The cougar has returned from the brink of extinction, and its increasing presence is a source of both wonder and concern. The combination of spreading urbanization and successful cougar conservation efforts has resulted in an increase in human-cougar encounters, sometimes with negative consequences to both. In this lesson, students use a problem-based approach to determine whether it is possible for humans and cougars to live side-by-side in a mutually beneficial relationship.
Learning Objectives
Students will be able to:
- Describe the biology and natural history of the cougar, its status in the habitats of North America, and how cougars and humans interact
- Perform online research to learn about the cougar, the efforts to protect it and reconcile its needs with those of a growing human society, and its various interests and cultures
- Analyze findings from their research to determine the best way to protect the cougar, allow for the growth of civilization, and satisfy different interests
- Present their positions in a poster display and community meeting discussion
- Write a position paper on how to reconcile development with cougar survival
Standards
MCREL SCIENCE: LIFE SCIENCES
Standard 6, Level IV, Benchmark 1
http://www.mcrel.org/compendium/outputSQL.asp?Subject=2&Standard=6&Level=4&Benchmark=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 6, Level IV, Benchmark 5
http://www.mcrel.org/compendium/outputSQL.asp?Subject=2&Standard=6&Level=4&Benchmark=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)
MCREL LANGUAGE ARTS: WRITING
Standard 1, Level IV, Benchmark 2
http://www.mcrel.org/compendium/outputSQL.asp?Subject=7&Standard=1&Level=4&Benchmark=2
Drafting and Revising: Uses a variety of strategies to draft and revise written work (e.g., highlights individual voice; rethinks content, organization, and style; checks accuracy and depth of information; redrafts for readability and needs of readers; reviews writing to ensure that content and linguistic structures are consistent with purpose)
Standard 4, Level IV, Benchmark 3
http://www.mcrel.org/compendium/outputSQL.asp?Subject=7&Standard=4&Level=4&Benchmark=3
Uses a variety of primary sources to gather information for research topics
MCREL LIFE SKILLS: THINKING AND REASONING
Standard 3, Level IV, Benchmark 1
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=21&StandardID=3
Uses a comparison table to compare multiple items on multiple abstract characteristics
MCREL TECHNOLOGY
Standard 2, Level IV, Benchmark 2
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=19&StandardID=2
Knows how to import, export, and merge data stored in different formats (e.g., text, graphics)
Standard 3, Level IV, Benchmark 10
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=19&StandardID=3
Knows that technology can benefit the environment by providing scientific information, providing new solutions to older problems, and reducing the negative consequences of existing technology (e.g., monitoring a habitat or measuring greenhouse gases, improving renewable energy sources, and creating scrubbers to improve coal-burning facilities)
