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

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.

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 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

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

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

Grade level: Grades 9 – 12

Subject areas: Science, Mathematics, Language Arts

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

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

Materials:

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

Bookmark the following sites:

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

Level III [Grade 9-12]

Language Arts

Writing

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

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

Standard 8. Uses listening and speaking strategies for different purposes

Level IV [Grade: 9-12]

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

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

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

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

Mathematics

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

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

Standard 9. Understands the general nature and uses of mathematics

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

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

Life Sciences

Standard 6. Understands relationships among organisms and their physical environment

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

Standard 7. Understands biological evolution and the diversity of life

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

4. Knows that the basic idea of evolution is that the Earth’s present-day life forms have evolved from earlier, distinctly different species as a consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring

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

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

Introductory Activity

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

Time for completion: 15 minutes

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

Steps

Activity One

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

Time for completion: One 50-minute class

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

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

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

Activity Two

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

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

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

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

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

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

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

We often talk about the beauty of nature. Well, sometimes you have to dig a little deeper to appreciate the beauty of some funny looking creatures. In this lesson students will vote for what they consider to be the ugliest animal, observe the animal’s features and predict how the animal’s unique features help it to survive, and create a critter guide that features an “ugly” animal. Students will also research an animal and write a poem that includes factual information about the animal.

Grade level: Grades 2 – 4

Subject areas: Science, Language Arts

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

• Analyze an animal’s unique features and predict how they might be instrumental in the animal’s survival.
• Research an animal and create a critter guide.
• Synthesize information about an animal and write a poem that incorporates factual information.

Materials:

• Computer with Internet access
• The video of the episode: “The Beauty of Ugly” from Thirteen’s series NATURE
• “You Think I’m Ugly?” handout (PDF)
  
• “Ugly Critter Guide” rubric (PDF)
  
• “Ode to the Ugly” poem organizer (PDF)
  
• Colored construction paper
• Glue

Bookmark the following sites

• Oklahoma Microscopy Society’s Ugly Bug Contest
  http://www.uglybug.org/
  This website contains information on their ugly bug contest.

The following websites contain information about a variety of animals:

• PBS Nature
  http://www.pbs.org/wnet/nature/critter.html
• Kid’s Planet
  http://www.kidsplanet.org/factsheets/map.html
• People’s Trust for the Environment
  http://www.ypte.org.uk/docs/animal_facts.html
• Texas A&M University
  http://insects.tamu.edu/fieldguide/

Level I [Grade: K-2]

7. Writes in a variety of forms or genres (e.g., picture books, friendly letters, stories, poems, information pieces, invitations, personal experience narratives, messages, responses to literature)

8. Writes for different purposes (e.g., to entertain, inform, learn, communicate ideas)

Level II [Grade: 3-5]

5. Uses strategies (e.g., adapts focus, organization, point of view; determines knowledge and interests of audience) to write for different audiences (e.g., self, peers, teachers, adults)

6. Uses strategies (e.g., adapts focus, point of view, organization, form) to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas)

Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts

Level I [Grade: K-2]

1. Uses reading skills and strategies to understand a variety of informational texts (e.g., written directions, signs, captions, warning labels, informational books)

2. Understands the main idea and supporting details of simple expository information

3. Summarizes information found in texts (e.g., retells in own words)

Level II [Grade: 3-5]

1. Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines)

2. Knows the defining characteristics of a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines)

7. Understands structural patterns or organization in informational texts (e.g., chronological, logical, or sequential order; compare-and-contrast; cause-and-effect; proposition and support)

Life Science

Standard 7. Understands biological evolution and the diversity of life

Level I [Grade: K-2]

2. Knows that there are similarities and differences in the appearance and behavior of plants and animals

Standard 5. Understands the structure and function of cells and organisms

Level II [Grade: 3-5]

2. Knows that living organisms have distinct structures and body systems that serve specific functions in growth, survival, and reproduction (e.g., various body structures for walking, flying, or swimming)

3. Knows that the behavior of individual organisms is influenced by internal cues (e.g., hunger) and external cues (e.g., changes in the environment), and that humans and other organisms have senses that help them to detect these cues

Level II [Grade: 3-5]

3. Knows that an organism’s patterns of behavior are related to the nature of that organism’s environment (e.g., kinds and numbers of other organisms present, availability of food and resources, physical characteristics of the environment)

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

Pre K-2

2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)

5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)

10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

Grades 3-5

7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)

Introductory Activity

Time for Completion: 20 Minutes

The purpose of these activities is to pique students’ interest in the subject of ugly animals.

1. Pass out the “You Think I’m Ugly?” organizer. This organizer will be used in the Introduction Activity and in Activity One as well. Send students to the “Vote for the Ugliest Animal” section of the Nature website. Ask students to vote for the animal that they consider to be the ugliest. After students have voted, ask them to record their choice and answer the first question in the “You Think I’m Ugly?” organizer. When students have finished answering the question in their organizer, have them share with the class which animal they voted for and the reasons for their choice. Students may choose to read what they wrote when explaining their choice.

Steps

Activity One

Time for completion: Two 50-minute class periods and one homework assignment

In this activity, students will analyze photographs of “ugly” animals and predict how the animals’ unique features may help them survive in the wilderness. Students will also research an ugly animal and use the information to create a critter guide.

