GRADE LEVEL: 8-10

TIME ALLOTMENT: Two or three 45-minute class periods

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

SUBJECT MATTER: Science

Learning Objectives:

Students will be able to:

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

STANDARDS

National Science Education Standards

Grades 9-12:

Content Standard C: Life Science

Fundamental concepts and principles that underlie this standard include:

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

Content Standard E: Science and Technology

Fundamental concepts and principles that underlie this standard include:

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

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

Fundamental concepts and principles that underlie this standard include:

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

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

MEDIA COMPONENTS

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

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

Clip 1: “Producing Salmon”

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

Clip 2: “Humans and Salmon”

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

Clip 3: “Salmon’s Journey”

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

Clip 4: “Restoring Streams”

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

Websites:

Bonneville Lock and Dam

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

Dam Breaching and the Lower Snake River Dams

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

Hatcheries and Dams of the Pacific Northwest

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

Large Dams in the Western United States

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

Save Our Wild Salmon

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

• Myths and Facts about Lower Snake River Dam Removal

• Why remove the 4 Lower Snake River Dams?

Snake River Dam Operation

This website provides information about the Snake River Dams.

The Dam Challenge (Optional)

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

MATERIALS

For the class:

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

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

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

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

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

Proceed to Lesson Activities

GRADE LEVEL: 9-12

TIME ALLOTMENT: Two or three 45-minute class periods

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

SUBJECT MATTER: Science

LEARNING OBJECTIVES:

Students will be able to:

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

STANDARDS:

National Science Education Standards

Grades 9-12:

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

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

MEDIA COMPONENTS

Invasion of the Giant Pythons, selected segments

Clip 1: Dinner Time

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

Clip 2: It’s Raining Pythons

A close look at how pythons have entered new environments

Clip 3: Beware: Pythons

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

Clip 4: Saving the Rats

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

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

Websites

Invasion of the Giant Pythons/ Photos:

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

• Python digesting an alligator

• Python digesting a rat

US Fish and Wildlife Endangered Species Program

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

Optional (for research in Culminating Activity):

• The Comprehensive Everglades Restoration Plan

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

• California Department of Fish and Game/ Invasive Species Program

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

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

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

MATERIALS

For the class:

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

For each pair of students

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

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

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

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

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

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

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

NEXT: Proceed to Lesson Activities

LESSON TITLE: Springs of Life

GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Life Science

TIME ALLOTMENT: Three to four 45-minute class periods

OVERVIEW:

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

MEDIA RESOURCES:

Video Clips

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

1. “Florida’s Springs”

2. “Life in Florida’s Springs”

3. “Red Tide”

4. “Life in the water supply”

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

Websites

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

• Florida’s Springs: Protecting Nature’s Gems

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

• Life in a Spring

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

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

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

• U.S. Fish & Wildlife Service: Species

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

• University of Delaware College of Marine and Earth Studies

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

Standards:

National Science Education Standards, Grades 5-8

LIFE SCIENCE: Content Standard C

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

• Populations and Ecosystems

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

SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES: Content Standard F

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

· Natural Hazards

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

· Risks and Benefits

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

MATERIALS:

For each student:

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

For each group of 3-5 students:

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

For the class:

• Producer/Consumer Pyramid (PDF)

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

OBJECTIVES:

Students will be able to:

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

PREP FOR TEACHERS:

Prior to teaching this lesson, you will need to:

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

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

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

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

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

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

Proceed to Lesson Activities.

GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Life Science/Environmental Science

TIME ALLOTMENT: 1-2 45-minute class periods

OVERVIEW:

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

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

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

MEDIA RESOURCES

Video

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

Clip 1: “The Living Fossil”

The horseshoe crab has survived for 350 million years.

Clip 2: “Horseshoe Crabs and Red Knots”

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

Clip 3: “Protecting the Horseshoe Crab”

Measures have been undertaken to protect the horseshoe crab.

Clip 4: “Horseshoe Crabs and Humans”

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

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

Web sites

Sierra Club Endangered Species Map

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

Standards:

National Science Education Standards

LIFE SCIENCE: Content Standard C

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

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

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

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

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

SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES: Content Standard F

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

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

Materials

For each student:

• Endangered Relationships Exit Ticket (PDF) (RTF)

For each group of 3-4 students:

• One computer with broadband internet access

For the class:

• One computer for the teacher with a digital projection system

Objectives

Students will be able to:

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

Prep for Teachers

Prior to teaching this lesson, you will need to:

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

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

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

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

Next: Proceed to Activites

GRADE LEVEL: 5-8

TIME ALLOTMENT: Two 45-minute class periods

OVERVIEW:

The loneliest animals are the last of their kind on the planet. Scientists warn that up to 100 species a day are being pushed toward extinction. Sadly, many of these creatures are endangered because of human actions. Nature: The Loneliest Animals profiles a variety of captive breeding programs, designed to bolster these dwindling animal populations.

