A precise, fixed definition of hibernation is somewhat elusive. A common way of explaining hibernation is to call it a state of winter dormancy, a period of inactivity in which an animal will conserve energy by maintaining a lowered body temperature for most of the winter. Yet there are also creatures, such as the North American desert tortoise, that employ a comparable state of dormancy and body temperature regulation to protect themselves against extreme heat. This may be called aestivation. There is another term, however, brumation, that refers to a winter state of sluggishness in certain reptiles and amphibians, which don’t maintain a high body temperature. Body temperature, then, may be somewhat misleading as a telltale indicator of hibernation. Perhaps the best way to look at hibernation, given the circumstances, is as a set of seasonal adaptations that animals employ to survive regularly occurring periods of famine. Here is a closer look at the adaptations of five animals that face the challenges of a winter climate:

Bats

Northern bat species overwinter in caves where they can maintain a lowered body temperature that will allow them to pass the winter months, when their prey will disappear, without feeding. The choice of a cave is paramount: too warm, and the bats’ level of activity will rise, and they’ll starve; too cold and the bats will freeze or exhaust themselves, shivering to keep warm. To find the right cave, the bats must migrate — sometimes hundreds of miles. Bats from the north may fly south, while bats from the south may fly north. With experience, the bats learn which caves are best suited to winter survival — and they will return to a good cave year after year, thousands upon thousands of bats in a single cave.

Bears

Bears are often thought of as a very typical hibernating animal when, in fact, their winter behavior is quite extraordinary. In the late summer and early autumn, bears will begin to gorge on food, eating five times their usual diet to accumulate a five-inch layer of fat that will sustain them the entire winter. In the late autumn the bears will lose their appetites and seek out a potential den. Black bears make their dens in a hollow tree, under roots, beneath a pile of brush or branches. Grizzlies dig their dens into the side of a hill, covering the floor with branches and grass. Once in its dens den, a bear’s body temperature will never drop very far below normal and, though it becomes groggy, a bear is easily roused by outside disturbances. What’s so unusual is that, in spite of their nearly normal metabolism their metabolism is not nearly normal, but rather quite extraordinary, bears don’t need to drink or urinate all winter long. They survive on the thickness of their fat alone, while nitrogen, a potentially harmful metabolic waste product that humans excrete through urination, is actually recycled into protein — which helps maintain the bears’ muscle tissue, even as they are inactive all winter long! Meanwhile, the bears stay hydrated because water is not lost through urination. These and other physiological processes — such as how the bears keep their bone strength during these prolonged periods of inactivity — are currently being studied for their potential to help humans offset the negative effects of aging, osteoporosis, space travel, and the lethargy of modern day office work.

Chipmunks

Chipmunks are a kind of ground squirrel known for their enormous, expanding cheeks, which, each fall, they will fill to capacity with load upon load of seeds. The seeds are carried back to the chipmunk’s underground system of hibernation burrows, where there is a special chamber reserved for foodstuffs. Chipmunks spend most of the winter underground in a state of dormancy, their body temperatures lowered to conserve energy. Yet the chipmunks won’t hibernate all winter. By March they will be awake again for mating season, in spite of the often still-deep snow. It is then that the stash of seeds will prove essential.

Deer Mice

Deer mice range from the northern tree line in Alaska and Canada south to central Mexico, covering much of North America. They are a small species, 10 to 24 grams, roughly the size of house mice, yet they do not hibernate — somewhat surprising for a creature so tiny. Instead, they employ a series of adaptations to conserve energy. First, they build deep nests in tree holes, stumps, logs, or even cabins or other outbuildings. They also huddle together, as many as ten or more mice, to conserve heat. Deer mice are nocturnal, so during the day, they may go into torpor, a state of inactivity in which their body temperatures drop. Usually the torpor ends by late afternoon. Altogether, these three adaptations will allow a deer mouse to save up to 2.5 times the energy of a mouse that doesn’t employ these techniques.

