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Springs of Life: Lesson Overview

eva glaser — Mon, 18 May 2009 18:23:04 +0000

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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.

Web Sites

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 ACTIVITIES.

Vibrant Volcanoes: Lesson Overview

eva glaser — Sun, 17 May 2009 17:05:12 +0000

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LESSON TITLE: Vibrant Volcanoes

GRADE LEVEL: 2 – 4

TOPIC/SUBJECT MATTER: Earth Science

TIME ALLOTMENT: 1-2 class periods

OVERVIEW:

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

MEDIA RESOURCES:

NATURE: Kilauea: Mountain of Fire, selected segments

Video Clips

1) Volcanic Views

2) Lava Landscapes

3) Steamy Seas

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

Web sites

National Geographic Decade Volcanoes

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

WorldAtlas Ring of Fire

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

Volcano Cross-Section

This image shows the basic components of a volcano.

Standards:

National Science Education Standards, Grades K – 4

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

Content Standard B:

PROPERTIES OF OBJECTS AND MATERIALS

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

LIGHT, HEAT, ELECTRICITY, AND MAGNETISM

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

Content Standard D

PROPERTIES OF EARTH MATERIALS

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

CHANGES IN THE EARTH AND SKY

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

Content Standard F

CHANGES IN ENVIRONMENTS

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

MATERIALS

For each student:

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

For each group of 3-4 students:

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

For the class:

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

OBJECTIVES

Students will be able to:

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

PREP FOR THE TEACHERS

Prior to teaching this lesson, you will need to:

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

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

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

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

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

Proceed to ACTIVITIES.

Endangered Relationships: Lesson Overview

eva glaser — Thu, 07 May 2009 06:37:18 +0000

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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.

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

Next: Proceed to Activites

Long Live the Sharks and Rays: Lesson Overview

eva glaser — Thu, 16 Apr 2009 20:12:11 +0000

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GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Life Science

TIME ALLOTMENT: One to two 45-minute class periods

OVERVIEW:

During this video-enhanced lesson, students will watch video segments from the NATURE film “The Secret World of Sharks and Rays” and learn about adaptations that have helped sharks and rays survive. Students will explore similarities and differences between sharks, rays and other fish. They will watch segments that provide information about physical features and behaviors that have helped sharks and rays survive, with specific attention paid to the angel, wobbegong and saw sharks and the electric, sting and manta rays. Students will work in small groups to research a specific type of shark or ray and share their findings with the class. Students will discover that different types of sharks and rays have different temperaments and diets and that some of the largest sharks and rays are the most gentle.

MEDIA RESOURCES

Video

Clip 1

Fish, Sharks and Rays: A comparison of fish, sharks and rays.

Clip 2

A Close Look at Sharks: A close look at angel, wobbegong and saw sharks and their survival techniques.

Clip 3

A Close Look at Rays: A close look at electric, sting and manta rays and their survival techniques.

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

Web sites

Ichthyology at the Florida Museum of Natural History

This site features a rich variety of information, games and photographs of a variety of fish, including sharks and rays. The following sections are recommended for this lesson:

Sharks- This section features information, games and photographs of sharks.
Biological Profiles- This section provides photographs and detailed information about specific sharks and rays, as well as other fish.

Kidzone Fun Facts for Kids: Sharks

This Web site features a variety of photographs, activities and facts about sharks.

National Geographic: Sharks
This Web site features many photos and facts about sharks, which can be used in this lesson.

Seaworld: Sharks and Rays

This site contains a variety of facts, photographs and diagrams of sharks and rays.

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

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.
Populations and ecosystems

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.

Diversity and adaptations of organisms
- Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry.

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.

MATERIALS

For each group of 2-3 students:

Books, reference materials and/or computers to conduct research on sharks and rays.

