GRADE LEVEL: 9-12

SUBJECT MATTER: Science

TIME ALLOTMENT: Two or three 45-minute class periods

OVERVIEW

In this lesson, students will use segments from Nature: Wild Balkans to explore the roles and interrelationships of organisms in the varied environments of the Balkan Peninsula. In the Introductory Activity, students will identify the Balkan Peninsula on a map and hypothesize what natural environments and wildlife might be present there. Students will use an interactive map to identify different regions of the Balkan Peninsula and the wildlife that resides in each region. In the Learning Activity, students will explore the regions of the Balkan Peninsula in more depth by viewing and discussing segments from the episode. Students will explore the habitats and wildlife of each region and the ways in which species collaborate and compete, as well as the role of humans in these environments. In the Culminating Activity, students will explore one species in depth and create a 3-D diorama or computer-generated simulation of the species in its environment. Students will discuss their projects with the class.

LEARNING OBJECTIVES

Students will be able to:

• Describe at least three different habitats in the Balkan Peninsula and the species that reside in each.
• Explain how species cooperate and compete within an ecosystem.
• Describe the roles that humans play in the Balkan Peninsula.
• Discuss one species in depth, including its preferred habitat and how it cooperates and/or competes with other 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.
• The Behavior Of Organisms
  • 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.
  • 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.

MEDIA COMPONENTS

Nature: Wild Balkans, selected segments

• Danube Delta (Delta Dunarii)

A close look at the Danube Delta (Delta Dunarii), Europe’s most extensive wetland.

• Dobrudza

A look at the dry and stony region of Dobrudza.

• Durmitor

A look at the wildlife and terrain of Durmitor region of the Balkans.

• Kopacki Rit

A look at Kopacki Rit, one of Europe’s most extensive and important wetlands.

• Skadar Lake

A look at Skadar Lake, the largest lake in the Balkans.

• Tikves

A look at the terrain and the vultures & other inhabitants of the desolate, mountainous region of Tikves.

Access the streaming and downloadable video clips at the Video Segments Page.

Websites:

• Interactive Map: Wilderness of the Balkan Peninsula

This map on the Nature: Wild Balkans website highlights the different regions highlighted in the episode. This map is used in the Introductory Activity to provide an overview of the different regions of the Balkan Peninsula.

• Balkan Peninsula Map

This map features the countries of the Balkan Peninsula.

• Photo Gallery: Rare Animals of the Balkans

This page on the Nature: Wild Balkans website features images and descriptions of some of the Balkans’ rarest species. Students could use this as a resource in the Culminating Activity.

MATERIALS

For the class:

• Computers with internet access.
• Computer, projection screen and speakers (for class viewing of online/downloaded video segments).
• 1 copy of the “Regions of the Balkan Peninsula” answer key.

For each student:

• 1 copy of the “Regions of the Balkan Peninsula” student organizer.

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 “Regions of the Balkan Peninsula” student organizer for each student.

Print out one copy of the “Regions of the Balkan Peninsula” answer key.

Proceed to ACTIVITIES

Excerpts from the NATURE episode, Wild Balkans.

Danube Delta (Delta Dunarii)
(View full post to see video)
Dobrudza
(View full post to see video)
Durmitor
(View full post to see video)
Kopacki Rit
(View full post to see video)
Skadar Lake
(View full post to see video)
Tikves
(View full post to see video)

1. Danube Delta (Delta Dunarii)
A close look at the Danube Delta (Delta Dunarii), Europe’s most extensive wetland.

2. Dobrudza
A look at the dry and stony region of Dobrudza.

3. Durmitor
A look at the wildlife and terrain of Durmitor region of the Balkans.

4. Kopacki Rit
A look at Kopacki Rit, one of Europe’s most extensive and important wetlands.

5. Skadar Lake
A look at Skadar Lake, the largest lake in the Balkans.

6. Tikves
A look at the terrain and the vultures & other inhabitants of the desolate, mountainous region of Tikves.

LESSON TITLE: Springs of Life

GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Life Science

TIME ALLOTMENT: Three to four 45-minute class periods

OVERVIEW:

In this video-enhanced lesson, students will explore Florida’s springs using video segments from the NATURE film “Springs Eternal: Florida’s Fountain of Youth” and related activities and discussions. Students will learn about how the springs are formed and will explore the Florida springs ecosystem, with particular focus on the manatees, fish, birds and alligators that live there. Students will also learn about red tide and its threat to the life in the springs. At the end of the lesson, students will conduct research and give a presentation about one species that lives in and/or around the springs.

