GRADE LEVELS: 5-8

TIME ALLOTMENT: One or two 45-minute class periods

OVERVIEW:

In this lesson, students will learn about the various attributes of different predators on the African grasslands which make them effective hunters, and about the attributes their prey have developed to help them survive the predators’ attacks. The development of both sets of attributes will be presented as part of natural selection—a process which takes varied forms (and produces varied results) in the earth’s different ecosystems.

In the Introductory Activity, students will use an online interactive to familiarize themselves with the physical attributes of the cheetah which make it such an effective predator. In the Learning Activities, students explore the cheetah’s use of these attributes in pursuit of its equally well-adapted prey—the gazelle—through video from the “Hunters and Herds” episode of the PBS series NATURE, which also discusses the similar contest between lions and wildebeests. The Culminating Activity challenges students to research, compare, and contrast predator/prey relationships in earth’s different ecosystems, and present their findings to the class.

This lesson is intended for use during study on natural selection and adaptations, or a unit on the food chain/web.

SUBJECT MATTER: Science, Biology

LEARNING OBJECTIVES:

Students will be able to:

• Identify the attributes of different predators which contribute to their effectiveness as predators
• Identify the attributes of different prey animals which contribute to their ability to elude predators
• Discuss how the attributes of both predator and prey animals have developed in a process of natural selection
• Compare and contrast predator/prey relationships from different ecosystems around the world.

STANDARDS:

National Science Education Standards

Life Science

Content Standard C

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

1. Structure and function in living systems
2. Reproduction and heredity
3. Regulation and behavior
4. Populations and ecosystems
5. Diversity and adaptations of organisms

MEDIA COMPONENTS:

Video: NATURE: “Moments of Impact– Hunters & Herds”

Clip #1 “Cheetah vs. Gazelle”

An animation-enhanced comparison of the strengths and weaknesses of this predator and prey pair.

Clip #2 “Lion vs. Wildebeest”

An animation-enhanced comparison of the strengths and weaknesses of this predator and prey pair.

Websites:

“Toki’s Survival Challenge”

An interactive in which a cheetah hunts its prey on the African savannah. From the PBS NATURE web site.

“Anatomy of a Cheetah”

A simple interactive highlighting the primary physical attributes of the cheetah as a predator.

MATERIALS:

For the class:

• 1 computer w/ internet connection and projector

For each group of 3-5 students:

• 1 computer w/ internet connection

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 segments used in the lesson to your classroom computer, or prepare to watch them using your classroom’s internet connection.

Bookmark the website 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.

Next: Proceed to Activities.

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

GRADE LEVEL: 9-12

TIME ALLOTMENT: Two or three 45-minute class periods

OVERVIEW: Using segments from the PBS series Nature episode, Invasion of the Giant Pythons, students will explore pythons and their impact on other species. In the Introductory Activity, students will learn about python digestion and unscramble photos illustrating a python’s digestion of prey. In the Learning Activity, students will learn how pythons have migrated to new environments and the dangers they pose to other species.  Students will learn how invasive species, such as pythons, can threaten native species. In the Culminating Activity, students will learn about the Key Largo woodrat and ways scientists are trying to protect the species from pythons. Students will then explore a native species in their own region and create a presentation about the species, how it is being threatened, and efforts to protect it.

SUBJECT MATTER: Science

LEARNING OBJECTIVES:

Students will be able to:

• Explain where pythons live and how they have moved from one environment to another.
• List python prey and discuss the process by which pythons capture and digest food.
• Describe dangers pythons pose to native species.
• Discuss efforts to rescue the Key Largo woodrat and the reasons why scientists are launching these efforts.
• Discuss one endangered or threatened local species and efforts being taken to help that species.

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
  • Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
  • Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms.
  • Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.

MEDIA COMPONENTS

Invasion of the Giant Pythons, selected segments

Clip 1: Dinner Time

An overview of how a python captures and digests its prey.

Clip 2: It’s Raining Pythons

A close look at how pythons have entered new environments

Clip 3: Beware: Pythons

A description of the dangers that pythons pose to other species.

Clip 4: Saving the Rats

A look at efforts to protect the Key Largo woodrat from pythons.