1. Ask students to refer to Part Two of their “You Think I’m Ugly?” handout. Review this section with the students. Explain to students that there are no “right” or “wrong” answers for this activity, merely guesses based on their observations and information they might already possess regarding the animal. Begin watching “The Beauty of the Ugly” program at 12:36, pausing the program on the image of the wart hog’s head. Leave the image of the wart hog’s head on the screen as students answer the questions in the handout.Wart hog
   Why do you think the wart hog has a very hard head?
   Why do you think the wart hog has a muzzle shaped like a shovel?
   Why do you think the wart hog has tusks?
   Why do you think the wart hog has warts?
2. After students have finished answering the questions, have them share their predictions with the class. When students have finished sharing their guesses, resume playing the program from the location where you paused to 15:08.
3. Repeat the same process for the naked mole-rat. Begin watching “The Beauty of the Ugly” program at 29:37, pausing the program on the image of the naked mole-rat. (WE COULD ALSO USE A PROGRAM CLIP HERE IF IT IS AVAILABLE.) Leave the image of the naked mole-rat on the screen as students answer the questions in the handout.Naked mole-rat
   Why do you think the naked mole-rat doesn’t have any fur?
   Why do you think the naked mole-rat has buck teeth?
   The naked mole-rat’s lips shut behind his front teeth. What do you think the reason is for this?
4. After students have finished answering the questions, have them share their predictions with the class. When students have finished sharing their guesses, resume playing the program from the location where you paused to 32:27.Teacher Note: You may choose to feed your students some basic information about these animals if they are struggling with this activity. The following is a list of facts that you might choose to share with your students:Wart hogs
   Habitat – Found in moist and arid savannas
   Diet – Eats grass and digs for bulbs, tubers and roots during dry season
   Predators – Humans, lions, leopards, crocodiles and hyenas 

   Naked mole-rat
   Habitat – Underground tunnels and burrows in semi-arid grassy regions
   Diet- Roots and tubers
   Predators – Mostly snakes

5. Explain to students that they are going to learn more about the animal they voted for and how its features help it to survive in its environment. Tell students to record information about this animal in Part Three of the “You Think I’m Ugly?” organizer.
6. After students have finished researching their animal, visit the Critter Guide section of the Nature website. Provide time for students to explore the Critter Guide. After students have read several Critter Guides, explain to students that they are going to use the information in their organizer to create a “Critter Guide” for the animal they voted for. Review the categories listed below. Remind students that they will be providing accurate information to go along with these headings.
   • Description
   • Where do they live?
   • What do they eat?
   • Critter Fact
   • Did you know?
   • Photograph or drawing
7. After students have completed their “Critter Guides,” display the guides in the classroom.

Activity Two

Time for Completion: Three 30 – minute class periods

In this activity students will analyze how seemingly unattractive features in an animal can actually be the “Beauty of the Ugly.” Students will collect information about an animal and incorporate the information into a poem that expresses how the “ugly” can be an animal’s biggest survival asset.

1. Watch the “Beauty of the Ugly” program from 53:08 until the end. Ask students how they think beauty is defined and if they have changed their idea of what makes an animal ugly.
2. Tell students that they are going to write a poem about an “ugly” animal. Students may choose to use an animal from the contest section of the Nature website or select an animal of their own choosing that they consider to be ugly.
3. Pass out and review the “Ode to the Ugly” poem organizer. You may choose to copy the instructions for the poem structure on the board. Each student should have an image of the animal available to look at when writing his or her poem. Review the poem structure.Poem Structure
   Line 1: I am a (name of animal).
   Line 2: Three words, or sets of words, that describe the animal’s physical characteristics.
   Line 3: A positive statement that refers to line 2.
   Line 4: A sentence that says something negative about the animal’s looks, but shows that it really is a positive. Use the word “but” to link the two parts of the sentence.
   Line 5: Three words, or sets of words, that describe something the animal eats, or does with its body.
   Line 6: A positive statement that refers to line 5.
   Line 7: A sentence that says something negative about the animal’s looks, but shows that it really is a positive. Use the word “but” to link the two parts of the sentence.
   Line 8: Three words, or sets of words, that describe the animal’s physical characteristics.
   Line 9: End with something along the idea of “Pretty or not, I’m a (insert animal’s name).
   Teacher Note: The last line is merely a suggestion. Students may end the poem in any way they choose. 

   Sample Poem
   I am a wart hog
   Wart sacks, hard head, rubbery snout,
   Hey leopard! Just try to bite my head.
   People hate my warts, but they protect my eyes and mouth.
   Grass, Bulbs, Roots,
   My shovel shaped mouth makes eating them a breeze.
   People think my tusks are tacky, but they keep me safe.
   Big tusks, hair-less skin, tiny eyes
   Pretty or not, I’m a wart hog.

4. Provide time for students to research their animal. After students have finished gathering the information about the animals, check each student’s work to be certain that their information is correct and that they have enough material to draw upon to create their poems. Explain to students that they might want to refer to words that they wrote in their organizer when they are writing their poem. Students may use a variety of sources to gather their information. These may include classroom and library books, periodicals, and videos. The websites listed below contain information that might be helpful. If students are having difficulty finding information on a particular animal, they may choose to use the Google website to search for information on their animal.
   • Kid’s Planet
     http://www.kidsplanet.org/factsheets/map.html
   • People’s Trust for the Environment
     http://www.ypte.org.uk/docs/animal_facts.html
   • Texas A&M University
     http://insects.tamu.edu/fieldguide/
     
5. After students have completed their poems, have them glue their poem and a photograph or drawing of the animal on a piece of colored construction paper. Hang the poems around the classroom.

Assessment Suggestions
Activity One may be assessed using the “Ugly Critter Guide” rubric.
Activity Two may be assessed using the students’ “Ugly” poems.

Extension Activity
If you haven’t already, host or participate in a school or statewide “Ugliest Bug” contest. This website provides information on the Okalahoma contest. http://www.uglybug.org/

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

Antarctica is a continent devoted to science. Penguins, the flightless birds that have adapted to living in the harsh conditions of the Antarctic, are of particular interest to researchers. In this lesson, students will research what scientists are studying on Antarctica and what they hope to gain from their research. They will also create a multi-media story about the challenges penguins face living in this harsh environment.

Grade Level: Grades 9-12

Subject Areas: Language Arts, Science

Learning Objectives

Students will be able to do the following:

• create a presentation that explains the role of research in Antarctica.
• synthesize information from a variety of sources.
• summarize an issue that is impacting wildlife in Antarctica.