For the class:

A large sheet of paper or board and something with which to write.
A photograph of a bull shark and a photograph of a whale shark. (See “Prep for Teachers” section for details.)
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:

Discuss similarities and differences between sharks, rays and other fish;
Describe physical features and characteristics that have helped sharks survive, with specifics about angel, wobbegong and saw sharks;
Provide details of physical features and characteristics that have helped rays survive, with specifics about electric, sting and manta rays;
Explain that there are many different types of sharks and rays, with varied skills, physical features, temperaments and diets;
Explain that some sharks and rays are harmful to humans, while others are not and provide specific examples of harmful and gentle species;
Discuss that sometimes the largest species can be the most gentle;
Provide detailed information about one species of shark or ray.

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.

Print out one photo of a whale shark and one photo of a bull shark to show the class. Make sure that the image of the whale shark is about 3 times larger than the bull shark. See the “Web sites” section above for a list of sites with shark photos.

Proceed to ACTIVITIES

The Loneliest Animals: Lesson Overview

eva glaser — Thu, 16 Apr 2009 18:36:37 +0000

(Click here for a printer-friendly version of this lesson. Note that the handout “Extinction Stimulation” is not attached to this document. Please download it separately. )

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

Conservation Nation: Lesson Overivew

eva glaser — Thu, 16 Apr 2009 18:15:54 +0000

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

GRADE LEVEL: Grades 9-12

TIME ALLOTMENT: Three 45-minute class periods

OVERVIEW: In the nineteenth-century Western frontier, the wolf was considered a menace – perpetually hunting farm animals and threatening frontier livelihoods. It was not unusual for bounty hunters to be hired to rid communities of this scourge. But one such bounty hunter, Ernest Thompson Seton, was influential in changing popular perspective on wild animals. Seton was hired to kill wolves – but one particular wolf, named Lobo, challenged Seton’s hunting abilities and piqued his more naturalistic interests. As his chase of Lobo stretched on, Seton came to believe that future generations of animals like the wolf should be protected. His focus became less on destruction and more on conservation. Seton was instrumental in spearheading environmental movements in the United States.

In this lesson, students will first learn about the “success stories” of species whose protection under the Endangered Species Act of 1973 saved them from extinction. They will then engage their knowledge of US History during the latter half of the nineteenth century to brainstorm reasons why so many of our wild species’ populations declined dramatically during this period. Students will use segments from NATURE’s The Wolf that Changed America to explore nineteenth-century attitudes toward wolves in the western United States, and will learn of the groundbreaking efforts of Seton to change the popular view of the American wilderness and to launch organizations concerned with the environment. In the Culminating Activity, students will use web resources to research conservation organizations active today, sharing their findings with the class.

SUBJECT MATTER: Life Science, Biology, Environmental Science, U.S. History

LEARNING OBJECTIVES:

Students will be able to:

Describe how Ernest Thomas Seton and his pursuit of Lobo the wolf changed America’s view on predatory animals;
Describe how public opinion on animal management and endangered species protection has changed from the 19^th century to today;
Understand the history of the Endangered Species Act of 1973, and name some of the species the Act has helped protect;
Name a list of modern-day conservation organizations and describe their initiatives.

STANDARDS

National Science Education Standards

Content Standard C: Life Science

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

THE INTERDEPENDENCE OF 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 are threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.

Content Standard F: Science in Personal and Social Perspectives

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

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.

US History Standards

National Center for History in the Schools

Era 6
The Development of the Industrial United States (1870-1900)

STANDARD 1: How the rise of corporations, heavy industry, and mechanized farming transformed the American people.

Standard 1D: The student understands the effects of rapid industrialization on the environment and the emergence of the first conservation movement.

Therefore, the student is able to:

Explain the origins of environmentalism and the conservation movement in the late 19th century.

MEDIA COMPONENTS

NATURE: The Wolf That Changed America, selected segments.

Clip 1

“1893 New Mexico”

Clip 2

“The wolf problem”

Clip 3

“Trapping Lobo”

Clip 4

“Seton’s Legacy”

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

Web sites

The following are major US and international organizations active in the field of environmental conservation. Students will research these organizations in the Culminating Activity (or substitute others of your choice).

