animals’ behaviors are primarily determined by evolution, while others believe that external factors play a major role in modifying animal behaviors.  Although the debate continues about whether nature or nurture plays a more important role in determining animals’ behaviors, most scientists agree that a combination of inherited and environmental factors contribute to species’ behaviors.

An example of this combination can be seen in dogs. Some breeds, such as Golden Retrievers and Labrador Retrievers, tend to have very gentle demeanors, but if raised in an abusive or other type of negative environment, they may become more aggressive and violent. Scientists have conducted studies to explore whether nature or nurture plays a bigger role on various types of behaviors, including language. One study in Cambridge, England examined whether birds raised in isolation would have the same vocalizations as those raised in the wild. The study found that birds raised in isolation made similar sounds as those in the wild, but lacked some of the detailed vocalizations displayed by birds in the wild. The study illustrates that both nature and nurture play roles in shaping the birds’ vocalizations.

The Nature episode “My Life as a Turkey” illustrates how wildlife artist and naturalist Joe Hutto used his knowledge of wildlife to get 16 wild turkeys to imprint onto him. Imprinting is a biological phenomenon that occurs when animals form attachments and develop a sense of identity in the first few hours and days of their lives.  Wild turkeys are born with a pre-programmed drive to imprint onto their mother. In the absence of a mother, birds can imprint onto humans and inanimate objects.

Hutto lived with wild turkeys for more than a year and was able to closely observe what knowledge they instinctively had and what they needed to learn as they matured.   Hutto’s experiment provides some valuable information for the nature vs. nurture debate. Even though Hutto lacked knowledge a real turkey mother would have had, the wild turkeys he raised were still able to distinguish harmful from friendly animals and they had a deep understanding of their surroundings. Hutto believes wild turkeys are born with a “blueprint” of animals and the natural environment, which helps them distinguish harmful animals from friendly ones and identify potential dangers.

The nature vs. nurture debate is not just limited to thinking about behavior in wild animals. Scientists and psychologists have long debated about the impact of nature vs. nurture in human beings, as well.

For more information, go to:

• My Life as a Turkey: Who’s Your Mama? The Science of Imprinting
• The Nature vs. Nurture Debate
• The Language of Birds: Instinct or learning – Nature or Nurture?
• Animal Behavior: Is Nature or Nurture More Important?

National Science Education Standards:
Grades 5-8:

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

• Reproduction and Heredity
  • Every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another.
  • The characteristics of an organism can be described in terms of a combination of traits. Some traits are inherited and others result from interactions with the environment.
• Regulation and Behavior
  • Behavior is one kind of response an organism can make to an internal or environmental stimulus. A behavioral response requires coordination and communication at many levels, including cells, organ systems, and whole organisms. Behavioral response is a set of actions determined in part by heredity and in part from experience.
  • An organism’s behavior evolves through adaptation to its environment. How a species moves, obtains food, reproduces, and responds to danger are based in the species’ evolutionary history.
• 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.

Grades 9-12:
Content Standard C: Life Science
Fundamental concepts and principles that underlie this standard include:

• 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.

There are important reasons why certain “ugly” animals look the way they do. Their features help them survive in the great outdoors. In this lesson students will explore their reactions to these less than lovely creatures. After observing how these animals’ unique features help them survive, students will re-visit their initial reactions to see if their perceptions of “ugly” animals have changed. Students will also design and conduct a survey to analyze whether humans’ attitudes about beauty impact animals.

Grade level: Grades 9 – 12

Subject areas: Science, Mathematics, Language Arts

Learning objectives:
Students will be able to do the following:

• Analyze people’s perceptions of ugly animals.
• Examine how certain features help animals survive.
• Design and conduct a survey to answer a question regarding people’s attitudes.

Materials:

• Computers with Internet access
• The video of the episode “The Beauty of Ugly” from Thirteen’s series NATURE
• Five photographs of “ugly” animals glued onto 4×4 cards, including images of the alligator snapping turtle, star-nosed mole, adjutant stock, proboscis monkey and naked mole-rat.
• Five photographs of “beautiful” animals glued onto 4×4 cards.
• A smiley face image glued or drawn onto a 4×4 card
• A frowning face image glued or drawn onto a 4×4 card
• “Do Humans’ Attitudes about Beauty Impact Animals?” survey organizer (PDF)
  
• “True Beauty” organizer (PDF)
  
• “Survey Results Presentation” rubric (PDF)

Bookmark the following sites:

• Science Buddies Website
  http://www.sciencebuddies.org/mentoring/project_ideas/Soc_survey.shtml
  This website contains information on how to design a good survey questionnaire.
• Survey Design
  http://www.surveysystem.com/sdesign.htm
  This website compares the various methods of conducting a survey.
• Keene State College “Designing Surveys That Count”
  http://www.keene.edu/crc/forms/designingsurveysthatcount.pdf#
  search=%22how%20to%20write%20a%20good%20survey%22
  This website contains information on how to summarize survey data.

Level III [Grade 9-12]

Language Arts

Writing

Standard 1. Uses the general skills and strategies of the writing process

6. Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze, entertain, reflect, persuade)

Standard 8. Uses listening and speaking strategies for different purposes

Level IV [Grade: 9-12]

1. Uses criteria to evaluate own and others’ effectiveness in group discussions and formal presentations (e.g., accuracy, relevance, and organization of information; clarity of delivery; relationships among purpose, audience, and content; types of arguments used; effectiveness of own contributions)

4. Adjusts message wording and delivery to particular audiences and for particular purposes (e.g., to defend a position, to entertain, to inform, to persuade)

5. Makes formal presentations to the class (e.g., includes definitions for clarity; supports main ideas using anecdotes, examples, statistics, analogies, and other evidence; uses visual aids or technology, such as transparencies, slides, electronic media; cites information sources)

7. Uses a variety of verbal and nonverbal techniques for presentations (e.g., modulation of voice; varied inflection; tempo; enunciation; physical gestures; rhetorical questions; word choice, including figurative language, standard English, informal usage, technical language) and demonstrates poise and self-control while presenting

Mathematics

Standard 6. Understands and applies basic and advanced concepts of statistics and data analysis

1. Selects and uses the best method of representing and describing a set of data (e.g., scatter plot, line graph, two-way table)

Standard 9. Understands the general nature and uses of mathematics

1. Understands that mathematics is the study of any pattern or relationship, but natural science is the study of those patterns that are relevant to the observable world

4. Understands that theories in mathematics are greatly influenced by practical issues; real-world problems sometimes result in new mathematical theories and pure mathematical theories sometimes have highly practical applications

Life Sciences

Standard 6. Understands relationships among organisms and their physical environment

1. Knows how the interrelationships and interdependencies among organisms generate stable ecosystems that fluctuate around a state of rough equilibrium for hundreds or thousands of years (e.g., growth of a population is held in check by environmental factors such as depletion of food or nesting sites, increased loss due to larger numbers of predators or parasites)

Standard 7. Understands biological evolution and the diversity of life

1. Knows that heritable characteristics, which can be biochemical and anatomical, largely determine what capabilities an organism will have, how it will behave, and how likely it is to survive and reproduce

4. Knows that the basic idea of evolution is that the Earth’s present-day life forms have evolved from earlier, distinctly different species as a 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

ISTE Technology Standards
National Educational Technology Standards
http://cnets.iste.org/currstands/cstands-netss.html

7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity. (4, 5, 6)

Introductory Activity

The purpose of this activity is for students to analyze their concepts of beauty.