Materials:

• Computers with Internet access
• The video of the episode “Penguins of the Antarctic” from Thirteen’s series NATURE
• “Researching the Researchers” organizer (PDF)
• “Inside the Margins of Possibility” story boarding template (PDF)

Bookmark the following sites:

• The Exploratorium’s website Antarctica: Scientific Journeys from Mc Murdo to the Pole
  http://www.exploratorium.edu/origins/antarctica/fieldnotes/index.html
  This website contains field notes from research scientists who are studying in Antarctica.
• Antarctic Connection: Why Scientists Love Antarctica
  http://www.antarcticconnection.com/antarctic/science/whyscience.shtml
  This website contains information on scientific research in Antarctica.
• Antarctica Online: Antarctic Science
  http://www.antarcticaonline.com/antarctica/science/science.htm#Anchor_OceanClimate
  This website contains information on scientific research in Antarctica.
• CBBC Newsround: Lizzie’s Diaries From Antarctica
  http://news.bbc.co.uk/cbbcnews/hi/world/newsid_3299000/3299883.stm
  This website contains diary entries from Antarctica.
• Penguin Science
  http://www.penguinscience.com
  
• Palmer Station
  http://pal.lternet.edu/biblio/sitreps/2003/jan03
  This website contains a monthly report from the Palmer Research Station.
• National Science Foundation
  http://www.nsf.gov/od/opp/antarct/ajus/nsf9828/9828html/m6.htm
  This website contains information on the effects of tourism on the reproductive success of Adélie penguins at the Palmer Station.
• National Public Radio
  http://www.npr.org/templates/story/story.php?storyId=4142383
  This story discusses the decline in penguin food on Antarctica.
• World View of Global Warming: Antarctica: Ice Under Fire
  http://www.worldviewofglobalwarming.org/pages/antarctica.html
  This website contains information about global warming and Antarctica.
• TEA (Teachers experiencing Antarctica and the Arctic)
  http://tea.armadaproject.org/cowles/2.19.2002.html
  This website contains photographs and information about penguins.
• The Antarctic Sun
  http://antarcticsun.usap.gov/2005-2006/sctn02-12-2006.cfm
  This website contains online articles about events and research in Antarctica.

STANDARDS

www.mcrel.org

Language Arts

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)

Standard 2. Uses the stylistic and rhetorical aspects of writing

1. Uses precise and descriptive language that clarifies and enhances ideas and supports different purposes (e.g., to stimulate the imagination of the reader, to translate concepts into simpler or more easily understood terms, to achieve a specific tone, to explain concepts in literature)

5. Uses a variety of techniques to provide supporting detail (e.g., analogies; anecdotes; restatements; paraphrases; examples; comparisons; visual aids, such as tables, graphs, and pictures)

Standard 4. Gathers and uses information for research purposes

1. Uses appropriate research methodology (e.g., formulates questions and refines topics, develops a plan for research; organizes what is known about a topic; uses appropriate research methods, such as questionnaires, experiments, field studies; collects information to narrow and develop a topic and support a thesis)

2. Uses a variety of print and electronic sources to gather information for research topics (e.g., news sources such as magazines, radio, television, newspapers; government publications; microfiche; telephone information services; databases; field studies; speeches; technical documents; periodicals; Internet)

Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts

1. Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)

2. Knows the defining characteristics of a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)

4. Uses a variety of criteria to evaluate the clarity and accuracy of information (e.g., author’s bias, use of persuasive strategies, consistency, clarity of purpose, effectiveness of organizational pattern, logic of arguments, reasoning, expertise of author, propaganda techniques, authenticity, appeal to friendly or hostile audience, faulty modes of persuasion)

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

Procedures for Teachers

The purpose of this activity is to pique students’ interest and build background knowledge on Antarctica.

Introductory activity – 30 minutes

1. The Exploratorium’s website Antarctica: Scientific Journeys from Mc Murdo to the Pole contains field notes from research scientists who are studying in Antarctica. Divide the students into small groups. Assign each group one of the journal entries on the Exploratorium website.
   http://www.exploratorium.edu/origins/antarctica/fieldnotes/index.html
2. Ask groups to read the entry and record the main details from the pieces. After all the groups have finished, have them share the information from the entry with the rest of the class.
3. Groups who finish early may check out the interactive map on the Exploratorium website that explains why petrified palm trees were found along the eastern coast of Antarctica.
   http://www.exploratorium.edu/origins/antarctica/ideas/gondwana2.html

Steps

Activity one – three class periods

The purpose of this activity is for students to learn about the importance of research in Antarctica.

1. Tell the students that they are going to pretend that they are research scientists in Antarctica. Explain that the funding for their research will be cut unless they can justify the importance of their research. Tell students that they will gather information on the research that is being conducted in Antarctica and prepare a presentation that explains what they are researching and why it is important for them to continue with their research.
2. Divide the class into seven groups and assign each group one of the topics below.
   • Climate change
   • Oceanography
   • Biology
   • Environmental issues
   • Greenhouse gasses and global warming
   • Marine life
   • Glaciology
3. Pass out the “Researching The Researchers” organizer. Explain to students that they will gather information on their assigned topic and create a presentation to explain and justify their research.The following is a list of Internet resources to help students begin their research:
   • Antarctic Connection Website
     http://www.antarcticconnection.com/antarctic/science/whyscience.shtmlWhy Scientists Love Antarctica
   • Antarctica Online
     http://www.antarcticaonline.com/antarctica/science/science.htm#Anchor_OceanClimate
     Antarctic Science
   • CBBC Newsround
     http://news.bbc.co.uk/cbbcnews/hi/world/newsid_3299000/3299883.stm
     Lizzie’s Diaries From Antarctica
   • Penguin Science
     http://www.penguinscience.com/
   • Palmer Station
     http://pal.lternet.edu/biblio/sitreps/2003/jan03
     Monthly Report
4. Explain to students that their presentation should address the following topics:
   • An overview of their topic of study
   • Explanation of the focus of the research the scientists are conducting
   • An explanation of the research goals
   • An explanation of what has been learned from the research
   • An explanation of what they hope to learn in the future
   • An explanation of why is it important that the research continues
5. Assemble a panel to listen to the presentations. Based on the information in the presentations, have the panel decide if the research group will have its funding extended.