Conservation International

EarthWatch Institute

Greenpeace

National Audubon Society

Nature Conservancy

Sierra Club

Student Conservation Association

World Wildlife Fund

MATERIALS

For the teacher:

Video Organizer Answer Key (PDF) (RTF)
Computer with audiovisual projection system for showing video clips

For each student:

Video Organizer (PDF) (RTF)
Conservation Organizer (PDF) (RTF)
Access to computer with Internet connection

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 book marking took such as del.icio.us or diigo (or an online book marking utility such as portaportal) will allow you to organize all the links in a central location.

Make copies of the Video Organizer and Conservation Organizer for each student, and copy the Answer Key for yourself.

INTRODUCTORY ACTIVITY

1. Tell the students that you are going to write a list on the board. The students’ task is to try to deduce what the items on the list have in common.

2. Begin writing the following list of species from the column on the left on the board (don’t share the rest of the chart yet). Allow the students to make guesses at any time as to how the species are related (the correct answer is that they are species whose protection under the Endangered Species Act allowed for their recovery – they are Endangered Species Act “success stories”).

	Population - From:	Population – To:
Hawaiian Goose	400 in 1980	1,275 in 2003
Whooping crane	54 in 1967	513 in 2006
Peregrine Falcon	324 pairs in 1975	1,700 pairs in 2000
Bald eagle	416 pairs in 1963	9,789 pairs in 2006
Virginia big-eared bat	3,500 in 1979	18,442 in 2004
Gray Whale	13,095 in 1968	26,635 in 1998
Florida Key Deer	200 in 1971	750 in 2001
California southern sea otter	1,789 in 1976	2,735 in 2005
Grizzly Bear	224 in 1975	500 in 2005 (Yellowstone Area)
San Clemente Indian Paintbrush	500 in 1979	3,500 in 1997

(source: 100 Success Stories for Endangered Species Day 2007, http://www.esasuccess.org/reports/, 3/31/2009.)

3. Explain the list you wrote on the board – these are all species whose protection under the Endangered Species Act has led to recovery. Share some of the data from the right two columns of the chart as examples of the recovery.

4. Explain that the facts you’ve shared track the population since the 1960s and 1970s, when data became available as the government passed laws to protect species. But going back further in time to the 19^th century, some of the species that are exceedingly rare today were once extremely common. Species populations have changed dramatically from the 19^th century to today (for example, the now-extinct passenger pigeon was once one of the most abundant birds in North America, with a population that may have reached 6 billion individuals. During the 19^th century these numbers declined dramatically, and by 1900, the bird was extinct in the wild).

5. Ask the students to brainstorm a list of factors that might have led to these species’ decline from the 19^th century to today. What was going on in late 19^th century America that would have led to these dramatic declines in species’ population? (This was an era of westward expansion and intense development of industry and agriculture on a grand scale. Also, attitudes toward species other than humans were generally very different. There was largely no public concept that species should be protected – and no laws or governmental agencies that tried to protect animals or plants other than humans. Excessive hunting and rampant habitat destruction had an adverse effect on many, many species.)

Proceed to ACTIVITIES

From Wolf to Dog: Lesson Overview

eva glaser — Thu, 16 Apr 2009 17:20:58 +0000

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

GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Life Science

TIME ALLOTMENT: Two 45-minute class periods

OVERVIEW:

During this video-enhanced lesson, students will learn that all dogs came from one ancestor- the wolf. Students will watch and discuss video segments from the NATURE film “Dogs that Changed the World,” and explore different theories about how this transformation happened. Students will learn about different breeds of dogs and create a book with pictures and information about a variety of dog breeds. In the culminating activity, students will interview a dog owner and create a poster and/or a presentation about his/her dog.

MEDIA RESOURCES

Video

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

Clip 1: From Wolf to Dog

Reflections about the transformation from wolf to dog

Clip 2: The Speed of Change

Exploring the speed of evolution

Clip 3: Today’s Dog

A quick look at the dogs of today

Websites

American Kennel Club

This Web site includes information about the internationally-recognized breeds.

National Geographic Web sites’ Animal Section
This Web site features many photos of animals including photos of dogs and wolves, which can be used in 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

Regulation and behavior

o 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

o Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry.

o 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.