Time for completion: 15 minutes

1. Pass out the “True Beauty” organizer. Ask students to write a personal definition of the words “ugly” and “beautiful” in their organizers. After students have completed writing their definitions, have them share and discuss the commonalities and differences of their responses. Students will be using the “True Beauty” organizer in Activity One.

Steps

Activity One

The purpose of this activity is for students to examine how the beauty, or lack of beauty, in an animal impacts their perception of that animal.

Time for completion: One 50-minute class

In preparation for this activity, gather together the following materials:

• Five photographs of “ugly” animals glued onto 4×4 cards. These photographs should include images of the star-nosed mole, alligator snapping turtle, adjutant stock, proboscis monkey and naked mole-rat.
• Five photographs of “beautiful” animals such as baby harbor seals, male peacocks, swans, etc., glued onto 4×4 cards. The Nature website may be a good source for these images
• A set of two smiley face images glued or drawn onto 4×4 cards
• A set of two frowning face images glued or drawn onto 4×4 cards You may make multiple sets so that all the students may complete this activity at the same time, or make one set and have students take turns.

1. Divide the class into pairs. Give one person a smiley face card, a frowning face card and the set of ten animal photographs. Make sure that the cards are well shuffled. Instruct them not to show the photographs to their partner until they are ready to begin, and to place the smiley face and frowning face cards face up on the table in front of them. Give the second person in the pair a smiley face card and a frowning card. Tell them to hold one card in each hand.
2. Tell students that they are going to be shown a photograph of an animal, and when they see the photograph, they will hold up either the smiley face or the frowning face based on their reaction to the photograph. After their partner has held up the smiling or frowning face card, instruct the student holding the animal cards to place the card beside the smiling or frowning face, based upon which card their partner held up. In other words, if the student shows their partner a photograph of a baby harbor seal and the partner holds up a smiley card, they will then place the photograph of the seal beside the smiley face card.
3. Ask students to continue in the same manner until all of the animal cards have been used. Tell students that they should go through the picture cards as quickly as possible. Students should give an instant response to the animal image. After students have finished, ask them to write down the names of the animals that were placed in each category in their “True Beauty” organizers. Tell students to switch places and repeat the activity.
4. After students have finished, ask them to share the results in a whole-class discussion. Ask students to draw some conclusions as to how they perceive beauty in animals.
5. View the clips from “The Beauty of the Ugly” program that feature the “ugly” animals on the cards. Ask students to record in their “True Beauty” organizers an explanation of how these features that may be considered unattractive in these animals actually help them to survive.
6. Have students repeat the animal photograph activity a second time. Record the results in the “True Beauty” organizer. Ask students to respond in writing to the last question in the organizer.

Activity Two

Time for completion: Three – 50 minute class periods and several homework assignments

In this activity, students will create a survey to draw conclusions about people’s attitudes toward ugly animals. They will design a survey, analyze the data from the survey, create graphs and present their findings to the class.

1. Watch “The Beauty of Ugly” program from 05:20 to 06:52. Call attention to the last line, “But we’re a lot harder on animals that don’t conform to our ideal of physical perfection.” Ask students if they think this attitude has an impact on the average person’s desire to preserve and protect “ugly” animals versus people’s desire to protect and preserve more attractive animals. Tell the students that they are going to design a survey to investigate whether there are any differences in people’s desire to protect the health and safety of “ugly” animals versus “beautiful” animals.
2. Divide the class into small groups. Pass out and review the “Do Humans’ Attitudes about Beauty Impact Animals?” survey organizer and the “Survey Presentation” rubric.The websites listed below contain helpful information on creating and analyzing a survey. Depending on your students’ ability level, you may choose to review the information as a class, or have the individual groups refer to them as needed.
   • Science Buddies Website
     http://www.sciencebuddies.org/mentoring/project_ideas/Soc_survey.shtml This website contains information on how to design a good survey questionnaire.
   • The Survey System
     http://www.surveysystem.com/sdesign.htm This website compares the various methods of conducting a survey.
   • Keene State College
     http://www.keene.edu/crc/forms/designingsurveysthatcount.pdf#
     search=%22how%20to%20write%20a%20good%20survey%22 This website contains information on how to summarize survey data.
3. After students have completed analyzing the survey results, ask them to present their findings to the class.
4. When all the groups have finished presenting, involve students in a whole-class discussion about the similarities and differences between the groups’ surveys and the survey results.

Assessment Suggestions
The “True Beauty” organizer may be used to assess Activity One.
The “Survey Results Presentation” rubric may be used to assess Activity Two.

Extension Activity
Investigate what people in various cultures do, or have done, to change their physical characteristics. Discuss the positive and negative impacts on the participating people’s bodies and social standing in the community.

Topics for this activity might include the following: 
• Lip plates
  http://www.africanconservancy.org/member/bodyart/surmadisk.html
• Neck rings
  http://www.peoplesoftheworld.org/text?people=Karen
• Foot binding
  http://www.sfmuseum.org/chin/foot.html

About the Author
Laurel Blaine is founder of Digital Narratives LLC, a curriculum design company. In addition to content development, Digital Narratives also works with young people to enhance their literacy skills as they explore the power of digital storytelling. Over the past decade, Laurel has created educational materials for a diverse range of clients including The Kennedy Center, Oakland East Bay Symphony, Learning Matters/Listen Up! and Smithsonian’s Cooper-Hewitt Museum.

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

GRADE LEVEL: 9-12

TIME ALLOTMENT: Three 45-minute class periods

OVERVIEW: The traditional view of animal behavior is that it is driven by inherited, innate instincts, but recent scientific research is revealing a larger role for complex cognitive processes among many species. The lesson will explore some of the more commonly accepted indicators of animal intelligence as demonstrated by the most brainy of all birds-the raven.

Students will first explore a series of science Web sites to compile a list of certain animal behaviors and abilities that indicate higher intelligence. They will then find and analyze examples of these behaviors and abilities as demonstrated by ravens in selected clips from the NATURE episode “Ravens.” Based on what they learn, students will then work in groups to create a theoretical intelligence-challenging “obstacle course” for ravens.

This lesson could be used following (or in conjunction with) the lesson “Symbiotic Strategies.”

SUBJECT MATTER: Living Environment/Biology

LEARNING OBJECTIVES:

Students will be able to:

• Compare “classical” and “modern” views of bird brain anatomy and function, and compare bird brains to human brains;
• Describe various raven behaviors and abilities that indicate intelligence;
• Explain why many of these behaviors indicate cognitive intelligence rather than simple inherited instinct;
• Assemble a realistic sequence of intelligence-testing challenges for ravens.

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards

CONTENT STANDARD C: 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.

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.

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

NATURE OF SCIENTIFIC KNOWLEDGE

• Scientific explanations must meet certain criteria. First and foremost, they must be consistent with experimental and observational evidence about nature, and must make accurate predictions, when appropriate, about systems being studied. They should also be logical, respect the rules of evidence, be open to criticism, report methods and procedures, and make knowledge public. Explanations on how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific.
• Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available. The core ideas of science such as the conservation of energy or the laws of motion have been subjected to a wide variety of confirmations and are therefore unlikely to change in the areas in which they have been tested. In areas where data or understanding are incomplete, such as the details of human evolution or questions surrounding global warming, new data may well lead to changes in current ideas or resolve current conflicts. In situations where information is still fragmentary, it is normal for scientific ideas to be incomplete, but this is also where the opportunity for making advances may be greatest.