Wood Frogs

Wood frogs can be found farther north than any other reptile or amphibian in North America, from the northeastern United States, across Canada, and into Alaska. In the winter, one of these frogs may be found underneath a pile of leaves, rock hard and cold — frozen, apparently. The frog isn’t dead, however, but engaged in a physiological process known as frost-tolerance in which as much as 65 percent of its total body water will freeze. The frog survives by not allowing ice to form in the cells themselves, which could slash and permanently damage the membranes. The frost-tolerance process is triggered by the onset of cold weather, when the frog’s fight-or-flight response releases adrenaline into the blood, which in turn, sets off a response in the frog’s liver that converts glycogen to glucose. This glucose is what prevents the actual cells from freezing while special proteins allow only the liquid within the frog to be concentrated together and frozen. Meanwhile, the frog’s breathing and heartbeat will stop — until the spring, when the frog will thaw out and resume breathing and pumping blood again. Although many amphibians survive the winter by digging down into the ground, below the frost line, three other North American frog species employ the wood frog’s method of frost-tolerance: the gray tree frog, spring peeper, and chorus frog.

GRADE LEVEL: 9-12

TIME ALLOTMENT: Two or three 45-minute class periods

OVERVIEW: Using segments from the PBS program NATURE: “Moment of Impact, Part 2: Jungle,” students will learn about skills and features that help species survive in the jungle. In the Introductory Activity, students will play a game where they are challenged to match species to adaptations which help them survive in the jungle. Students will create a definition for “adaptation” and revise the definition throughout the lesson, based on new information that they learn. In the Learning Activities, students will learn about the panther chameleon and the adaptations that help it survive. In an optional extension activity, students will examine the lyrics to “Karma Chameleon,” using their new knowledge of chameleons and will create a poem or song lyrics about chameleons. Students will also learn about the different layers of the jungle and the species that inhabit them, as well as how species get their prey and defend themselves from predators. In the Culminating Activity, students will create models illustrating the adaptations/skills different species use to survive.

SUBJECT MATTER: Science

Learning Objectives:
Students will be able to:
o Provide a definition for an “adaptation” and describe different adaptations that help species capture prey and protect themselves from predators.
o Describe a panther chameleon and list at least 3 adaptations that help it survive in the jungle.
o Discuss the different layers of the jungle, species that reside in each and adaptations that help them survive.
o Create a diagram and/or 3D model to explain an adaptation that helps a species survive.
o Describe one jungle species in detail and explain the features/ skills that help it survive.

STANDARDS
National Science Education Standards

Grades 9-12:
Content Standard C: Life Science
Fundamental concepts and principles that underlie this standard include:
• The Interdependence of Organisms
o Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
• The Behavior Of Organisms
o Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them.
o Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with the organism’s own species and others, as well as environmental changes; these responses either can be innate or learned. The broad patterns of behavior exhibited by animals have evolved to ensure reproductive success. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change. Plants also respond to stimuli.
o Like other aspects of an organism’s biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles.
o Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.

MEDIA COMPONENTS
NATURE: “Moment of Impact, Part 2: Jungle,” selected segments
Note: Clip 1 is used in Learning Activity 1. The other clips can be used by students, as they create their culminating projects.

Clip 1: “Panther Chameleon”
An overview of what skills/features help the colorful panther chameleon survive in the jungle.

Clip 2: “Amazonian Boa”
An overview of the features that help the Amazonian boa capture prey and survive the jungle.

Clip 3: “Antsy on the Forest Floor”
A close look at the leafcutter and carnivorous trap-jaw ants.

Clip 4: “Bats”
A close look at bats and how they use sound to locate prey.

Clip 5: “Cuban Crocodile”
A look at the bioengineering of the Cuban crocodile and how it navigates in water and on land.

Clip 6: “The Lizard and the Butterfly”
A close look at a basilisk lizard’s surprise attack on an unsuspecting blue morpho butterfly.

Clip 7: “Monkey Business”
An overview of the spider monkey and how it moves through the jungle.

Clip 8: “Osprey”
A brief look at the osprey and how its body design is well-suited for spotting and capturing fish.

Clip 9: “Paradise Tree Snake”
A look at how the paradise tree snake escapes danger by “snaking” through the air.

Clip 10: “Red Eyed Tree Frog”
A look at how the paradise tree snake escapes danger by “snaking” through the air.

Clip 11: “Tiger”
A look at what makes the tiger a successful hunter.

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

Websites:
o Supporting Resources for the Lesson
The following sites are resources which can be helpful for students to use when conducting research during the following portions of the lesson:
Introductory Activity
• The BBC Virtual Jungle website
This website features a variety of information about the structure of the jungle and the plants and animals living there.
• Rainforest Alliance
This website contains a variety of information about rainforests, including a section about rainforest species (http://www.rainforest-alliance.org/resources.cfm?id=species_profiles) which could be helpful to students in this lesson.
Note: Both of these websites can also be used by students as resources throughout the lesson.