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

Websites

Invasion of the Giant Pythons/ Photos:

These pages on the Nature website illustrate the process by which a python digests its prey. These images can be used in the Introductory Activity.

• Python digesting an alligator

• Python digesting a rat

US Fish and Wildlife Endangered Species Program

This website includes a variety of information about endangered species. The “Species Search” page, used in the Culminating Activity, features a US map where visitors can locate endangered plant and animal species throughout the country.

Optional (for research in Culminating Activity):

• The Comprehensive Everglades Restoration Plan

This website includes a variety of information about the Everglades, including facts about plants and animals:

• California Department of Fish and Game/ Invasive Species Program

This website contains information about invasive species in California and efforts being taken to reduce their negative effects on native species and environments.

• South Florida Natural Resources Center/ Everglades National Park: Natural Resources Management/ Burmese Pythons

This fact sheet provides detailed information about Burmese pythons and efforts underway to monitor and control the python population.

MATERIALS

For the class:

• Computers with internet access
• Computer, projection screen and speakers (for class viewing of online/downloaded video segments)
• One copy of the “Python Digestion Game” answer key (download here)

For each pair of students

• 1 copy of the “Python Digestion 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 “Python Digestion Game” for each pair of students. If desired, cut the cards along the dotted lines prior to the class and paper clip each set of 6 cards together. If you do not pre-cut the cards, provide students with scissors to cut out the cards themselves.

Print out one copy of the “Python Digestion Game” answer key.

NEXT: Proceed to Lesson Activities

Excerpts from the NATURE episode, “Moments of Impact: Hunters and Herds”

Cheetah vs. Gazelle
(View full post to see video)

Lion vs. Wildebeest
(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.“Cheetah vs. Gazelle”

2.“Lion vs. Wildebeest”

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.

GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Life Science/Environmental Science

TIME ALLOTMENT: 1-2 45-minute class periods

OVERVIEW:

This lesson uses video segments from the NATURE film “Crash: A Tale of Two Species” to explore the interrelationship between the horseshoe crab and a small migratory bird called the red knot. Both species are in decline, and the red knot’s future, in particular, depends on the horseshoe crab making a comeback in the waters of the Delaware Bay.

Students will first be introduced to the horseshoe crab via a video segment, learning that the species’ longevity (350 million years) makes the horseshoe crab a “living fossil,” an anomaly in terms of the Earth’s species. They will view several other video segments to explore the interconnectedness between the horseshoe crab and the red knot, following the videos with a discussion of the reasons for the decline of each species. Students will fill out an exit ticket to assess their comprehension of these concepts. An optional additional video segment can be used to explore how humans have come to depend on horseshoe crabs as well (their blood, which evolved to have primitive antibacterial properties, is used to test intravenous drugs for contamination).

As a culminating activity, students will use an interactive online map to research endangered species in the region of the United States where they live. They will discuss the environmental changes that have led to the species’ decline (often of human origin) and will discuss the strategies being employed to prevent their extinction.

MEDIA RESOURCES

Video

NATURE: Crash: A Tale of Two Species (selected segments):

Clip 1: “The Living Fossil”

The horseshoe crab has survived for 350 million years.

Clip 2: “Horseshoe Crabs and Red Knots”

Horseshoe crabs are an essential source of nutrition for migrating birds.

Clip 3: “Protecting the Horseshoe Crab”

Measures have been undertaken to protect the horseshoe crab.

Clip 4: “Horseshoe Crabs and Humans”

The horseshoe crab has immense value to humans for its uses in medical technology.

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

Web sites

Sierra Club Endangered Species Map

This interactive map provides information on key endangered species, including efforts currently being undertaken to protect them, in different regions of the United States.

Standards:

National Science Education Standards

LIFE SCIENCE: Content Standard C

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

• Diversity and adaptations of organisms
  • Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.

o        Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on the earth no longer exist.

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

• The Interdependence of Organisms
  • Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
  • Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms.
  • Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.

SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES: Content Standard F

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

• Populations, Resources, and Environments
• When an area becomes overpopulated, the environment will become degraded due to the increased use of resources.
• Causes of environmental degradation and resource depletion vary from region to region and from country to country.