NEW YORK STATE CORE CURRICULUM ALIGNMENTS

Living Environment Core Curriculum

Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.

Performance Indicator 1.1: Hone ideas through reasoning, library research, and discussion with others, including experts.

1.2a Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems.

1.1a Populations can be categorized by the function they serve. Food webs identify the relationships among producers, consumers, and decomposers carrying out either autotropic or heterotropic nutrition.

1.1b An ecosystem is shaped by the nonliving environment as well as its interacting species. The world contains a wide diversity of physical conditions, which creates a variety of environments.

1.1c In all environments, organisms compete for vital resources. The linked and changing interactions of populations and the environment compose the total ecosystem.

Key Idea 6: Plants and animals depend on each other and their physical environment.

Performance Indicator 6.1 Explain factors that limit growth of individuals and populations.

6.1g Relationships between organisms may be negative, neutral, or positive. Some organisms may interact with one another in several ways. They may be in a producer/consumer, predator/prey, or parasite/host relationship; or one organism may cause disease in, scavenge, or decompose another.

MEDIA COMPONENTS:

Video

NATURE: Ravens, selected segments:

Clip 1: “Raven Adaptability”

Ravens are the most intelligent birds in the crow family.

Clip 2: “Feeding Time”

Ravens’ smarts can be observed in many situations.

Clip 3: “The Roost”

Why do ravens gather together?

Clip 4: “Testing Intelligence”

Scientific experiments test how ravens think.

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

Web Sites

Bird Brain
A site from PBS’s NOVA exploring the most current understanding of bird brain physiology, revealing a less instinctive and more cognitive brain structure than has traditionally been thought.

Measuring Intelligence
A site from the Smithsonian National Zoological Park addressing some of the basic difficulties in determining bird intelligence.

The Animal Mind
A NATURE site from PBS describing the intelligent behavior of four different species.

Symbiosis
A site from North Carolina State University featuring descriptions of the different types of symbiotic relationships among animals.

Nutcrackers
A PBS site exploring intelligent behavior in various bird species.

MATERIALS

For each student:

• “Raven Reason” Student Organizer. (PDF) (RTF)
• Computer with Internet access

For the class:

• “Raven Reason” Student Organizer Answer Key (PDF) (RTF)
• Computer with Internet access and projection system for showing video clips
• Blackboard or whiteboard

PREP FOR TEACHERS:

Prior to teaching this lesson, you will need to:

Preview all of the video clips 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 tools 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.

Gather the necessary materials listed above in advance of teaching the lesson. Download and print the “Raven Reason” student organizer and make copies for each student in your classroom.

Note that the computer requirements in the “Materials” section reflect an ideal arrangement. You may find it necessary to divide the class into a number of groups equal to the computers available, adjusting the lesson instructions accordingly.

Next: Proceed to Activities

GRADE LEVEL: Grades 9-10

TIME ALLOTMENT: Two to three 45-minute class periods

OVERVIEW: The structure of an organism is related to its function and the role it plays in its environment. Many structural differences can be found within a species. These structural differences are often adaptations that allow organisms to better survive in their particular environment. These evolutionary adaptations develop through the process of natural selection.

This lesson explores different adaptations and variations in birds, using the NATURE episode “Extraordinary Birds.” It focuses on bird beaks, migratory patterns, and birds’ ability to co-exist with humans. Students will define key concepts from the lesson, discuss and explore different adaptations of birds, and analyze relationships between the concepts learned. This lesson can be taught independently, or it can be used as a precursor to the New York State Core Curriculum “Beaks of Finches” lab. Students must have a basic knowledge of evolution and natural selection in order to successfully complete this lesson.

SUBJECT MATTER: Biology/ Living Environment

LEARNING OBJECTIVES:

Students will be able to:

• Discuss and define key concepts from the lesson, including adaptation, migration, and interaction between humans and birds;
• Describe how particular characteristics of bird beaks reflect birds’ adaptations to their particular environments;
• Explain how different environmental factors can affect the migration cycle of the Rufous Hummingbird;
• Demonstrate understanding of how adaptations in different species of birds assist their interactions with humans;
• Create a concept map using different adaptive traits of birds.

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards:

CONTENT STANDARD A: Science Inquiry
As a result of activities in grades 9-12 students should develop abilities necessary to do scientific inquiry and understand about scientific inquiry. To develop scientific inquiry skills students must actively participate in scientific investigations and they must actually use the cognitive and manipulative skills associated with the formulation of scientific explanations.

CONTENT STANDARD C: Life Science
As a result of activities in grades 9-12 students should develop understandings of:

• Biological Evolution
• Interdependence of organisms
• Behavior of Organisms

Students’ understanding of biology will expand by incorporating more abstract knowledge, such as the theories of evolution.

NEW YORK STATE CORE CURRICULUM ALIGNMENTS

Living Environment Core Curriculum:

STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.

Performance Indicator 1.2: Hone ideas through reasoning, library research, and discussion with others, including experts.

1.2a. Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.

Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

Performance Indicator 3.1: Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

3.1a Interpretation of data leads to development of additional hypotheses, the formulation of generalizations, or explanations of natural phenomena.

STANDARD 4: Students will understand and apply scientific principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

Key Idea 3: Individual organisms and species change over time.

Performance Indicator 3.1: Explain the mechanisms and patterns of evolution.

3.1g: Some characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics will increase.

3.1h: The variation of organisms within a species increases the likelihood that at least some members of the species will survive under changed environmental conditions.

3.1i: Behaviors have evolved through natural selection. The broad patterns of behavior exhibited by organisms are those that have resulted in greater reproductive success.

Key Idea 6: Plants and animals depend on each other and their physical environment

Performance Indicator 6.1: Explain factors that limit the growth of individual populations

6.1g: Relationships between organisms may be negative, neutral, or positive. Some organisms may interact with one another in several ways. They may be in a producer/consumer, predator/prey, or parasite/host relationship or one organism may cause disease in, scavenge, or decompose another.

MEDIA COMPONENTS

Video

NATURE, Extraordinary Birds, selected segments:

Clip 1, “A Variety of Hummingbirds.”

Describes different traits and adaptations in various species of hummingbirds.

Clip 2, “Little Brain, Big Journey.”

Shows the migratory patterns and habits of the Rufous hummingbird.

Clip 3, “The Pigeon Express.”

Profiles a small business in which homing pigeons play a central role.

Clip 4, “Birds of Kundha Kulam.”

Demonstrates birds’ extraordinary impact on the agriculture of a small Indian community.

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

Web sites

Bird Adaptations – Beaks
An interactive Web site featuring the beaks of nine different species of birds, with descriptions of their characteristics and what they are best adapted for. It also includes a similar page for adaptations of birds’ feet, and worksheets to assess student comprehension.