MEDIA RESOURCES:

Video Clips

NATURE: “Springs Eternal: Florida’s Fountain of Youth

1. “Florida’s Springs”

2. “Life in Florida’s Springs”

3. “Red Tide”

4. “Life in the water supply”

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

Websites

Resources about Florida’s springs and the species living in and around them:

• Florida’s Springs: Protecting Nature’s Gems

This Web site contains information, photographs and educational resources about Florida’s springs. The following section is used in this lesson:

• Life in a Spring

This section includes information and photographs about the different plants and animals living in and around Florida’s springs.

• Web World Wonders/ Ecosystems: List of Organisms in the River and Springs Ecosystem

This site provides detailed information and photographs of species living in and around Florida’s rivers and springs.

• U.S. Fish & Wildlife Service: Species

This site contains “Wildlife Fact Sheets,” which include information about a variety of species, including the American Alligator and the West Indian Manatee who live in the springs.

• University of Delaware College of Marine and Earth Studies

This site contains information about eelgrass, as well as information and bird sounds of species including the Great Blue Heron and Osprey, which could be helpful for student research during this lesson.

Standards:

National Science Education Standards, Grades 5-8

LIFE SCIENCE: Content Standard C

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

• Populations and Ecosystems

• A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem.
• Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers-they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem.
• For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs.

SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES: Content Standard F

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

· Natural Hazards

o       Human activities also can induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal. Such activities can accelerate many natural changes.

· Risks and Benefits

o       Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking).

MATERIALS:

For each student:

• “Life in Florida’s Springs Fact Sheet” (RTF) (PDF)

For each group of 3-5 students:

• 1 copy of the “Life in Florida’s Springs: Producer/Consumer Game.”(RTF) (PDF)
  (See the “Prep for Teachers” section for details.)

For the class:

• Producer/Consumer Pyramid (PDF)

• Books, reference materials and/or Internet access to conduct research about life in Florida’s springs.
• A large sheet of paper or board and something with which to write.
• One computer for the teacher with a digital projection system (to play video clips either downloaded or streaming from the Web).

OBJECTIVES:

Students will be able to:

• Explain what springs are and how they are formed;
• Describe at least 3 different species living in the Florida springs ecosystem, naming why they live in the springs, what they eat and how they get their food;
• Explain why the Florida springs ecosystem is an inverted food pyramid;
• Define “producer” and “consumer”;
• Accurately sort organisms into producers and primary, secondary and tertiary consumers;
• Name types of organisms that function as decomposers and explain the role that decomposers play in the ecosystem;
• Describe how organisms can survive in watery, underground caves without sunlight;
• Define “red tide,” how it is caused, and what danger it poses to manatees;
• Describe one species from the Florida springs ecosystem in detail, including what it eats, factors that pose a danger to its survival, and where it lives during different times of the year.

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.

Make one copy of the “Life in Florida’s Springs Fact Sheet” for each student.

Make 1 copy of the “Life in Florida’s Springs: Producer/ Consumer Game” for each group of 3-5 students, including the cards and the chart. Cut up the cards for each group, making sure that each group gets a complete set of 15 Cards. (Each card should feature the name of one species.) Each group should also have one Producer/ Consumer Game Chart (not cut up).

Load the “Producer/Consumer Pyramid” onto a screen that can be seen by the class, or recreate it on a classroom board.

Proceed to Lesson Activities.

These brief video segments can be used alone or in combination, to introduce a topic or to spark discussion among your students. The video segments can be adapted for any grade level. Stream the video segments from the playlist below, or scroll to the bottom of the page to find downloadable QuickTime versions of the videos. These videos are also used in the lesson plan Springs of Life (grades 5-8).

Excerpts from the NATURE episode, “Springs Eternal: Florida’s Fountain of Youth”

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. Florida’s Springs:

An introduction to Florida’s springs and how they are formed.

2. Life in Florida’s Springs:

A close up look at life in the warm Florida springs and the various predators supported by the abundant life.

3. Red Tide:

An introduction to red tide and the danger it poses.

4. Life in the Water Supply:

A close look at life in a town’s water supply and it’s energy source.

Dr. Karen Lips remembers when she came across the first infected frog at her pristine research valley in the cloud forest of El Cope in Panama.