Materials

For each student:

• Endangered Relationships Exit Ticket (PDF) (RTF)

For each group of 3-4 students:

• One computer with broadband internet access

For the class:

• One computer for the teacher with a digital projection system

Objectives

Students will be able to:

• Describe characteristics of the horseshoe crab;
• Specify how “living fossils” like the horseshoe crab differ from most other species;
• Understand that over 99% of all species that have ever existed on earth are extinct;
• Name specific factors that can lead to species endangerment and extinction;
• List several strategies that can be undertaken by humans to protect endangered species;
• Provide at least one example of species interconnectedness: how the population decline of one species adversely affects another species.

Prep for Teachers

Prior to teaching this lesson, you will need to:

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

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

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

Next: Proceed to Activites

Excerpts from the NATURE episode “CRASH: A Tale of Two Species”

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.)

Clip 1: “The Living Fossil”

The horseshoe crab has survived for 350 million years.

Clip 2: “Horseshoe Crabs and Redknots”

Horseshoe crabs are an essential source of nutrition for migrating birds.

Clip 3: Protecting the Horseshoe crab

Measures have been undertaken to protect the horseshoe crab.

Clip 4: Horseshoe Crabs and Humans

The horseshoe crab has immense value to humans for its uses in medical technology.

GRADE LEVEL

Grades 2-4

TIME ALLOTMENT

Two 45-minute class periods

OVERVIEW

This lesson introduces students to some fascinating members of the reptile kingdom, focusing on lizards and snakes. Students first view segments from the NATURE episode “The Dragon Chronicles,” where they will learn about several kinds of cobras, a python, and two lizards – the water monitor and the Draco, the “flying dragon.” Students will complete a chart comparing and contrasting lizards and snakes, learning about key features shared by all reptiles as they do this. They will then focus on defense mechanisms, using information from the video and web resources to compile a list of various strategies that snakes and lizards have developed as adaptations for protection from predators.  Lastly, they will complete a writing and drawing assessment summarizing their knowledge of one of the snakes or lizards featured in the video segments.

SUBJECT MATTER

Living Environment/Biology

LEARNING OBJECTIVES

Students will be able to:

• Name the key distinguishing characteristics of reptiles;
• List several types of snakes and lizards, describing unique features of each;
• Describe defense strategies used by different snakes and lizards;
• Interpret information about reptiles presented in video segments;
• Use a Venn diagram to compare and contrast features of snakes and lizards;
• Write a summary sheet describing features of one species of snake or lizard.

STANDARDS

National Science Education Standards:

Standards available online at: http://www.nap.edu/openbook.php?record_id=4962&page=127

Life Science

Content Standard C

As a result of activities in grades K-4, all students should develop understanding of:

The Characteristics of Organisms

• Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.
• Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking.
• The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues.

MEDIA COMPONENTS

NATURE: The Dragon Chronicles, selected segments

Clip 1: “Cobras and Pythons”

Three different snakes demonstrate their defense strategies.

Clip 2: “Water Monitor”

Water monitors in Sri Lanka are very intelligent and coexist with humans easily.

Clip 3: “Draco”

Draco is a flying lizard in India’s rainforest.

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

Web sites:

Reptiles: Defense on Yahoo Kids

This page has pictures of different reptiles demonstrating the ways they defend themselves. (NOTE – if you do not have computers for student use in your classroom, print the information here for your students).

Centralpets.com – Central Lizard Page

Directory of lizards commonly kept in captivity, including Draco (Flying Dragon) and Water Monitor.

Snakes – with Kidsbiology.com

Short descriptions and photos of snakes, including King Cobra, Spitting Cobra, and Reticulated Python.

MATERIALS

For the teacher:

• Righteous Reptiles Video Organizer Answer Key (PDF) (RTF)

For each pair of students:

• Snake/Lizard Comparison Chart (PDF) (RTF)

For each student:

• Righteous Reptiles Video Organizer (PDF) (RTF)
• Righteous Reptiles Summary Sheet (PDF) (RTF)

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 and copy the student organizers mentioned in the “Materials” section.

PROCEED TO ACTIVITIES

Excerpts from the NATURE episode, “Dragon Chronicles”

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.)

Clip 1: Cobras and Pythons

Clip 2: Water Monitor

Clip 3: Draco