MATERIALS

For each student:

• Rufous Hummingbird Student Organizer (PDF) (RTF)
• Beak Characteristics Student Organizer (PDF) (RTF)
• Vocabulary Student Organizer (PDF) (RTF)
• Practice Regents Questions (PDF) (RTF)

For each pair or group of students:

• For the Gallery Walk Activity: one pen or marker (a different color for each group)
• For the Concept Map Activity: two flip chart pages or large sheets of paper, one pad of sticky notes, one pen or marker
• Computer with internet access

For the class:

• Computer with internet access, projector and screen
• For the Gallery Walk Activity: flip chart pages with the following vocabulary terms written at the top of the page (one word per page): variation, natural selection, adaptation, competition, environment
• Teacher Answer Key (PDF) (RTF)
• Sample Concept Map (PDF)
• Scenarios for Vocabulary Terms – 2 copies (PDF) (RTF)
• Hat or bag (to hold Vocabulary Term scenarios)
• Regents Questions Answer Key (PDF) (RTF)

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips 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.

Prepare all classroom materials. Print out and make copies of the student organizers and answer keys. Prepare for the Gallery Walk activity by writing the following vocabulary terms at the top of flip chart pages or large pieces of paper (one term per page): Variation, Natural Selection, Adaptation, Competition, and Environment. Post the flip chart pages around the room. If you are not familiar with conducting a “Gallery Walk” in your classroom, review the procedure at the “How to Use Gallery Walk?” Web page.

For the Culminating Activity: Print two copies of the Scenarios for Vocabulary Terms sheet. Keep one sheet for teacher reference, and cut up the other sheet so that each scenario is on a separate slip of paper. Do not include the right-hand column (Vocab Key Code) on the cut-up slips. Put all the slips of paper into a hat or bag and mix well.

Next: Proceed to Activities

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

GRADE LEVEL: 9-12

TIME ALLOTMENT: Two 45 minute classes

OVERVIEW: This lesson discusses the processes of weathering and erosion and how they work together to shape the earth’s landscape. An online game introduces students to the basic modes of erosion. The processes of chemical and physical weathering that enable erosion are then explored in detail using online media and hands-on laboratory experiments. Next, video clips from the NATURE episode “Violent Hawaii” are used to revisit in greater detail the causes and effects of erosion in the real world, and human attempts to limit it. The lesson culminates with an online game that reinforces students’ understanding of the lesson’s vocabulary and concepts.

SUBJECT MATTER: Geology/Earth Science

LEARNING OBJECTIVES:

Students will be able to:

• Differentiate and describe the processes of weathering and erosion
• Differentiate and describe the processes of mechanical and chemical weathering
• Model the process of mechanical and chemical weathering, drawing conclusions from their results
• Determine which environments and climates are most likely to promote different types of weathering and erosion
• Describe various human attempts to limit erosion

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards

CONTENT STANDARD D: Geochemical cycle

All students should develop an understanding of:

GEOCHEMICAL CYCLES

• The earth is a system containing essentially a fixed amount of each stable chemical atom or element. Each element can exist in several different chemical reservoirs. Each element on earth moves among reservoirs in the solid earth, oceans, atmosphere, and organisms as part of geochemical cycles.
• Movement of matter between reservoirs is driven by the earth’s internal and external sources of energy. These movements are often accompanied by a change in the physical and chemical properties of the matter. Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, in water as dissolved carbon dioxide, and in all organisms as complex molecules that control the chemistry of life.

New York State Regents Core Curriculum Alignments:

Physical Setting: Earth Science Core Curriculum

STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

STANDARD 2: Students will access, generate, process, and transfer information, using appropriate technologies.

Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1p: Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition.

Performance Indicator 2.1s: Weathering is the physical and chemical breakdown of rocks at or near Earth’s surface. Soils are the result of weathering and biological activity over long periods of time.

Performance Indicator 2.1t Natural agents of erosion, generally driven by gravity, remove, transport, and deposit weathered rock particles. Each agent of erosion produces distinctive changes in the material that it transports and creates characteristic surface features and landscapes. In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

Performance Indicator 2.1u The natural agents of erosion include:

-Streams (running water): Gradient, discharge, and channel shape influence a stream’s velocity and the erosion and deposition of sediments. Sediments transported by streams tend to become rounded as a result of abrasion. Stream features include V-shaped valleys, deltas, flood plains, and meanders. A watershed is the area drained by a stream and its tributaries.

- Glaciers (moving ice): Glacial erosional processes include the formation of

U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains.

- Wave Action: Erosion and deposition cause changes in shoreline features, including beaches, sandbars, and barrier islands. Wave action rounds sediments as a result of abrasion. Waves approaching a shoreline move sand parallel to the shore within the zone of breaking waves.

-Wind: Erosion of sediments by wind is most common in arid climates and along shorelines. Wind-generated features include dunes and sand-blasted bedrock.

-Mass Movement: Earth materials move downslope under the influence of gravity.

Performance Indicator 2.1v Patterns of deposition result from a loss of energy within the transporting system and are influenced by the size, shape, and density of the transported particles. Sediment deposits may be sorted or unsorted.

Performance Indicator 2.1w Sediments of inorganic and organic origin often accumulate in depositional environments. Sedimentary rocks form when sediments are compacted and/or cemented after burial or as the result of chemical precipitation from seawater.

STANDARD 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

MEDIA COMPONENTS

Video

NATURE, Violent Hawaii, selected segments:

Clip 1: “Hawaiian Coastal Cliffs”

Explains the geologic forces beind the creation of Hawaii’s dramatic shoreline.

Clip 2: “Water Erosion”

Demonstrates the erosive action of water on the Hawaiian landscape, and human efforts to limit it.

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

Web sites:

Shape it Up!
An interactive game from the American Association for the Advancement of Science that challenges students to correctly identify geological processes that shape the Earth’s surface.

Types of Mechanical Weathering
Interactive Web site from the University of Kentucky featuring animations of the different varieties of mechanical weathering.

Graphing Tutorial
This tutorial from the National Center for Education Statistics explains the various kinds of graphs and demonstrates how to build them.

Erosion and Weathering
A media resource describing different causes and effects of erosion, and human efforts to limit it.

Relationship between Transported Particle Size and Water Velocity
Earth Science Reference Tables from the New York State Education Department charting the relationship between sediment particle size and the velocity of water necessary to transport it.

Weathering & Erosion Jeopardy
Interactive “Jeopardy” style vocabulary game based on the New York State Regents’ Earth Science Standards, with answers to each question found by scrolling to the bottom of the page.

MATERIALS:

For each student:

• “Mechanical Weathering” student organizer (PDF) (RTF)
• “Erosion” student organizer (PDF) (RTF)
• Printout of page 6 of the Earth Science Reference Tables.

For each group:

• “Weathering and Erosion Jeopardy” student organizer (PDF) (RTF)
• “Chemical Weathering” student organizer (PDF) (RTF)
• 6 effervescent antacid tablets
• 1000 ml beaker (filled with hot tap water)
• 250 ml beaker
• stopwatch
• thermometer
• graph paper

For the class:

• “Weathering and Erosion Jeopardy” student organizer answer key (PDF) (RTF)
• “Mechanical Weathering” student organizer answer key (PDF) (RTF)
• “Chemical Weathering” student organizer answer key (PDF) (RTF)
• “Erosion” student organizer answer key (PDF) (RTF)
• a hammer
• plaster of Paris (available at art or hobby supply stores, or from your art department)
• a small balloon
• two empty pint milk cartons (bottom halves only)
• a freezer
• 2 effervescent antacid tablets
• Blackboard or whiteboard

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips 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.

Download and make copies of student organizers and handouts as outlined in “Materials.”