Activity two – two class periods

1. Discuss the quotation from NATURE’S “Penguins of the Antarctic” program “But Adélies live just inside the margins of possibility, any unseasonably bad weather and a whole generation can be lost.”
2. Explain to students that they are going to create a short “Inside the Margins of Possibility” multi-media storyboard that explains a specific issue that impacts the Adélie penguins. Tell students that the story will include photographs, drawings and/or graphs, text and a sound track. Pass out the “Inside the Margins of Possibility” storyboard organizers.Students may use information from NATURE’S “Penguins of the Antarctic” program and the following websites to create their multi-media story.
   National Science Foundation
   http://www.nsf.gov/od/opp/antarct/ajus/nsf9828/9828html/m6.htm
   Effects of tourism on the reproductive success of Adélie penguins at the Palmer Station: Preliminary findings

   National Public Radio
   http://www.npr.org/templates/story/story.php?storyId=4142383
   Declines Seen in Crucial Penguin Food Staple

   World View of Global Warming
   http://www.worldviewofglobalwarming.org/pages/antarctica.htmlAntarctica: Ice Under Fire

   TEA (Teachers experiencing Antarctica and the Arctic)
   http://tea.armadaproject.org/cowles/2.19.2002.html
   A Tale of Penguins

   Photographs
   http://www.google.com
   You may choose to search the Google website to find photographs for the storyboard.

3. Provide time for students to share their storyboards with the class. If you have access to the appropriate software, you may chose to have students create a digital version of their story. Teacher Note: It is not necessary to limit the creation of storyboards to the Adélie penguin. Students may create a storyboard for other Antarctic penguins or wildlife.

Extension activity – one class period and one homework
assignment

Current Events

Have students visit The Antarctic Sun website to keep in touch with what is happening in Antarctica. The Antarctic Sun website contains news articles on events and research taking place in Antarctica. Ask students to choose an article and write a current events report based on the information in the article.

• The Antarctic Sun
  http://antarcticsun.usap.gov/2005-2006/sctn02-12-2006.cfm

Antarctica is a sensitive indicator of global change. Scientists from around the world are studying the impact that climate changes are having on the penguins of Antarctica. In this lesson, students will gather information regarding penguins and write a story from a penguin’s point-of-view that describes his or her daily life. Students will also research the impact of climate change on Antarctica and create a poster to call attention to the topic.

Grade Level: Grades 6-8

Subject Areas: Language Arts, Science

Learning Objectives

Students will be able to do the following:

• synthesize information from a variety of sources.
• create a story that summarizes information about penguins.
• design a poster that addresses the impact of climate changes on Antarctica.

Materials:

• Computers with Internet access
• The video of the episode “Penguins of the Antarctic” from Thirteen’s series NATURE
• “Antarctica Fact Quiz” handout
• “All About Penguins” organizer
• “Possible Impact of Climate Changes on Antarctica” organizer

Bookmark the following sites:

Australian Government Antarctica Division
http://www.aad.gov.au/default.asp?casid=1651
This website contains information on penguins.

Antarctic Connection: Wildlife of Antarctica
http://www.antarcticconnection.com/antarctic/wildlife/index.shtml
This website contains information on Antarctica wildlife.

DEFRA (United Kingdom’s Department for Environmental, Food and Rural Affairs)
http://www.defra.gov.uk/environment/climatechange/schools/12-16/quiz/
This website contains a climate change quiz.

The following websites contain information on the impact of climate change on Antarctica:

Exploratorium: Global Climate Change
http://www.exploratorium.edu/climate/cryosphere/data4.html

A Warming Century: The Past One Hundred Years
http://www.climatehotmap.org/antarctica.html

NPR: Antarctic Ice Shelf Collapse
http://npr.org/programs/atc/features/2002/mar/antarctica/index.html

Pulse of the Planet: Penguins and Global Warming
http://www.pulseplanet.com/archive/Nov02/2793.html

National Geographic Penguin Decline in Antarctica Linked With Climate Change
http://news.nationalgeographic.com/news/2001/05/0509_penguindecline.html

Antarctica: Ice Under Fire
http://www.worldviewofglobalwarming.org/pages/antarctica.html

National Geographic: Antarctica Gives Mixed Signals of Warming
http://news.nationalgeographic.com/news/2002/01/0125_020125_antarcticaclimate.html

CNN: Krill Populations Decreasing
http://www.cnn.com/EARTH/9707/06/krill.kill/

STANDARDS

www.mcrel.org

Language Arts

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)

11. Writes reflective compositions (e.g., uses personal experience as a basis for reflection on some aspect of life, draws abstract comparisons between specific incidents and abstract concepts, maintains a balance between describing incidents and relating them to more general abstract ideas that illustrate personal beliefs, moves from specific examples to generalizations about life)

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)

Introductory Activity – 20 minutes

The purpose of this activity is to pique students’ interest and to activate background knowledge on Antarctica.

1. Divide the class into small groups. Pass out a copy of the “Antarctica Fact Quiz” handout to each group. Tell students to discuss each question and record the group’s best educated guess on the paper. After students have completed the quiz, read the questions as a class and share the answers.
   Antarctica Fact Quiz
   1. The “Dry Valleys” of Antarctica are cold and dry. How many years has it been since it rained in these regions? Answer: It has not rained in the dry valleys for at least 2 million years.
   2. The largest iceberg in recorded history broke free from the Ross ice-shelf in Antarctica in 2000. How long and how wide do you think the iceberg was? Answer: The iceberg was 183 miles long and 23 miles wide.
   3. The blue whales in Antarctica eat a tiny shrimp-like creature called krill. How many krill do you think a full-grown blue whale eats in a given day? Answer: A full-grown blue whale eats 4 million krill per day.
   4. What is the lowest temperature ever recorded in Antarctica? Answer: The lowest temperature in Antarctica was -128.60F. It was recorded at the Russian Vostok station.
   5. What is the largest LAND animal in Antarctica? Answer: The largest land animal in Antarctica is an insect, a wingless midge, Belgica antarctica, less than 1.3cm (0.5in) long.
   6. How much snow do you think the South Pole gets in a year? Answer: The South Pole receives less than 6 inches of snow a year.
   7. What was perhaps the most unexpected item that was found in the ice along the eastern coast of Antarctica? Answer: Petrified palm trees were found in the ice along the eastern coast of Antarctica.