Learning Activity 2:
• Jungle Journey
In this section of the Nature website, students can explore the different layers of the jungle and the wildlife that inhabits each.

• The Layers of the Rainforest

This page contains info about the 4 rainforest layers, which can be used in Learning Activity #2. (This page is within the rainforest section of the California Institute of Technology’s Space Radiation Lab website)

• Mongabay.com
This website features a variety of information about wild lands and wildlife, including information about rainforests: http://rainforests.mongabay.com.

The following sections can be used to help students explore the layers of the rainforest in Learning Activity 2:
o The Canopy
o The Forest Floor

Optional Extension Activity:
• Karma Chameleon Lyrics
These lyrics to Boy George’s “Karma Chameleon” can be used in the optional activity.

Culminating Activity:
• Additional Resources Page
This page on the Nature website includes links to resources about blue morpho butterflies, tigers, trap-jaw ants, spider monkeys, snakes, Cuban crocodiles, tigers and other species, which could be used by students in the culminating activity.
• Animals of the Rainforest
This page provides details about different rainforest species including the blue morpho butterfly and spider monkey. (This page is within the rainforest section of the California Institue of Technology’s Space Radiation Lab website: http://www.srl.caltech.edu/personnel/krubal/rainforest/serve_home.html)
• Rainforest Connection
This Montclair State University website includes information about various species of mammals that live in the rainforest, including bats and spider monkeys, which students can use in the culminating activity. To directly access this information, students can go to the mammal index.

o Optional related website:
• Jungle Survival Game
This Discovery Channel Game challenges visitors to make decisions to help them survive in the jungle.

MATERIALS
For the class:
o Computers with internet access.
o Computer, projection screen and speakers (for class viewing of online/downloaded “Panther Chameleon” video segment).
o 1 copy of the “Adaptations Game” answer key.” (download here)

For each group of 5-10 students:
o 1 copy of the “Adaptations Game” (download here).

PREP FOR TEACHERS
Prior to teaching this lesson, you will need to:

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

Download the video clips used in the lesson to your classroom computer(s) or prepare to watch them using your classroom’s Internet connection.
Bookmark any websites that you plan to use in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.
Print out one copy of the “Adaptations Game” for each group of 5-10 students.

Print out one copy of the “Adaptations Game Answer Key.”

In the “Adaptations Game,” cut out each species card along the dotted lines and paper clip each set of 10 species cards to the corresponding box in the adaptations sheet.

Next: Proceed to Lesson Activities

Excerpts from the NATURE episode, “Moment of Impact: Part 2, Jungle”
Panther Chameleon
An overview of what skills/features help the colorful panther chameleon survive in the jungle.
(View full post to see video)
Amazonian Boa
An overview of the features that help the Amazonian boa capture prey and survive in the jungle.
(View full post to see video)
Antsy on the Forest Floor
A close look at the leafcutter and carnivorous trap-jaw ants.
(View full post to see video)
Bats
A close look at bats and how they use sound to locate prey.
(View full post to see video)
Cuban Crocodile
A look at the bioengineering of the Cuban crocodile and how it navigates in water and on land.
(View full post to see video)
The Lizard and the Butterfly
A close look at a basilisk lizard’s surprise attack on an unsuspecting blue morpho butterfly.
(View full post to see video)
Monkey Business
An overview of the spider monkey and how it moves through the jungle.
(View full post to see video)
Osprey
A brief look at the osprey and how its body design is well-suited for spotting and capturing fish.
(View full post to see video)
Paradise Tree Snake
A look at how the paradise tree snake escapes danger by “snaking” through the air.
(View full post to see video)
Red-eyed Tree Frog
A look at how the red-eyed tree frog changes its appearance to avoid danger.
(View full post to see video)
Tiger
A look at what makes the tiger a successful hunter.
(View full post to see video)

Downloadable QuickTime versions of the video segments:
(Note: To download a video, right click on the video title and click “Save Link As…’ or “Save Target As…”. On a Mac, press the CTRL key and simultaneously click the mouse, then save the link.)

Video Clips
1. Panther Chameleon
An overview of what skills/features help the colorful panther chameleon survive in the jungle.

2. Amazonian Boa
An overview of the features that help the Amazonian boa capture prey and survive in the jungle.

3. Antsy on the Forest Floor
A close look at the leafcutter and carnivorous trap-jaw ants.

4. Bats
A close look at bats and how they use sound to locate prey.

5. Cuban Crocodile
A look at the bioengineering of the Cuban crocodile and how it navigates in water and on land.

6. The Lizard and the Butterfly
A close look at a basilisk lizard’s surprise attack on an unsuspecting blue morpho butterfly.