Next: proceed to Activities

GRADE LEVEL: 2 -3

TIME ALLOTMENT: One to two 45-minute class periods

OVERVIEW:

Students learn that living things experience diverse life cycles. For example, baby birds go through distinct stages as they grow up into adult birds. This lesson uses the eagle to model universal avian life stages: from egg, to chick, to fledgling juvenile, to adult.

Students begin by creating a collage of bird images, discussing the characteristics that all birds share. A well-known story, The Ugly Duckling, is then read to introduce the concept of change over the life span. Students then use segments from the NATURE film American Eagle to learn how eagles look and act in different stages of their life cycle. At the conclusion of the lesson, students diagram the eagle life cycle, and may enhance their science learning with vocabulary and math activities.

SUBJECT MATTER:

Science, Language Arts

LEARNING OBJECTIVES:

Students will be able to:

• Describe the characteristics of birds;
• Understand that different kinds of birds display a wide variety of similarities and differences;
• Identify the stages in the life cycle of birds;
• Understand vocabulary associated with the life cycle of birds;
• Diagram the life cycle of the American Bald Eagle.

STANDARDS:

From the National Science Standards for Science Content, Grades K-4.

CONTENT STANDARD C: Life Science
As a result of activities in grades K-4, all students should develop understanding of:

LIFE CYCLES OF ORGANISMS

• Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.
• Plants and animals closely resemble their parents.
• Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual’s interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passed on to the next generation.

MEDIA COMPONENTS

Video:

NATURE: American Eagle, selected segments

Clip 1: “Challenges of Incubation”

Eagles must protect their eggs from cold, snow and predators.

Clip 2: “Hatching”

For eagles, getting the hang of parenting takes practice.

Clip 3: “Fledglings”

Fledglings begin to fly.

Clip 4: “Growing Independent”

Young eagles learn to catch food.

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

MATERIALS:

For the class:

• Nature and wildlife magazines (or pictures of birds from other sources)
• Scissors and glue
• Oaktag, posterboard or construction paper
• Feathers (optional)
• Hans Christian Andersen’s The Ugly Duckling (or any other storybook demonstrating changes in the bird life cycle)
• Photo of an American Bald Eagle
• Computer and projection system for class viewing of video segments

For each student:

• Eagle life cycle student organizer (PDF) (RTF), or 4 sheets of paper to complete life cycle drawings
• Pencil and crayons or markers

Prep for Teachers

Prior to teaching this lesson, you will need to:

Ask students to bring in nature and wildlife magazines from home.

Preview all of the video segments 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.

If desired, make a word wall of any of the following vocabulary words your students do not yet know: Egg, chick, eagle, eaglet, incubate, fledgling, hatch, instinct, endangered species.

Proceed to ACTIVITIES

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

GRADE LEVEL: 9-11

TIME ALLOTMENT: Three 45-minute periods

OVERVIEW: This inquiry-based lesson plan will challenge students to design and conduct scientifically valid experiments to evaluate hypotheses regarding an animal’s expected behavior in response to changes in its environment.

Students will first view and analyze video segments from the NATURE film “Earth Navigators” as they begin to think about animal behavior as a response to stimulus in the environment. The video clips feature many different animal species reacting to changes in the environment by migrating from one part of the earth to another. Students will predict the reasons for these migrations and will determine the stimuli that actually trigger the animals to migrate.

Following the video exploration, students will conduct reading and research to learn about isopods (commonly known as pill bugs or roly polies). The students will use the information they gather to formulate research questions having to do with the isopods’ expected response to environmental stimulus. The students will design experiments that can be conducted in the classroom to test their hypotheses. They will conduct the student-designed experiments, collecting data and reporting their findings and conclusions. They will also make suggestions for future improvements in the experimental protocol.

SUBJECT MATTER: Living Environment/Biology

LEARNING OBJECTIVES:

Students will be able to:

• Draw connections between the migratory behavior of different animals and seasonal changes on Earth;
• Describe migration as an instance of behavioral response to stimulus;
• Using anatomical and environmental information, create a research question about an isopod’s behavior in response to environmental stimulus;
• Create a hypothesis that addresses the research question;
• Design and conduct an experiment to evaluate the hypothesis;
• Collect data from the experiment, describe results, and evaluate conclusions.

STANDARDS AND CURRICULUM ALIGNMENT:

CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop:

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

CONTENT STANDARD C: Life Science. As a result of activities in grades 9-12, all students should develop understandings of:

• Behavior of Organisms.

New York State Regents Core Curriculum Alignments
Living Environment Core Curriculum
STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

Performance Indicator 2.1: Devise ways of making observations to test proposed explanations.

Performance Indicator 2.3: Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true.

Performance Indicator 2.4: Carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

Performance Indicator 3.1: Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

STANDARD 4: Students will understand and apply scientific principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

Performance Indicator 5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.

5.3a Dynamic equilibrium results from detection of and response to stimuli. Organisms detect and respond to change in a variety of ways both at the cellular level and at the organismal level.

Key Idea 6: Plants and animals depend on each other and their physical environment.

Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.

6.1f Living organisms have the capacity to produce populations of unlimited size, but environments and resources are finite. This has profound effects on the interactions between organisms.

MEDIA COMPONENTS

Video

NATURE: Earth Navigators, selected clips

Clip 1: “Planetary Moves”

Introduction to four species’ migratory patterns.

Clip 2: “Monarch Migration”

The start of the monarch butterfly’s northward trek.

Clip 3: “Hungry Beasts”

Wildebeest and locusts on the move.

Clip 4: “Arctic Summer”

Many birds summer in the arctic.

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

Web Sites

FOSSWEB: Isopods
Includes general information on isopods and useful tips on how to find and keep pill bugs for the classroom

Isopod, Pillbug, Sow bug information
Includes general information on isopods

NCES Graphing Tutorial
This tutorial from the National Center for Education Statistics explains the various kinds of graphs and demonstrates how to build them.

MATERIALS

For the classroom:

• Computer and projection system for showing video clips
• Several computers for student use
  Chalkboard or whiteboard
• Isopods (pill bugs) in a terrarium or other classroom habitat (enough specimens for at least 15-20 per student group)
• Isopod Research Organizer Answer Key (PDF) (RTF)

Materials to be used in pill bug experiments (several of each):

• Paper towels or filter paper
• Eye droppers
• Portable Lamps
• Heat Packs
• Cold Packs
• Card stock or construction paper
• Substrate materials, e.g. sand, gravel, dirt, shredded paper, bark, etc.
• Thermometers

Per group of 3-4 students:

• Stopwatch
• Materials to make “test chambers”: Petri dishes or small disposable bowls or plates – enough for approx. 5 or 6 per group
• Roll of masking tape
• Scissors or art knife
• Paper cup
• Data Collection Chart
• Graph paper

Per student:

• Isopod Research Organizer (PDF) (RTF)
• Isopod Experiment Organizer (PDF) (RTF)
• Isopod Experiment Assessment Rubric (PDF) (RTF)
• Paper and pen

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips 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.

Procure live isopods (pill bugs) for the students to observe and use. Isopods are very easy to care for in the classroom, and can either be collected in the wild or ordered from a biological supply company. For more information on collecting, rearing, and keeping isopods in the classroom, see the two Isopod references mentioned in the “web sites” section.