Steps

Activity one – three class periods

In this activity, students will gather information about penguins and write a story about the daily life of a penguin from the penguin’s point of view.

1. Tell students that they are going to write a story about the daily life of a penguin from the penguin’s point of view. Explain to students that they will gather information about penguins’ daily lives from the “Penguins of the Antarctic” NATURE program, the websites listed below, and any other available resources. Ask students to record their information in the “All About Penguins” organizer.
   Australian Government Antarctica Division
   http://www.aad.gov.au/default.asp?casid=1651

   Antarctic Connection: Wildlife of Antarctica
   http://www.antarcticconnection.com/antarctic/wildlife/index.shtml

2. Explain to students that they will need to include in their stories information and/or descriptions about the following topics as they pertain to Adélie penguins and Antarctica:
   • Land characteristics of the Antarctic
   • Weather
   • Breeding habits
   • Sunlight
   • Temperature
   • Predators and threats
   • Description of a change in Antarctica that is impacting their lives
   • Description of Adélie penguins
   • What Adélie penguins eat and how they get their food
3. After students have gathered their information, but before they begin writing their stories, spend a few minutes discussing point of view with your students.
4. You may choose to have the students share their stories with a younger class as a way of teaching them about penguins.

Activity two – two class periods

1. As a class, take the quiz on climate change found on this site.
   http://www.defra.gov.uk/environment/climatechange/schools/12-16/quiz/ Provide time for students to ask questions after each quiz answer is given.
2. Divide the class into small groups to research the impact of climate changes in Antarctica. Pass out the “Possible Impact of Climate Changes on Antarctica” organizer.
3. Ask students to answer these questions during their research:
   • What evidence is there that climate changes are actually occurring on Antarctica?
   • What do scientists believe to be the causes of these climate changes?
   • What effect might climate changes have on Antarctica and its inhabitants?
4. Encourage students to use a variety of sources to complete their research. The following is a list of possible Internet resources.
   • Exploratorium: Global Climate Change
     http://www.exploratorium.edu/climate/cryosphere/data4.html
   • A Warming Century: The Past One Hundred Years
     http://www.climatehotmap.org/antarctica.html
   • NPR Antarctic Ice Shelf Collapsehttp://npr.org/programs/atc/features/2002/mar/antarctica/index.html
   • Pulse of the Planet: Penguins and Global Warming
     http://www.pulseplanet.com/archive/Nov02/2793.html
   • National Geographic Penguin Decline in Antarctica Linked With Climate Change
     http://news.nationalgeographic.com/news/2001/05/0509_penguindecline.html
   • Antarctica: Ice Under Fire
     http://www.worldviewofglobalwarming.org/pages/antarctica.html
   • National Geographic: Antarctica Gives Mixed Signals of Warming
     http://news.nationalgeographic.com/news/ 2002/01/0125_020125_antarcticaclimate.html
   • CNN: Krill Populations Decreasing
     http://www.cnn.com/EARTH/9707/06/krill.kill/
5. Ask students to use the information they collected to create a “Possible Impact of Climate Changes on Antarctica” poster. Tell students that their poster must include the following:
   • Photograph or drawing
   • Quotation from a respected scientist
   • Data and or statistical information
6. Provide time for students to share the information on their posters with the class.

Few animals evoke as wide a range of emotions in people as the wolf. Wolves have played the villain in many childhood stories and have also been worshiped and revered as symbols of the spirit of nature. In this lesson, students will use their observation skills and primary sources to learn how wolves communicate. Students will also study the complexities of the wolf and write a story that will help dispel the idea that wolves are inherently “good” or “evil.”

Grade level: Grades 3 – 5

Subject areas: Science, Language Arts

Learning objectives:

Students will be able to do the following:

Compare and contrast wolves’ and humans’ behaviors; Synthesize information from a variety of sources; Write a story to inform readers about the nature of wolves.

Materials:

• Computers with Internet access
• The video of the episode “In the Valley of the Wolves” from Thirteen’s series NATURE
• “Communicating without Words” journal
• “Wolf Research Organizer”
• “The Real Story” rubric

Bookmark the following sites

NOVA Online “Wild Wolves”
http://www.pbs.org/wgbh/nova/wolves/howl.html
This website contains sound and wave clips of wolves’ vocalizations.

The International Wolf Center
http://www.wolf.org/wolves/experience/meet/AmbassadorWolves.asp
This website contains observation logs of four wolves.

Wolf Country
http://www.wolfcountry.net/information/myth_stories/red_riding.html
This website contains a version of the story Little Red Riding Hood.

Wolf Country
http://www.wolfcountry.net/information/myth_stories/wolfstrength.html
This webpage contains the theme “Strength of Wolves” from the movie Dances with Wolves.

Hinterland Who’s Who
http://www.hww.ca/hww2.asp?cid=8&id;=107
This website contains information on wolves.

The International Wolf Center
http://www.wolf.org/wolves/index.asp
This website contains information on wolves.

Dragonfly
http://www.units.muohio.edu/dragonfly/com/
This website contains information on the ways wolves use scent to communicate.

The Timber Wolf Information Network
http://www.timberwolfinformation.org/kidsonly/posture/postures.htm
This website contains illustrations of how a wolf communicates using its tail and body position.