MATERIALS

For each student:

“Dog Breed” Student Organizer (PDF) (RTF)
“Dog Interview” Student Organizer (PDF) (RTF)

For the class:

Photographs of a few very different looking dogs, such as a Chihuahua, a Saint Bernard and a Greyhound. (A good source for these photos is the American Kennel Club Web site.)
Two photographs of a wolf (full-body and close-up of head)

OBJECTIVES

Students will be able to:

Explain that all dogs evolved from wolves;
Discuss theories about how the wolf evolved into the dog;
Explain how quickly the transformation from wolf to dog might have happened;
Understand how breeding animals for specific traits can result in the altered look and behavior of the descendents of those animals;
Describe different breeds of dogs;
Discuss the behaviors, skills, appearance and personality of one particular dog and explain whether the dog “fits in” with the general description of the breed.

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.

Print out a copy of the “Dog Breed” and “Dog Interview” Student Organizers for each student.

Print out photographs of a few (3-4) very different looking dogs, such as a Chihuahua, a Saint Bernard and a Greyhound. (A good source for these photos is the American Kennel Club Web site.)

Print out two photos of a wolf – a full body shot and a close-up of its head. (One good place to look for wolf photos is the Animal Section of the National Geographic Web site.)

Proceed to Activities

Man’s Best Friend: Lesson Overview

eva glaser — Thu, 16 Apr 2009 15:49:20 +0000

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

GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Life Science

TIME ALLOTMENT: Two 45-minute class periods

OVERVIEW:

During this video-enhanced lesson, students will learn about dogs’ senses and how they compare to those of humans, with particular focus on the senses of smell and hearing. Students will test their own senses of smell in a sniff test of familiar scents. Students will explore different ways that dogs help humans and watch video segments from the NATURE film “Dogs that Changed the World,” featuring 3 different situations where dogs help humans-sled dogs in the Arctic Circle, sheep dogs in the United Kingdom and a dog in the US who alerts a boy with diabetes when his blood sugar levels are low. Students will then conduct research and create a presentation about a modern dog hero.

MEDIA RESOURCES:

Video

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

Clip 1: Dog Sense

A comparison of dog and human senses

Clip 2: Sled Dogs

A close look at sled dogs and their relationships with the Inuit people in the Arctic Circle

Clip 3: Moving Sheep

A close look at how dogs help perform this job

Clip 4: Delta

Delta, a German Shepherd helps prevent a boy from having diabetic seizures

Web sites

American Kennel Club

This Web site is a good source for information and photographs of dogs.

Los Angeles Natural History Museum

This Web site contains an exhibit entitled “Dogs- wolf, myth, hero and friend,” which contains a lot of information about dogs and related online activities and hands-on activities that can be done at home. One of the featured activities is “Dog Gone Perfect Laboratories,” which challenges visitors to build an online dog for a specific task (pull a sled, herd sheep, etc.). To access this activity, go to the Artificial Selection page, scroll down to the bottom and click on “Dog Gone Perfect Laboratories Activity” in the left hand column.

National Geographic Web sites’ Animal Section
This Web site features many photos of dogs, which can be used in this lesson.

Sheppard Software Web Site’s Dog Section

This Web site includes interesting facts, quizzes and activities about dogs, including a fun “Dog Heroes” quiz.

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

Reproduction and heredity

o 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

o 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.

o 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

MATERIALS:

For each student:

“Dogs’ Work” Student Organizer (PDF) (RTF)

For the class:

A large sheet of paper or board and something with which to write
Five small, identical, opaque containers (such as 35mm film canisters)
Five cotton balls and aromatic items. (See the “Prep for Teachers” section for details.)

Note: For a large class, you can prepare more than 5 containers and cotton balls. See the “Prep for Teachers” section for details.