Familiarize yourself with accepted guidelines for the safe and responsible handling of live animals in a classroom setting. The NSTA’s Responsible Use of Live Animals and Dissection in the Science Classroom and the Institute for Laboratory Animal Research’s Principles and Guidelines for the Use of Animals in Precollege Education are good general resources. Also check to see if your state or district has special animal handling guidelines or requirements.

Make copies of the Isopod Research Organizer and the Isopod Experiment Organizer for each student.

Next: Proceed to Activities

In this lesson students will view the NATURE program Cloud: Wild Stallion of the Rockies. They will conduct a survey, learn about the history and treatment of wild horses in the United States, create a mock news broadcast, research wildlife photography, learn about horse behavior, engage in reading and writing activities, conduct Internet research, and create an artistic response to the film.

Subject: Language Arts, Science
Grade Level: 6-8

ORGANIZERS FOR STUDENTS

Click to download PDF documents:

Activity One | Activity Two | Activity Three | Activity Four

LEARNING OBJECTIVES

Students will do the following:

• be able to express their understanding of the varied elements surrounding the care and treatment of wild horses in the United States
• create a summary articulating their views on a topic based on varied information resources
• learn how media can function as a tool to examine societal issues
• be able to critically analyze and interpret varied sources of information
• create an artistic response to film
• be able to understand varied elements of animal behavior

To assess students’ understanding of the above learning objectives, teachers may rate students on the quality of their written summarizations, their presentations, and their participation in group discussions.

Bookmark the following sites:

• http://www.returntofreedom.org/PAGES/poetry.html
• http://www.wildhorseandburro.blm.gov/photo_gallery/
• http://www.kbrhorse.net/whb/mustang.html
• http://www.savewildhorses.org/kidspage.htm
• http://www.wildhorseandburro.blm.gov/america.htm
• http://www.wildhorseandburro.blm.gov/rangeland.htm
• http://www.wildhorseandburro.blm.gov/faqs.htm
• http://www.wildhorseandburro.blm.gov/
• http://www.kbrhorse.net/whb/blmhrs04.html#1
• http://www.savewildhorses.org/unequal.htm
• http://www.savewildhorses.org/horses.htm
• http://www.api4animals.org/doc.asp?ID=89
• http://www.ilph.org
• http://www.returntofreedom.org
• http://www.gwtc.net/%7Eiram/
• http://www.horse-behavior.com/
• http://www.lfpl.org/kidspages/booklists/picturing_horses.htm
• http://www.returntofreedom.org/index.htm
• http://users.erols.com/mmaidens/
• http://www.savewildhorses.org/history.htm
• http://www.pbs.org/wildhorses/wh_origin/wh_origin_intro.html
• http://www.imh.org/imh/kyhpl1b.html

STANDARDS

Language Arts

Gathers and uses information for research purposes
http://www.mcrel.org/compendium/Standard.asp?SubjectID=7

• Uses viewing skills and strategies to understand and interpret visual media
• Understands a variety of messages conveyed by visual media (e.g., main concept, details, themes or lessons, viewpoints)
• Uses a variety of criteria to evaluate and form viewpoints of visual media (e.g., evaluates the effectiveness of informational media, such as Web sites, documentaries, news programs; recognizes a range of viewpoints and arguments; establishes criteria for selecting or avoiding specific programs)

Contributes to the overall effort of a group
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=22&StandardID;=1

Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID;=7

• Uses new information to adjust and extend personal knowledge base

Science

Understands relationships among organisms and their physical environment
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=2&StandardID;=6

Civics

Understands ideas about civic life, politics, and government
http://www.mcrel.org/compendium/Standard.asp?SubjectID=14

BACKGROUND ACTIVITIES

Activity One

The purpose of these activities is to encourage students to explore the relationship between animals and humans.

1. Have the students conduct a survey by asking five people of varied ages the following questions:

• Why do you think animals are important to people?
• Can you describe your relationship with animals?

2. Collect and discuss the students’ survey responses.

3. Create a class chart that categorizes the class results. Post the chart to be used as a reference throughout the lesson activities.

Activity Two

The purpose of these activities is to give students an opportunity to respond to a poem that describes the relationship between a human being and a horse.

1. Share the following poem with the class at http://www.returntofreedom.org/PAGES/poetry.html.

2. Ask the students to respond to the poem in writing journals. Allow the students about five minutes to collect their thoughts.

3. Divide the class into pairs and ask the students to discuss their responses. Ask for student volunteers to share their thoughts with the class.

Activity Three

The purpose of these activities is to provide students with background knowledge on wild horses.

1. Ask the students to brainstorm ideas on what they know about wild horses. Record students’ responses on a board.

2. As a class, visit the following Web sites that contain information on wild horses:

Photo Gallery:
http://www.wildhorseandburro.blm.gov/photo_gallery/
http://www.kbrhorse.net/whb/mustang.html

Facts on Horses:
http://www.savewildhorses.org/kidspage.htm

STEPS

Activity One

The purpose of this activity is to research the treatment of wild horses in the United States.

1. Divide the class into small groups to conduct research on wild horses. Tell the class that they are going to stage a mock news broadcast that will focus on the care of wild horses in the United States. They will be asked to form an opinion after researching diverse views regarding the management of wild horses in the United States. Some excellent Web sites to begin researching include the following:

History of federal intervention with wild horses
http://www.wildhorseandburro.blm.gov/america.htm

Management issues
http://www.wildhorseandburro.blm.gov/rangeland.htm
http://www.wildhorseandburro.blm.gov/faqs.htm

Wild Horse and Burro Act of 1971
http://www.wildhorseandburro.blm.gov/

KBR’s World of Wild Horse
http://www.kbrhorse.net/whb/blmhrs04.html#1

Black Beauty Ranch
http://www.fund.org/ranch/

Save Wild Horses
http://www.savewildhorses.org/unequal.htm
http://www.savewildhorses.org/horses.htm

Animal Protection
http://www.api4animals.org/doc.asp?ID=89

International League for the Protection of Horses
http://www.ilph.org

Return to Freedom
http://www.returntofreedom.org

Institute of Range and the American Mustang
http://www.gwtc.net/%7Eiram/

2. Ask each small group to prepare a statement that summarizes its opinions based on research and discussion.

3. As a class, decide on the format of the news broadcast. The only requirement is that each group of students should have the opportunity to present their opinions. This might be done as a series of interviews based on each small group’s research, as a debate, as a story, or in any other appropriate format that the class decides upon.

4. Stage the mock news broadcast. Invite other classes to the performance, and, if possible, videotape it.

5. After the presentation, allow time for discussion and questions.

6. Ask the students to respond to the following questions:

• Did you change your opinions after listening to the varied viewpoints?
• If so, what was the most compelling argument that made you change your views?

Activity Two

The purpose of this activity is to explore Ginger Kathrens’ experiences with wildlife photography and filmmaking.

1. Choose a student to read the following selections from the film aloud to the class:

• The violent clash of wild stallions … battling to win mares.
• Into this vibrant, perilous world a fragile colt was born.
• Though frail at first … he soon revealed his strong, funny, precocious personality.
• He grew up in a Montana wilderness of danger and excitement.
• I watched him develop into a feisty adolescent … and agonized with him when his freedom was threatened.
• In his rugged citadel, I searched for him through the seasons of his life.
• I rooted for him like a proud parent as he fought to start his own family.
• Unique, daring, and resilient … he is a wild horse of dreams, a legend in the making.
• I came into their world with a camera and intense curiosity. How do they live and survive? Will they let me get near them? Little by little they start to ignore me. That’s more than I could have ever hoped for. I can’t help coming back again and again to learn more about them.