Using segments from this program and other Web resources, students will discuss different ways that animal species become extinct, and analyze how human actions can positively and negatively influence a species’ population. Students will also discuss the benefits and challenges of helping an endangered species through captive breeding, and will prepare “news segments” for the class to present research on endangered species.

OBJECTIVES

Students will be able to:

• Compare and discuss different causes of extinction;
• Name several currently highly endangered species, and describe how people are trying to bring them back from the brink of extinction;
• Research an endangered species, and present information from online, print, and broadcast resources in an oral report.

MEDIA RESOURCES:

Video:

NATURE, The Loneliest Animals, selected segments

Clip 1: Yangtze giant soft shell turtle

Clip 2: Sumatran rhinoceros

Clip 3: Lemurs

Clip 4: Black-Footed Ferret

Clip 5: Imperiled Lives

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

Web sites

Yangtze Giant Soft-shell Turtle (China)

Asian Turtle Conservation Network: Rafetus Swinhoei

Fact page on the endangered soft-shell turtle

China’s Turtles: Emblems of a Crisis (New York Times)

Article about the Chinese breeding effort for Rafetus Swinhoei

Sumatran Rhinoceros (Sumatra, Indonesia)

International Rhino Foundation:

Sumatran Rhino Sanctuary

[NOTE: page features graphic photo of two rhinos mating.]

Information about Sumatran Rhinos from the Indonesian sanctuary

Sumatran Rhino

General information about the endangered Sumatran Rhino

News from the Field – International Rhino Foundation Blog

Latest news in Rhino research

Lemurs (Madagascar); including Golden-Crowned Sifaka

Duke University Lemur Center

Information on the many species of lemur at the Duke University Center, including the endangered Golden-Crowned Sifaka

Black-Footed Ferret (United States)

Prairie Wildlife Research

Black-footed ferret conservation information

STANDARDS:

National Science Education Standards

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

LIFE SCIENCE: Content Standard C

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

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

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

SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES: Content Standard F

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

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

MATERIALS:

For the class:

• One computer with Internet access and audiovisual projection system, for screening video segments
• “Last of their Kind” Answer Key (PDF) (RTF)
• [Optional - toothpicks, stopwatch, and flour, for the Extinction Simulation extension activity - see the "Loneliest Animals Extinction Simulation" (PDF)

For each group of 2-3 students:

• Computer with Internet access

For each student:

• “Causes of Extinction” Student Organizer (PDF)(RTF)
• “Last of their Kind?” Student Organizer (PDF) (RTF)
• “Explore a Species” Student Organizer (PDF) (RTF)

PREP FOR TEACHERS

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

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

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

Make copies of student organizers listed in the “Materials” section.

Proceed to ACTIVITIES

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

GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Science

TIME ALLOTMENT: 1-2 class periods

OVERVIEW

This lesson uses video segments from the NATURE film “Tall Blondes” to illustrate the effects of wildlife conservation and relocation, using giraffes as an example.  Students will explore the different types of human-animal relationships, and then view video segments which look at human-giraffe relations and the effect to preserve the giraffe population in parts of Africa.  This will be followed by a discussion of human behavior and impact on wildlife populations.  As a culminating activity, students will examine different careers in wildlife conservation.

MEDIA RESOURCES:

VIDEO

Clip 1: “In the Wild”

Introduction to translocation of giraffes.

Clip 2:
“On the Move”

Example of processes of translocation.

Clip 3:

“New Digs”

Giraffes arrive at the game farm and get used to their environment.

Clip 4: “Giraffe Manor”

Giraffe Behavior & human interactions

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

WEB SITES

NATURE: Tall Blondes: Giraffe Translocation

Background on translocation and an interview with the director of a wildlife relocation firm.

The Game Capture School

Web site for a school located in South Africa dedicated to wildlife conservation and education.

GCC: African Fund for Endangered Wildlife

Organization which concentrates on education school children about conservation efforts.

The Giraffe Manor

Official Web site for the Giraffe Manor hotel & giraffe preserve, as seen in “Tall Blondes.”

Wildlife Translocation Association

Association of companies engaged in the wildlife conservation industry in South Africa

Wildlife Conservation Society

Home of the conservation organization led by the Bronx Zoo.