For eight years, a team of scientists worked with Lips, a conservation biologist at the University of Maryland, to stake out conditions at the site, logging the number of frogs, tadpoles, and eggs for each frog species. They surveyed almost 30,000 amphibians. The team also kept track of where the frogs lived, when they bred, and the types of predators they faced.

“Everything was great until one day we found an infected frog. The next week we found the first dead frog. And within the next 4 months, we found 400 dead frogs,” says Lips. The frogs were infected with an amphibian skin fungus. “Seventy percent of the species that occurred there were found either dead or infected.”

By the next year, all the frogs in the streams had disappeared. Now, above the mountain streams of El Cope, the cloud forest is eerily silent – devoid of once-ubiquitous frog calls, but also of the rustling of snakes and the scrambling of lizards. The streambeds grow slick with algae that blooms unchecked without interference from snacking tadpoles stirring up sediment. The tadpoles also infused the crystal-clear streams with nitrogen – important for plant growth.

“The minute the tadpoles are gone, the water quality changes,” says Lips. “Whatever happens in those headwaters has an impact downstream.”

The fungus epidemic at El Cope documented how the disappearance of frogs triggers a chain reaction in an ecosystem. The storm front of the amphibian fungus is advancing 14 to 62 miles per year on every continent but Asia. It’s probably responsible for the extinction of at least 100 amphibian species since the 1970s. But the biggest menace to frogs remains habitat loss from development, pollution, and global climate change.

With nearly a third of the known 6,300 species under threat, scientists are racing to better understand the role of the frog in our world. Frog science may evoke the smell of formaldehyde and the image of scalpels glinting by pinned and splayed legs, but scientists have been turning to frogs — while they’re still alive — to better understand the health of our ecosystems and our bodies.

The evidence of algae growth spurred by tadpole declines describes only one fractured link in the ecological chain anchored by frogs. Wasps and spiders eat frog eggs; shrimp, fish, and dragonfly nymphs eat tadpoles; birds, snakes, and lizards eat frogs; and frogs in turn eat a wide variety of worms and insects.

“Amphibians play a huge role in these ecosystems in terms of feeding on insects and flies, many of which are disease vectors for lots of human diseases,” says Lips.

By eating pests like mosquitoes and their larvae, frogs may control the spread of diseases like avian malaria and dengue fever.

As a side effect of filling their bellies with bugs, some frogs concentrate chemicals called alkaloids in their skins. The frogs act as vacuum cleaners, sucking up insects or mites that contain the alkaloids. Studying the skins of poison frogs has yielded a catalog of over 800 alkaloids.

Researchers are just beginning to explore the chemical goldmine to be found in the skins of frogs, especially tropical and Australian frogs – the very frogs that are hardest hit by the amphibian chytrid fungus. Chemicals secreted and sequestered by frogs may turn out to be very useful to humans.

In the wild, the one-inch-long poison dart frog secretes enough of an alkaloid called batrachotoxin to kill 100 people. The poison locks open the sodium channel in nerve cells, potentially leading to cardiac arrest. Scientists examine the channel’s mechanism to study drugs like anesthetics and antidepressants.

The lessons locked in alkaloids may be able to be used to create non-addictive painkillers, appetite suppressants, and medicines to fight Alzheimer’s disease. Several pharmaceutical companies — Abbott Labs and Cephalon Chemicals among them — are exploring chemical equivalents to the frog alkaloids.

Another pharmaceutical company, Genaera, examined another type of chemical secreted by frogs – protein-like molecules, or peptides, called magainins that help frogs’ skin heal quickly from wounds. Magainins can be antifungal, antiparasitic, antibiotic, and antiviral.

Researchers at Vanderbilt University Medical Center in Nashville, Tennessee, found magainins in the red-eyed Australian tree frog that may block infection by HIV – the virus that causes AIDS. The peptide punches holes in the virus’s cell membrane to destroy the virus – instead of attacking internal chemicals like most modern medicines.

And that’s just one peptide, from one frog. Another peptide — from the giant Mexican leaf frog — has shown promise as a potential treatment for high blood pressure. Yet another peptide from the same frog prevents blood clotting and could help scientists cure deep vein thrombosis and heart disease.

Frog toxins may hold keys to unlocking mysteries about our own bodies. But as frog populations face unexplained and unprecedented declines, what we can learn from frogs depends on how long they will be around.

“There are a lot of exciting things going on,” says Lips about the explosion of frog research. But she worries about the future for frogs. “At this point, we’re just keeping our fingers crossed and hoping for something to come through, because it’s not looking good.”