2. Divide the class into small groups for discussions based on the following questions:

• What do you think of the filmmaker’s mission?
• What do you think of the career of wildlife photography? What do you think the challenges and rewards of this career might be?
• Why do you think she chose to do this film?
• How would you describe her relationship with Cloud and the other horses?
• How did the horses remind you of humans?
• Could you see yourself as a wildlife photographer? Why or why not?
• What do you think she really learned from making this documentary?
• What did you learn from watching this?

3. Ask each group to create a response that reflects the key points of their discussion. This might consist of a poster, a summary, a poem, or a drawing.

4. Each group should share its work with the entire class.

Activity Three

The purpose of this activity is for students to learn about animal behavior.

1. As a class, visit the following Web site that describes horse behavior at http://www.horse-behavior.com.

2. Divide the class into small groups to research different aspects of horse behavior. Tell the students that they are going to create a presentation suitable for teaching an elementary school class about the behavior of horses. They should create teaching tools, such as posters, drawings, games, etc., to enhance their presentations. Some good topics to research include the following:

• Instinct
• Communication
• Care of the Young
• Age
• How did the horses remind you of humans?
• Could you see yourself as a wildlife photographer? Why or why not?
• What do you think she really learned from making this documentary?
• What did you learn from watching this?

3. Have the students conduct a class to teach the younger students what they have learned.

4. Provide an opportunity for the younger students to respond to the presentation.

5. After the presentation, ask the students to critique their effectiveness and discuss what they did well and what they might have done differently.

Activity Four

The purpose of this activity is to provide students with opportunities to respond to the story of Cloud in different ways.

1. Divide the class into pairs. Tell the students to choose one of the following options.

• Create a story map based on Cloud’s life.
• Pretend that you are Ginger Kathrens’ assistant. Write a journal entry that describes your experiences.
• Tell the story of Cloud through a drawing or a painting.
• Create a music video based on Cloud’s life.

2. Present the students’ work to the entire class.

Extension Activities

1. Ask the students to choose three books about horses to read. Have the students share what they have learned with other students by creating an annotated bibliography or posting comments on a Web site. A great resource to use may be found at http://www.lfpl.org/kidspages/booklists/picturing_horses.htm.

2. Create a class mural depicting the history of horses. Use the following Web sites as an information source to begin researching:

• http://www.returntofreedom.org/index.htm
• http://users.erols.com/mmaidens/
• http://www.savewildhorses.org/history.htm
• http://www.pbs.org/wildhorses/wh_origin/wh_origin_intro.html
• http://www.imh.org/imh/kyhpl1b.html

In this lesson, students use a problem-based approach to explore the possibility that the qualities of different horse breeds — strength, speed, agility, stamina, beauty, intelligence, disposition — could be incorporated to create the “perfect horse,” one that would excel in all the activities and competitions involving horse and rider. Students watch Horse and Rider, and working in teams, conduct an investigation of the horse, its biology, domestication, the attributes of different breeds, their uses, and history. 

Subject: Language Arts, Science, Social Studies
Grade Level: 9-12 

LEARNING OBJECTIVES 

Students will be able to:

• Recognize and describe the unique relationship between horse and rider, and the reasons why different horse breeds were developed.
• Perform online research to learn about horse biology and behavior, the different breeds of horses, where they are found, their attributes and how and why they were developed.
• Analyze findings from the research to determine how it is possible to produce an all-purpose horse and whether it is possible or impractical. 
• Present findings in a display presentation to the class.
• Present their positions in a position paper.

PROCEDURES FOR TEACHERS

Prep 

Computer Resources

• Modem: 56.6 Kbps or faster
• Browser: Netscape Navigator 4.0 or above or Internet Explorer 4.0 or above
• Macintosh computer: System 8.1 or above and at least 32 MB of RAM
• Personal computer: (Pentium II 350 MHz or Celeron 600 MHz) running Windows 95 or higher and at least 32 MB of RAM
• Large screen display monitor (optional)

Specific Software Needed 

 
• RealPlayer accessible for free at http://www.real.com. 
• Acrobat Reader 5.0.

 

 

Bookmarked Sites 

Wild Horses: An American Romance 
http://www.pbs.org/wildhorses 
This site explores the evolution of the horse, how humans came into relationship with it, and the dilemma of preserving wild horses in the American West.

Wild Horses of Mongolia: The Spirit of Mongolia
http://www.pbs.org/wnet/nature/mongolia/spirit.html 
Julia Roberts tours Mongolia and learns about a nomadic culture in which horses play a central role.

Horses: Horsepower 
http://www.pbs.org/wnet/nature/horses/horsepower.html 
This site, a companion to the HORSES episode of NATURE, reviews the history of the usage of the horse in human civilization.

The Haynet: Breeds and Associations 
http://www.haynet.net/Breeds_and_Associations/
This page has a list of many horse breeds with links to breed associations.

Breeds of Livestock: Horse Breeds
http://www.ansi.okstate.edu/breeds/horses 
This site describes the major breeds of horses and features links to different breed organizations.

The American Livestock Breeds Conservancy: Horses 
http://albc-usa.org/ 
The American Livestock Breeds Conservancy is an organization dedicated to preserving rare and endangered livestock breeds. Their site includes detailed descriptions of horse breeds and their status.

International Museum of the Horse 
http://www.imh.org/ 
This site has a long list of links and online exhibits on horse history.

Horsefun 
http://www.horsefun.com/ 
This is a site for young people that has useful information on horses.

National Show Horse Registry 
http://www.nshregistry.org/ 
This is a resource on the lineage and characteristics of the national show horse, with a list of breed standards. The information from this site can be used to demonstrate how a perfect horse may not satisfy everyone.

National Horsetraders 
http://www.nationalhorsetraders.com/ 
This site has many links to breeders, trainers, and ranches. Before you start the lesson, use this site to locate breeders who would be willing to communicate with your students while they research. Then, provide contact information to students.

Materials 

Students will need the following supplies:

 
• Computers with Internet access
• Pens, pencils, and other writing tools
• Graphic organizers for collecting and organizing research
• Presentation board

 

Teachers will need the following:

 
• Television and VCR
• The video of the episode Horse and Rider from the series NATURE.
• Chart paper

 

 

STEPS

Introductory Activity 
(one to two class periods)

1. Write the following descriptions based on information from the Thirteen/WNET New York program HORSE AND RIDER on a sheet of chart paper and display it in front of the classroom. DON’T reveal the name of the animal:

• A creature of flight — its main defense, but it is also brave 
  
• A herd animal, it performs best when it’s with others of its kind
• Works in partnership with man and they form a two-person herd
• Often, the animal is the leader in the partnership
• It is intelligent and curious
• It is a high performance animal
• It is strong, but sometimes prone to injury

Ask the students “What is this mystery animal”? Give the students the opportunity to guess. If they need further help, ask them these questions:

• What would we consider to be “high performance” in an animal? 
  
• Which domesticated animal forms a true working partnership with humans, rather than a dominant-submissive relationship? How can something lead as well as be a partner?
• How can an animal be strong, but prone to injury at the same time? Would human athletes fit that description?