Standards

www.mcrel.org

Level III [Grade 9-12]

Language Arts

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

Level II [Grade: 3-5]

6. Uses strategies (e.g., adapts focus, point of view, organization, form) to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas)

7. Writes expository compositions (e.g., identifies and stays on the topic; develops the topic with simple facts, details, examples, and explanations; excludes extraneous and inappropriate information; uses structures such as cause-and-effect, chronology, similarities and differences; uses several sources of information; provides a concluding statement)

Standard 4. Gathers and uses information for research purposes

Level II [Grade: 3-5]

1. Uses a variety of strategies to plan research (e.g., identifies possible topic by brainstorming, listing questions, using idea webs; organizes prior knowledge about a topic; develops a course of action; determines how to locate necessary information)

4. Uses electronic media to gather information (e.g., databases, Internet, CD-ROM, television shows, cassette recordings, videos, pull-down menus, word searches)

7. Uses strategies to gather and record information for research topics (e.g., uses notes, maps, charts, graphs, tables, and other graphic organizers; paraphrases and summarizes information; gathers direct quotes; provides narrative descriptions)

8. Uses strategies to compile information into written reports or summaries (e.g., incorporates notes into a finished product; includes simple facts, details, explanations, and examples; draws conclusions from relationships and patterns that emerge from data from different sources; uses appropriate visual aids and media)

9. Cites information sources (e.g., quotes or paraphrases information sources, lists resources used by title)

Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts

Level II [Grade: 3-5]

1. Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines)

5. Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection)

6. Uses prior knowledge and experience to understand and respond to new information

Life Sciences

Science

Standard 5. Understands the structure and function of cells and organisms

1. Knows that plants and animals progress through life cycles of birth, growth and development, reproduction, and death; the details of these life cycles are different for different organisms

2. Knows that living organisms have distinct structures and body systems that serve specific functions in growth, survival, and reproduction (e.g., various body structures for walking, flying, or swimming)

3. Knows that the behavior of individual organisms is influenced by internal cues (e.g., hunger) and external cues (e.g., changes in the environment), and that humans and other organisms have senses that help them to detect these cues

Standard 6. Understands relationships among organisms and their physical environment

2. Knows that the transfer of energy (e.g., through the consumption of food) is essential to all living organisms

3. Knows that an organism’s patterns of behavior are related to the nature of that organism’s environment (e.g., kinds and numbers of other organisms present, availability of food and resources, physical characteristics of the environment)

4. Knows that changes in the environment can have different effects on different organisms (e.g., some organisms move in, others move out; some organisms survive and reproduce, others die)

ISTE Technology Standards

National Educational Technology Standards

http://cnets.iste.org/currstands/cstands-netss.html

GRADES 3 – 5

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 5 students will:

Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5) Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

Procedures for Teachers

Introductory Activity

The purpose of this activity is to pique students’ interest and to build background knowledge on wolves.

Time for completion: 20 minutes

1. Ask students to predict why wolves howl. Record their answers on the board. After students have finished giving their answers, read the following information from the PBS NOVA Online “Wild Wolves” website. http://www.pbs.org/wgbh/nova/wolves/howl.html

“The center of a wolf’s universe is its pack, and howling is the glue that keeps the pack together. Some have speculated that howling strengthens the social bonds between packmates; the pack that howls together, stays together. That may be so, but chorus howls can also end with nasty quarrels between packmates. Some members, usually the lowest-ranking, may actually be “punished” for joining in the chorus. Whether howling together actually strengthens social bonds, or just reaffirms them, is unknown.

We do know, however, that howling keeps packmates together, physically. Because wolves range over vast areas to find food, they are often separated from one another. Of all their calls, howling is the only one that works over great distances. Its low pitch and long duration are well suited for transmission in forest and across tundra, and unique features of each individual’s howl allow wolves to identify each other. Howling is a long distance contact and reunion call; separate a wolf from its pack, and very soon it will begin howling, and howling, and howling”

2. Write the following three options on the board:

• Confrontational howl
• Pup howl
• “Lonesome” howl
• Chorus howl

Making certain that students can’t see the webpage, click on and play the four different howls one at a time. Stop after each howl and ask students to predict which of the four howls it was.

3. After students have listened to the howls, provide time for them to listen to the howls a second time. This time have students “read” the sound spectrographs as they listen to the howls. Share with the students the explanation found on the site of how to read the spectrographs. After students have listened to all of the howls, discuss how wolves use howls to communicate.

Steps

Activity One

In this activity, students will learn how wolves use sound, scents and body language to communicate. After examining how wolves communicate, students will observe ways that humans communicate without using words.

Time for completion: Two 50-minute class periods and a three-day homework activity.

1. Begin by asking students how they communicate with other people. Students will most likely answer that they generally use oral or written language to communicate. Ask students how they think wolves communicate without the ability to talk or write. Write the answers on the board. The answers should touch on the fact that wolves use sound, scents, and body language to communicate with each other.Teacher Note: The websites listed below contain information on how wolves use scent, body language and howls to communicate.
   • The Dragonfly website contains information on how wolves use scent to communicate.
     http://www.units.muohio.edu/dragonfly/com/
   • The Timber Wolf Information Network website contains illustrations of how a wolf communicates using its tail and body position.
     http://www.timberwolfinformation.org/kidsonly/posture/postures.htm
   • The International Wolf Center contains an overview of basic wolf communication.
     http://www.wolf.org/wolves/learn/basic/biology/communication.asp
2. Watch “In the Valley of the Wolves” from 11:33 to 13:21, and 19:29 to 22:48. Stop after each section and ask students to share what they observed about the ways wolves use sounds, scents, and body language to communicate with each other.
3. Pass out and discuss the “Communicating without Words” journal. Divide the class into four or more groups. Assign each group one of the wolves on the International Wolf Center website. http://www.wolf.org/wolves/experience/meet/AmbassadorWolves.asp Ask each group to record at least five examples of ways its wolf communicates.
4. Explain to students that over the next few days they will be observing ways that humans communicate without speaking or reading. Ask students to observe how they, and the people they come in contact with, communicate without speaking or writing.
5. After students have completed their journals, have them share with the class what they observed. Record students’ observations on the board.
6. Ask students to share examples of any similarities in the ways that wolves and humans communicate with each other. For example, a student may say that a younger brother jumps on him in greeting when he walks through the door after school.
7. Provide time for students to fill out the “What I Learned” section in the journal.