STANDARDS:

National Science Education Standards, Grades 5-8

Content Standard E

UNDERSTANDINGS ABOUT SCIENCE AND TECHNOLOGY

• Scientific inquiry and technological design have similarities and differences. Scientists propose explanations for questions about the natural world, and engineers propose solutions relating to human problems, needs, and aspirations. Technological solutions are temporary; technologies exist within nature and so they cannot contravene physical or biological principles; technological solutions have side effects; and technologies cost, carry risks, and provide benefits.
• Many different people in different cultures have made and continue to make contributions to science and technology.
• Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. Technology also provides tools for investigations, inquiry, and analysis.
• Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. Reducing risk often results in new technology.
• Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction; other constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics.
• Technological solutions have intended benefits and unintended consequences. Some consequences can be predicted, others cannot.

Content Standard F

POPULATIONS, RESOURCES, AND ENVIRONMENTS

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

NATURAL HAZARDS

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

SCIENCE AND TECHNOLOGY IN SOCIETY

Science and technology have advanced through contributions of many different people, in different cultures, at different times in history.

Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes, and government agencies.

Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should understand the difference between scientific and other questions. They should appreciate what science and technology can reasonably contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.

MATERIALS

For each group of students:

• Large sheets of paper or posterboard for Introductory Activity

For each student:

• Conservation Strategies Organizer (PDF) (RTF)

OBJECTIVES

Students will be able to:

• Provide examples of human interactions with animals;
• Understand ways in which human behavior affects wild animal populations;
• Detail processes of conservation and translocation;
• Explain the pros and cons of wildlife conservation efforts;
• Identify and describe careers in wildlife conservation.

Before the Lesson/Prep for Teachers

Prior to teaching this lesson, you will need to:

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

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

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

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: 9-12

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
Web site from the National Science Digital Library 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: Grades 9-12

TIME ALLOTMENT: Five 45-minute class periods

OVERVIEW: This lesson focuses on symbiosis and ecological relationships. Students will investigate the many ways that species that live in close proximity to each other might interact in an ecosystem, whether via competition or predation or through an ongoing symbiotic relationship such as mutualism, commensalism, or parasitism. Segments drawn from the NATURE episode The Secret Lives of Sharks and Rays and an online interactive featuring the malaria parasite will be used to provide specific examples of these interactions. The students will discover that all ongoing ecological relationships, even parasitic or predatory ones, have evolved over long periods of time and are integral to the maintenance of the balance and stability of an ecosystem.

The lesson then moves to a discussion of the ways that ecosystems can be thrown out of balance, often as a result of human action. A video segment showing the barbaric practices of the shark fin harvesting industry is used as a case in point of a human behavior that places a species in peril. Students will brainstorm ideas for restoring the relationship between sharks and humans to a healthy balance and will view an optimistic video segment featuring the ecotourism industry. As a culminating activity, students will select a case study for which to formulate an “Ecosystem Action Plan.” They will research an ecosystem thrown out of balance by human action and will prepare a presentation for the class describing the problem and suggesting three possible actions that could be taken to rectify the imbalance.

SUBJECT MATTER: Biology/ Living Environment

LEARNING OBJECTIVES:

• Define and describe the possible ecological relationships between species that coexist in an ecosystem
• Classify specific interspecies relationships as mutualistic, commensal, or parasitic
• Understand that ecological relationships evolved over time and are integral to maintaining the balance and stability of ecosystems
• Name factors that can throw ecosystems out of balance
• Describe human actions that have contributed to ecosystem imbalance and species decline
• Suggest remedial actions to ameliorate human-caused imbalances in ecological relationships

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards

CONTENT STANDARDS C: Life Science

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.
• Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.

New York State Regents Core Curriculum Alignments

Living Environment Core Curriculum

Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seeks 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: Elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent one’s thinking.

1.1a scientific explanations are built by combining evidence that can be observed with what people already know about the world.

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.

1.2b Inquiry involves making judgments about the reliability of the source and relevance of information.

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.

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

1.1d The interdependence of organisms in an established ecosystem often results in approximate stability over hundreds and thousands of years. For example, as one population increases, it is held in check by one or more environmental factors or another species.

1.1f Every population is linked, directly or indirectly, with many others in an ecosystem. Disruptions in the numbers and types of species and environmental changes can upset ecosystem stability.

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.

Performance Indicator 6.3: Explain how the living and nonliving environments change over time and respond to disturbances.

6.3c A stable ecosystem can be altered, either rapidly or slowly, through the activities of organisms (including humans), or through climatic changes or natural disasters. The altered ecosystem can usually recover through gradual changes back to a point of long-term stability.

Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment.