2. Once students have determined that the animal in question is a horse, ask them to tell the class what they know about horses — what they’ve read, seen or heard. Students may have had some personal experience with horses, and a few might be experienced riders. Have the students describe what they think the horse was like before they were domesticated and how and why humans first came to ride them. Have them list all the uses of horses by humans and why they are especially suited for these uses. Ask them whether all horses are the same or whether they are different depending on their uses. They might know of some famous examples — the giant Clydesdale horses, thoroughbreds, show horses, polo ponies. Suggest to the class some of the activities horses are used for, and ask them to describe the kinds of horses they think might be involved in those activities, whether by name or by description.


Learning Activities 

Activity 1: 
(one class period)

1. Elicit from the class the qualities of the horse that have made its partnership with humans unique in the natural world. How did those qualities evolve? Did they evolve naturally, or were they bred into them? The horse brings to the partnership traits which it acquired when it evolved as a herd animal on the plains, pursued by predators — intelligence, speed, strength, stamina and cooperative behavior, as well as a wariness and sensitivity. Over time, humans learned to work with these traits. Societies developed different breeds or varieties of horses for different uses, each one having special qualities to perform its task.

As a motivational activity, show photographs, stories, art and video from the following sites:

International Museum of the Horse — The Legacy of the Horse 
http://www.imh.org/imh/kyhpl1b.html#xtocid2243616

Horses — Horsepower 
http://www.pbs.org/wnet/nature/horses/horsepower.html

Wild Horses of Mongolia — The Spirit of Mongolia
http://www.pbs.org/wnet/nature/mongolia/spirit.html 
Click on the video clip.

2. Ask the students again to list all the different activities involving horse and rider that they can think of. Next to each particular activity, have them list the particular traits the horse must have in order to be successful in each activity. Include types such as racehorse, show horse, workhorse, sport competition horse (polo, cutting horse, rodeo), categories they will see in the program. Then ask them to list what traits the successful rider must have for each. Discuss with students afterward if there are similarities and differences between the traits valued in the different activities. Pose the problem to the students: Is it possible to produce the “perfect horse,” one that would possess all the traits that riders value, and excel in all the activities requiring horse and rider? Tell them that they will conduct research to solve this problem and then present their “perfect horses” to the rest of the class. 

Activity 2: 
(five class periods) 

1. Tell students that they are going to watch a video entitled Horse and Rider from Thirteen’s NATURE series. Explain that in the program, they will learn about three competitive activities involving horse and rider: cutting horse, dressage, and polo. If necessary, explain the three different horse-related activities they will see. Have the students make up a table. One column lists the horse activity. The second column is entitled “Horse Qualities,” in which students list the traits that the horse should possess for that particular activity. The third column should be entitled “Rider Qualities” and list how the rider should approach the particular tasks. Encourage students to discuss similarities and differences between the different sports and how this might be reflected in the horses and the riders. Would each be very different? Would one type be very similar to another? Would the riders have very different or similar philosophies about their relationships with their horses? Before watching the video, the students divide up into teams of 4 and decide which aspect of horsemanship they are interested in — racing, sport competition, show horse or work horse, or any category that may have come up in the previous activities. Each student will decide which area interests them most and will research the types of horses and their histories. Students then watch the program while taking notes in the Horse and Rider Organizer.

2. After viewing the program, the students will return to the table they made up and compare/contrast the requirements they listed with those they heard about or observed in the film. Were there more or fewer similarities among the requirements than they expected? Were some requirements promoted at the expense of others? Did the horses look different? Was the approach of the riders/trainers similar, different, or about the same? In their research, each student should learn about horses in general and about the different horse breeds from different perspectives — biological, historical, cultural, economic, geographical. They should note the strengths and weaknesses of each breed, and should keep in mind the question posed as they do their research. They should use the Horse Breed Facts Organizer to assist them. The following sites will be useful in their research:

• The Haynet: Breeds and Associations 
  http://www.haynet.net/Breeds_and_Associations/
  
• Breeds of Livestock: Horse Breeds 
  http://www.ansi.okstate.edu/breeds/horses 
  
• The American Livestock Breeds Conservancy: Horses 
  http://albc-usa.org 
  
• Horsefun 
  http://www.horsefun.com 
  
• National Show Horse Registry 
  http://www.nshregistry.org/ 
  
• National Horsetraders 
  http://www.nationalhorsetraders.com/    

   

As part of the investigation, have teams (not individual students) contact horse breeders by email to get firsthand, primary source information on what breeding, developing, and promoting different kinds of horses involves. Lists of breeders can be found through http://www.nationalhorsetraders.com and through links provided in the other listed Web sites. Contact a few breeders yourself (in advance) and ask them whether students may email them questions; then, provide students with the breeders’ contact information. 

Allow time for students in each team to share what they learned with the rest of the team. Circulate among the teams, listening to each team’s conversation. Make sure that all students are contributing to the discussion, and encourage students to listen carefully as their teammates describe the different features and backgrounds of their horses. After they pool their research, encourage students to think about how 1) what they learned about the horse’s physical features, behavior, and other characteristics and 2) the ways in which they are used by humans would make it easier or more difficult to bring these different features to a single breed of horse. Use these questions to get them started:

• How easy or difficult would it be to bring the different horses together in a ranch operation?
• Does selective breeding always bring about the desired results?
• Would all the different users of horses readily accept an all-purpose horse? Some might have strict requirements about the horse’s background.

Have the students use The Perfect Horse Organizer to pool their ideas.

Culminating Activities/Assessment:

Activity 1: 
(two class periods) 

1. Teams prepare their presentations, using their research to describe which horses they would use to create the perfect horse. Students then create a graphic, artistic flowchart on presentation board with charts, photos of the different breeds of horses, an illustration of the perfect horse, background descriptions, and distinguishing characteristics; they should also include a description of what would be involved in bringing the different breeds together. Students who are familiar with digital imaging software such as Photoshop may want to produce a digital image of the perfect horse, created by digitally blending features from the selected horses.

2. Each team then gives a presentation of their perfect horse, walking the class through their flowchart and explaining how they came to their conclusions. Allow time after each presentation for question/answer sessions, during which teams can further explain and defend their work. When all the presentations are complete, the issue of whether a perfect horse is possible or worthwhile to develop may be also discussed.

Activity 2: 
(two class periods) 

1. Continue the discussion about whether creating a perfect horse is possible and worthwhile. Invite students to reconsider how they would go about creating the perfect horse and whether this is a worthwhile endeavor. Acknowledge that it is okay if students’ initial thoughts have changed.

2. For homework, instruct students to write a position paper explaining and defending their point of view. The paper should clearly state a position and be supported by factual details from their research.

Extension Activities

• Take a class poll to find out whether it is worthwhile to create the perfect horse or if the task is too difficult. Chart the findings in a bar graph.
• Create a large life-size drawing or painting of the perfect horse, displaying the characters which it acquired from the different breeds and with bubble notes indicating the benefits that these traits bring.
• Create a poster of a favorite kind of horse; include photos and stories about its history and the culture that produced it.
• Write the story starter “If I owned a horse … ” on the chalkboard. Invite students to use what they learned to create a story or a poem.
• Visit a horse ranch and talk to the trainers about their horses and how they work with them.
• Explore how genetic engineering, as it is being used to alter domesticated plants and animals, might be applicable in producing the perfect horse