Activity Two

In this activity, students will examine how the wolf is often feared and hated or revered and worshiped. They will write a story that explores the unique nature of the wolf.

Time for completion: Three 50-minute class periods and additional time to work on stories outside of class

1. Read the story of Little Red Riding Hood aloud to the class. A copy of this story may be found at http://www.wolfcountry.net/information/myth_stories/red_riding.html.Next, read the theme “Strength of the Wolves” from the movie Dances with Wolves. This theme may be found at http://www.wolfcountry.net/information/myth_stories/wolfstrength.html.As a class, compare and contrast the different ways the wolf is portrayed in these two instances. Point out to students that in one instance the wolf is seen as “good,” and in the other instance the wolf is portrayed as an evil or “bad” creature. Ask students to give additional examples of ways in which wolves are portrayed as evil or as revered symbols of nature. Solicit students’ opinions as to why they believe people have such strong reactions, either positive or negative, to wolves. Ask students to share their personal views on wolves.
2. Watch “In the Valley of the Wolves” from 02:56 to 07:54. Ask students to give examples of “good” and “bad” behavior as exhibited by the wolves in the clip. Discuss how and why it is difficult to apply labels of “good” and “bad” to wolves.
3. Tell students that they are going to write a story that will give readers a whole sense of the wolf.
4. Explain to students that in order to create an accurate portrayal of the wolf, they will need to gather information about the wolf. Tell students that they will include this information in their story. Encourage students to use a variety of sources for this assignment, e.g., magazines, books, videos, the Internet, etc. The following websites provide a place for students to begin their Internet research:
   http://www.hww.ca/hww2.asp?cid=8&id=107
   Hinterland Who’s Who 

   http://www.wolf.org/wolves/index.asp
   The International Wolf Center

5. Pass out the ‘Wolf Research Organizer” to students. Review the handout together before students begin their research. Explain that the story does not have to include all of the research topics. Discuss how they may choose to focus on a limited number of topics when they write the story.
6. After students have completed their research, pass out and review “The Real Story” rubric. Remind students that their purpose in writing the story is to help people understand the unique nature of the wolf and to create a sense of appreciation and acceptance for the wolf even with the knowledge that wolves’ lives in the wild can include brutal behavior.

Assessment Suggestions
The “Communicating without Words” handout may be used to assess Activity One. “The Real Story” Rubric may be used to assess Activity Two.

Extension Activity
The International Wolf Center website contains a web cam and provides students with an opportunity to observe wolves. Leave the window containing the web cam open for several days. Have students check the web cam periodically throughout the day and record what they observe on a class chart. http://www.wolf.org/wolves/experience/webcam.asp

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

For centuries, wolves have been the object of fear and hatred for many people, and, for many, these feelings still run deep. Over eighty years ago, wolves were eradicated from Yellowstone. The wolf has only recently been re-introduced back into many ecosystems, including Yellowstone. In this lesson, students will create an interactive map that may be used as a tool to educate people on where and how the wolves of Yellowstone live. Students will also examine why the wolf is considered to be a keystone species, and create an informational program to educate people as to the benefits of the wolves’ presence in the Yellowstone ecosystem.

Grade level: Grades 9 – 12

Subject areas: Geography, Science, Language Arts

Learning objectives:

Students will be able to do the following:

Utilize Google’s mapping technology to create an informative, interactive map of wolves in Yellowstone. Analyze information to create an educational program about the impact of wolves on Yellowstone’s ecosystem.

Materials:

• Computers with Internet access
• The video of the episode “In the Valley of the Wolves” from the Thirteen’s series NATURE
• “Wolves of Yellowstone Map” rubric
• “Wolf Reintroduction Presentation” rubric
• “Wolf Reintroduction Program Organizer”

Bookmark the following sites:

Google Earth
http://earth.google.com/
This website contains interactive maps and satellite/aerial imagery of the United States.

Explore Google Maps
http://www.google.com/help/maps/tour/#create_a_map
This site contains a tour that may be used to learn about the unique features available to use in the creation of a personal Google Map.

The Total Yellowstone Page
http://www.yellowstone-natl-park.com/wolfmap.htm
This site contains information about the location of the various packs of wolves in Yellowstone.

National Wildlife Foundation
http://www.nwf.org/nationalwildlife/article.cfm?articleId=829&issueId;=64
This website contains the article “A Top Dog Takes Over.”

NPR: Talk of the Nation, August 19, 2005
http://www.npr.org/templates/story/story.php?storyId=4806987
This site contains a program entitled “Re-wilding the Great Plains.”

Standards

www.mcrel.org

Level IV [Grade: 9-12]

Geography

Standard 1. Understands the characteristics and uses of maps, globes, and other geographic tools and technologies

2. Knows the characteristics and uses of geographic technologies (e.g., geographic information systems (GIS) and satellite-produced imagery)

3. Transforms primary data into maps, graphs, and charts (e.g., charts developed from recent census data ranking selected information on various topics, cartograms depicting the relative sizes of Latin American countries based on their urban populations)

Language Arts

Writing Standard 8. Uses listening and speaking strategies for different purposes

Level IV [Grade: 9-12]

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

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

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

6. Makes multimedia presentations using text, images, and sound (e.g., selects the appropriate medium, such as television broadcast, videos, web pages, films, newspapers, magazines, CD-ROMS, Internet, computer-media-generated images; edits and monitors for quality; organizes, writes, and designs media messages for specific purposes)

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

Life Sciences

Standard 6. Understands relationships among organisms and their physical environment 1. Knows how the interrelationships and interdependencies among organisms generate stable ecosystems that fluctuate around a state of rough equilibrium for hundreds or thousands of years (e.g., growth of a population is held in check by environmental factors such as depletion of food or nesting sites, increased loss due to larger numbers of predators or parasites)

Standard 7. Understands biological evolution and the diversity of life

3. Knows how variation of organisms within a species increases the chance of survival of the species, and how the great diversity of species on Earth increases the chance of survival of life in the event of major global changes

ISTE Technology Standards

National Educational Technology Standards

http://cnets.iste.org/currstands/cstands-netss.html

GRADES 9 – 12

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 12 students will:

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

Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. (4, 5)

Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

Procedures for Teachers

Introductory Activity

The purpose of this activity is to introduce students to the Google Earth website and to activate background knowledge about Yellowstone.