Performance Indicator 7.1 Describe the range of interrelationships of humans with the living and nonliving environment.

7.1a The Earth has finite resources; increasing human consumption of resources places stress on the natural processes that renew some resources and deplete those resources that cannot be renewed.

7.1c Human beings are part of the Earth’s ecosystems. Human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems. Humans modify ecosystems as a result of population growth, consumption, and technology. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems may be irreversibly affected.

Performance Indicator 7.3 Explain how individual choices and societal actions can contribute to improving the environment.

MEDIA COMPONENTS

Video

NATURE: The Secret World of Sharks and Rays, selected segments

Clip 1: “Shark and Turtle”

A battle between a loggerhead turtle and a shark.

Clip 2: “Unlikely travel companions”

A variety of symbiotic relationships exist between sharks and other marine species.

Clip 3: “Sharks and fishermen”

Sharks and fishermen compete for the same catch.

Clip 4: “Collapse of sharks”

This clip shows the destructiveness of the shark fin and shark cartilage industries.

Clip 5: “Sharks in our future”

If sharks can be shown to have value while alive, their future may be bright.

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

Web sites

Malaria games from nobelprize.org
This site provides two games – the mosquito game and the parasite game – to help students understand the transmission of malaria.

Life Cycle of a Malaria Parasite Interactive Tour
This flash-based interactive tour provides a detailed explanation of each stage of the malaria parasite’s life cycle.

MATERIALS

For each student:

• Ecological Relationships Student Organizer (PDF) (RTF)

For each group (3-4 students):

• Malaria Student Organizer (PDF) (RTF)
• Computer with Internet access
• Ecosystem Action Plan Student Organizer (PDF) (RTF)

For the teacher:

• One computer with Internet access for class demonstration
• Teacher Answer Key (PDF) (RTF)
• Ecosystem Action Plan Assessment Rubric (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.

Gather the necessary materials as outlined above in “Materials” in advance of teaching the lesson.

Next: Proceed to Activities

The relationship between crocodiles and humans has been one of fear, fascination, and reverence. Crocodiles have been the focus of legends, songs, and art, as well as being hunted for the use of their skins and as a food source. Extensive hunting of the crocodile has resulted in the disappearance of the supersize croc. In this lesson students will examine how different cultures view the crocodile, write about a real-life event from multiple perspectives, and reflect on the possibilities that the supersize croc will make a re-appearance in the next twenty years.

Grade Level: Grades 9-12

Subject Areas: Science, Language Arts

Learning Objectives

Students will be able to do the following:

• analyze and write about an event from multiple perspectives.
• conduct research and analyze information in order to formulate a prediction.

Materials:

• Computers with Internet access
• The video of the episode “Supersize Crocs”
• “Crocodiles FAQ” handout (PDF)
• “Crocodiles Eat Dozen People in Lake Victoria in Uganda” article from the Xinhua News Agency website (PDF)
• “Crocodile News Report” organizer
• “Crocodile News Report” rubric (PDF)
• “Crocodile Information” organizer (PDF)

Bookmark the following sites:

Florida Museum of Natural History
http://www.flmnh.ufl.edu/cnhc/cbd-faq.htm
This site contains facts and questions about crocodiles.

One World Magazine
http://www.oneworldmagazine.org/tales/crocs/cinder.html
This site contains an Indonesian version of the Cinderella story entitled “Cinderella Crocodile.”

The following websites contain information for crocodile research purposes:

Crocodilians Natural History and Conservation
http://crocodilian.com/

The Paleosuchus Page
http://crocodilian.com/paleosuchus/

Queen’s Land Park and Wildlife Service
http://www.epa.qld.gov.au/nature_conservation/wildlife/native_animals/living_with_wildlife/crocodiles/

STANDARDS

www.mcrel.org

Language Arts
Level III [Grade 9-12] 

Writing

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

5. Uses strategies to address writing to different audiences (e.g., includes explanations and definitions according to the audience’s background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers)

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

7. Writes expository compositions (e.g., synthesizes and organizes information from first- and second-hand sources, including books, magazines, computer data banks, and the community; uses a variety of techniques to develop the main idea [names, describes, or differentiates parts; compares or contrasts; examines the history of a subject; cites an anecdote to provide an example; illustrates through a scenario; provides interesting facts about the subject]; distinguishes relative importance of facts, data, and ideas; uses appropriate technical terms and notations)

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)

5. Knows ways in which humans can alter the equilibrium of ecosystems, causing potentially irreversible effects (e.g., human population growth, technology, and consumption; human destruction of habitats through direct harvesting, pollution, and atmospheric changes)