7. Monkey Business
An overview of the spider monkey and how it moves through the jungle.

8. Osprey
A brief look at the osprey and how its body design is well-suited for spotting and capturing fish.

9. Paradise Tree Snake
A look at how the paradise tree snake escapes danger by “snaking” through the air.

10. Red-eyed Tree Frog
A look at how the red-eyed tree frog changes its appearance to avoid danger.

11. Tiger
A look at what makes the tiger a successful hunter.

2. Explain that today you are going to explore species living in the jungle and the adaptations and skills that help them survive. Ask students to brainstorm what they think an “adaptation” is. Write down all answers. (Possible points to raise during the discussion: An adaptation is a physical feature, behavior or skill, developed over the course of many generations, which helps a species survive. Adaptation also refers to the evolutionary process by which a species becomes better suited to its habitat.)

3. Ask students to list some animal adaptations. Write down their responses. (Answers might include camouflage, long necks to grab food in high places, etc.)

4. Let students know they will be playing a game where they will learn about various adaptations that help species survive in the jungle. Divide the class into groups of 5-10 students each. Give each group an “Adaptations Game.” (download here)

5. Challenge each group to match each species to an adaptation that helps it survive. Encourage students to use print and/or online resources to help them complete this task.
Note: Some of the featured adaptations are used by more than one of the species listed on the “Species Cards” and some of the species have more than one of the adaptations listed on the “Adaptations Sheet.” For this activity, challenge students to place only one species on each adaptation.

6. Once each group has successfully matched a species to an adaptation, encourage students to work alone or in pairs to gather information about each adaptation and how it helps the species survive. Each student or pair of students should select one adaptation to research. Encourage students to use a variety of print and/or online sources, including the BBC’s Virtual Jungle website . Give students about 15 minutes to conduct their research.

7. After the groups have collected their information, ask them to share their findings with the rest of the class. Lead a discussion about the adaptations featured in the game. Refer to the “Adaptations Game Answer Key,” as needed. During the discussion, talk about how each adaptation helps the species survive in the jungle. Refer to the table below for possible items to include in the discussion.

8. Review your description and examples of an “adaptation” that the class brainstormed earlier. Work with the class to revise the description. Encourage students to add more details to the definition of the adaptation. (For example: An adaptation is a physical feature or a skill, developed over the course of many generations which helps a species to find, capture and kill prey and to defend itself.)

9. Add additional examples of adaptations to the list, based on information gathered in the first activity. Create a three-column list, like the one shown below, to record student responses. (Leave room in the chart for students to add more information later in the lesson.

LEARNING ACTIVITY 1
1. Summarize that there are a variety of adaptations that help species defend themselves and find food in the jungle. FRAME clip #1, “Panther Chameleon,” by explaining that students will now learn more about a species called the panther chameleon and the adaptations that help it survive in the jungle.

2. Ask students to share information they know about chameleons. Write down the students’ responses. (Possible answers might include that they change color.) If students mention chameleons change color, ask them to brainstorm why they think this happens.

3. Explain that you are now going to show a video segment from the PBS program NATURE: “Moment of Impact, Part 2: Jungle.” Provide a FOCUS for the clip, asking students to list 3 different skills that help the panther chameleon survive and describe how each skill helps them in the jungle.

4. PLAY Video Segment #1, “Panther Chameleon.” After playing the clip, FOLLOW UP by asking students to list some adaptations (including special skills and physical features) the panther chameleon uses to survive and describe how each of those adaptations helps it. Access the video segments for this lesson at the Video Segments Page.
The discussion can include the following:
o How and why its color changes.
• How its color changes: The color change takes place below transparent outer skin. Chromatophores (stretchable pigment cells) are ringed with muscle fibers. When the fibers contract, they pull on the chromatophores, quickly spreading their color. The upper layer handles red and yellow tints. Another layer of cells below reflects blue light.
• Why its color changes: Panther chameleons don’t change color to camouflage their presence from surroundings. They change color to communicate. Coloring reflects their mood when sparring with other males or when attracting attention of females.

o Special skills/ features:
• Tongue: When extended, the panther chameleon’s tongue is longer than its body. The tongue enables the chameleon to quickly catch a prey. The sticky tip grabs the prey and its skin flaps keep it in place.
• Eyes: Each eye can rotate and focus separately. With a pinhole in the center, each eye has a full 360 degree view.
• Hunting Strategy: The chameleon edges toward the prey, but doesn’t chase it.