Labels or small pieces of paper and tape (to label the containers)
A photograph of a Bloodhound (If you need a photograph, go to the American Kennel Club’s Bloodhound page.)
One computer for the teacher with a digital projection system and internet access
One copy of the “Dogs’ Work” Student Organizer Answer Key for the teacher

Objectives

Students will be able to:

Compare human and dog senses;
Provide details about how dogs use their senses of smell and hearing to help humans;
Discuss different ways that dogs help humans;
Describe tasks performed by sheep dogs, sled dogs and service dogs;
Describe different skills of different breeds of dogs;
Explain how a dogs’ features (body, head, tail, etc.) can be advantageous for specific environments and tasks.
Provide examples of heroic acts performed by dogs;
Discuss why dogs are referred to as “man’s best friend.”

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.

Prepare containers and cotton balls for the sniff test:

o Pre-soak at least 5 cotton balls with common scents. Possible scents include: lemon, orange, pizza sauce, peppermint extract, vanilla extract, garlic “juice” squeezed from a clove, cinnamon, etc.

o Place each cotton ball in one of the clearly-labeled, small, identical, opaque containers, making sure only to put one cotton ball in each container.

o Place a label on each container. Write a different number, from 1to 5, on each label.

Note: During the “sniff test” activity in the lesson, you will be dividing the students into groups and giving each group one container at a time. If you have a large class, feel free to prepare more than 5 cotton balls. Make sure to have the corresponding number of containers and labels.

Make a copy of the “Dogs’ Work” Student Organizer (PDF) (RTF)for each student.

Make one copy of the “Dogs’ Work” Student Organizer Answer Key (PDF) (RTF) for the teacher.

Proceed to ACTIVITIES

Season’s Greetings: Lesson Overview

eva glaser — Thu, 16 Apr 2009 15:06:01 +0000

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

GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Earth Science

TIME ALLOTMENT: 1-2 Class periods

OVERVIEW:

This lesson uses video segments from the NATURE film “Earth Navigators” to explain what causes the Earth’s seasons and seasonal changes. Students will explore the causes and effects of the changes in the Earth’s seasons using a hands-on activity and a Web interactive. As a culminating activity, students will learn about seasonal milestones using video segments from ‘Earth Navigators.”

MEDIA RESOURCES:

Video

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

Clip 1: Earth’s Seasons

Web sites:

Seasons Interactive

This Web interactive contains seasonal information for four cities around the world over the course of one year.

Times Solstices & Equinoxes 2000 – 2010

This Web site gives the times and dates of the solstices and equinoxes from 2000 – 2010, using information drawn from the U.S. Naval Observatory

Standards:

National Science Education Standards, Grades 5-8

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

Earth and Space Science

Content Standard D

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

Structure of the earth system
Earth’s history
Earth in the solar system

EARTH IN THE SOLAR SYSTEM

[See Unifying Concepts and Processes]

The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. The sun, an average star, is the central and largest body in the solar system.
Most objects in the solar system are in regular and predictable motion. Those motions explain such phenomena as the day, the year, phases of the moon, and eclipses.

The sun is the major source of energy for phenomena on the earth’s surface, such as growth of plants, winds, ocean currents, and the water cycle. Seasons result from variations in the amount of the sun’s energy hitting the surface, due to the tilt of the earth’s rotation on its axis and the length of the day.

MATERIALS:

For each student:

Seasonal Milestones Organizer (PDF) (RTF)
Seasonal Milestones Organizer Answer Key (PDF) (RTF)

For each pair/group:

Seasons Interactive Organizer (PDF) (RTF)
Seasons Interactive Organizer Answer Key (PDF) (RTF)

For the class:

Globe
Large beach ball
Seasonal Milestones Organizer Answer Key
Seasons Interactive Organizer Answer Key

Objectives:

Students will be able to;

Explain Earth’s pattern of orbit around the Sun
Describe seasonal milestones
Identify factors that contribute to seasonal changes
Compare seasons in the Northern and Southern Hemispheres

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.

Make copies of the Student Organizers for each student in the class.

Proceed to ACTIVITIES

Giraffe Riff Raff: Lesson Overview

eva glaser — Wed, 15 Apr 2009 20:17:49 +0000

(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.

Next: Proceed to Activities