Nature » appearance http://www.pbs.org/wnet/nature The premiere natural history program on television. Thu, 24 May 2012 20:49:13 +0000 http://wordpress.org/?v=2.8.4 en hourly 1 U-G-L-Y? I’ve Got a Great Alibi: Lesson http://www.pbs.org/wnet/nature/lessons/u-g-l-y-ive-got-a-great-alibi/lesson/423/ http://www.pbs.org/wnet/nature/lessons/u-g-l-y-ive-got-a-great-alibi/lesson/423/#comments Mon, 09 Jun 2008 16:45:31 +0000 admin http://www.pbs.org/wnet/nature/2008/06/10/for-educators-ugly-says-who-/ Overview

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:

Bookmark the following sites:

Standards
www.mcrel.org

 

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)

Procedures for Teachers

 

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.
  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.

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.

]]> http://www.pbs.org/wnet/nature/lessons/u-g-l-y-ive-got-a-great-alibi/lesson/423/feed/ 16 Ugly? Says Who?: Lesson http://www.pbs.org/wnet/nature/lessons/ugly-says-who/lesson/422/ http://www.pbs.org/wnet/nature/lessons/ugly-says-who/lesson/422/#comments Mon, 09 Jun 2008 15:29:39 +0000 admin http://www.pbs.org/wnet/nature/2008/06/10/for-educators-u-g-l-y-/ Overview

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:

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:

Standards
www.mcrel.org

 

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)

Procedures for Teachers

 

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.
  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.

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