Optional Extension Activity
1. Share “Karma Chameleon” lyrics with students and play the song for the class to hear.

2. Ask students to reflect upon and discuss the lyrics in relation to what they know about chameleons. Ask students to look at the bolded words and phrases below. Ask students to conduct additional research about chameleons to see how accurately the bolded words and phrases (such as “cling” or “come and go”) describe chameleons:

When we cling our love is strong
When you go you’re gone forever
You string along, you string along

Karma karma karma karma, karma chameleon
You come and go, you come and go
Loving would be easy if your colors were like my dream
Red gold and green, red gold and green
Every day is like survival
You’re my lover, not my rival
Every day is like survival
You’re my lover, not my rival

3. Challenge students to write their own poem or song lyrics to the tune of “Karma Chameleon,” another existing song or an original composition, with words that accurately describe the panther chameleon’s adaptations. Here are two sample verses (to the tune of the last two “Karma Chameleon” verses listed above):
Panther, panther, panther, panther, panther chameleon
You move so slow, you move so slow
Your eyes keep movin’ & turnin’ around and around
You’re on the hunt, but don’t make a sound

Your hue is ever changing
Where you are we do not know
Your hue is ever changing
Where you are we do not know

4. After students have written their poems/verses, ask them to present and discuss them with the group.

LEARNING ACTIVITY 2
1. Divide students into four groups. Assign each group to one of the four layers of the jungle:
1) forest floor, 2) understory, 3) canopy and 4) emergent layer.

2. Give each group 15-20 minutes to research their assigned section of the jungle. Specifically, ask students to find out the following:
o Names of species living in the layer.
o Adaptations that help the species protect themselves and find food.
Encourage students to use online and print resources to gather the information. Here are some websites that could be helpful:
• The PBS Jungle Journey website
• The BBC Virtual Jungle website
• Mongabay.com’s rainforest information: http://rainforests.mongabay.com/:
•The Canopy
•The Forest Floor
• Layers of a Rainforest

3. Ask each group to present information about the layer it studied, the species that inhabit it and the adaptations that help them survive.

4. Lead a discussion with the group about the challenges of living in each of the layers of the jungle. Here are some possible items to include in the discussion:

5. Review the class’ 3-column chart of adaptations and add additional adaptations to the list.

CULMINATING ACTIVITY
1. Explain to students that, working in pairs or small groups, they will select a species that lives in the jungle, find out information about that species and create a 3-dimensional model or computer-animated model to illustrate how it seeks prey and/or defends itself in the jungle.

2. Ask students to review a few of the “Moment of Impact, Part 2: Jungle” video segments listed for this lesson in order to select the species they would like to research. (Access the video segments for this lesson at the Video Segments Page.) Ask each group to select one of the following species:
o Amazonian boa
o basilisk lizard
o bat
o Cuban crocodile
o leafcutter ant
o blue morpho butterfly
o osprey
o panther chameleon
o paradise tree snake
o red-eyed tree frog
o spider monkey
o tiger
o trap-jaw ant

3. Once students have selected their species, ask them to watch the corresponding segment again and record information about the highlighted adaptations. Encourage students to conduct additional research to find out more about their species.

4. Ask students to pick one or more adaptations to highlight in their project and to brainstorm the best ways to illustrate how that adaptation works. For example, if they have selected the panther chameleon, they could create a 3-d model of a panther chameleon that includes a “tongue” that extends to a length larger than the chameleon’s body, a body that changes color and/or eyes that each rotate 360 degrees.

5. The completed project could include a diagram, 3-d model and/or computer-generated animation and must include the following:
o Information about adaptations/features that help the species get food and/or defend itself against predators.
o A diagram, 3-d model or computer-generated video, created by the students, which demonstrates one or more skills/adaptations that help the species to survive. Here are some examples of adaptations that can be highlighted for each species:

6. Ask each group to present its work to the class and to lead a discussion about what it discovered about the species and its adaptations during the process.

7. Lead a discussion with the class, encouraging students to share facts they learned about the jungle, its species and their adaptations. Review the class’ definition of an “adaptation” and revise, as needed. Ask students to look at the class’ 3-column chart of adaptations and add new information learned during the lesson.

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