Time for completion: 30 minutes

Teacher Note: In preparation for this activity, make sure that Google Earth software is downloaded onto your computer. If it isn’t, you may download it for free at http://earth.google.com/

Send students to the Google Earth web site. Depending on the number of computers you have access to, this activity may be completed as an individual, small-group, or whole-class activity.

Tell students that they are going to use the cursor to navigate to the following coordinates: 44.27N – 110.22W. It is not necessary to be completely precise with the location. Before beginning, you may choose to ask students to predict what area of the world these coordinates correspond to.

After students have discovered that they are in Yellowstone, tell them that they are going to use the site to explore and gather information about Yellowstone. Explain to students that the graphic web layer contains content that has been contributed by Wikipedia and Panoramio. Ask students to record five pieces of information, or observations, about Yellowstone from the Google Earth website.

After students have finished collecting information, provide time for students to share what they discovered about Yellowstone.

Steps

Activity One

In this activity, students will use the Google Maps website to create an interactive map that informs people of where and how the wolves of Yellowstone live.

Time for completion: Two 50-minute class periods

Tell students that they are going to create a map that shows where and how wolves of Yellowstone live. Explain to students that they will use the tools on the Google Maps website to create the map. As a class, visit the link listed below to take the online tour of Google Maps. When the page opens, click on the “Create a Map” button to begin the tour. http://www.google.com/help/maps/tour/#create_a_map

Teacher Note: This activity may be completed as an individual, paired, or small-group assignment.

Pass out the “Wolves of Yellowstone Map” rubric and review with students. Explain to students that they should incorporate as many of the Google Map features as possible into their maps. Before beginning you may want to review the following features of Google Maps and discuss how they might be used in this particular task:

Place markers with the informational balloons: This feature may be used to add informational text about the wolves and/or Yellowstone to the map. Line tool: This tool may be used to draw a line or highlight the areas of the map where the wolves live. Photos: Importation of photos of wolves or geographic features of Yellowstone may be added to the map. Embedding a video: Students may find an appropriate video to embed in the map. If possible, students may choose to incorporate the clips of the “In the Valley of the Wolves” program found on the Nature website.

Teacher Note: There are several options for this assignment. You may choose to have students create a map that shows where all of the wolf packs are located in Yellowstone, focus on the Druid pack that was featured in “In the Valley of the Wolves,” or focus on one of the packs highlighted in the Yellowstone website listed below. This site shows where the various wolf packs live in Yellowstone and also contains additional information about the Yellowstone wolves. http://www.yellowstone-natl-park.com/wolfmap.htm

After students have completed their maps, provide time for them to present their maps to the class.

Activity Two

In this activity students will investigate the wolf, people’s perceptions of the wolf, and the ways the wolf impacts ecosystems. They will create a program to educate people about why the wolf has been reintroduced into ecosystems from which it was once eliminated.

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

Write the definition for a keystone species on the board.

Keystone Species – Species who enrich ecosystem function in a unique and significant manner through their activities, and the effect is disproportionate to their numerical abundance. Their removal initiates changes in ecosystem structure and often loss of diversity. http://www.pima.gov/cmo/sdcp/kids/gloss.html

Watch “In the Valley of the Wolves” from 04:14 to 09:45, and from 43:35 to 45:22. After viewing the clips, ask students to give examples of how the wolves’ behavior in the program indicates that they are a keystone species.

Explain to students that eighty years ago wolves were eradicated from Yellowstone and that they were only fairly recently re-introduced to the park. Tell students that they are going to gather examples of how the wolves’ presence in the valley has benefited the ecosystem. Divide the class into small groups and ask them to read the “A Top Dog Takes Over” article on the National Wildlife Foundation’s website, and the “Reintroduction of the Wolves” article on the Nature website. The “A Top Dog Takes Over” article may be found at http://www.nwf.org/nationalwildlife/article.cfm?articleId=829&issueId;=64. Tell students to write down examples of the ways that the wolves’ presence in Yellowstone has benefited the ecosystem. After students have finished, have the groups share and discuss what they learned with the entire class.

Discuss how fear of the wolf played a role in the past extermination of wolves. Ask students to give examples of how wolves have been portrayed as scary creatures in children’s stories. Involve students in a short discussion as to whether or not they think the portrayal of wolves as evil creatures in children’s stories had any impact on the eradication of the wolf in places around the world.

Because some people do possess a fear of wolves that may or may not be based on factual information, people may be a little unsettled by the reintroduction of wolves into places around the country. Tell students that they are going to work in small groups to create a program that will educate people on the topic of why wolves are being re-introduced to places around the country and particularly why they have been reintroduced into Yellowstone. Pass out and discuss the “Wolf Reintroduction Program Organizer” and the “Wolf Reintroduction Presentation” rubric.

Provide time for students to develop and present their programs.

Assessment Suggestions

The “Wolves of Yellowstone Map” rubric may be used to evaluate Activity One. The “Wolf Reintroduction Presentation” rubric may be used to assess Activity Two.

Extension Activity

Investigate the concept of “re-wilding” North America. Have students listen to and discuss NPR’s Talk of the Nation program “Re-wilding the Great Plains.” http://www.npr.org/templates/story/story.php?storyId=4806987

Talk of the Nation, August 19, 2005

About the Author

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