Activity One

The purpose of this activity is for students to activate their background knowledge of ravens.

1. Involve students in a class discussion about ravens. Elicit personal perceptions and encounters with ravens.

2. Read and discuss how the raven is portrayed in the following quotation from BEOWULF:

“… but the black raven, eager for the doomed ones, as he shall say much to the eagle of what success he had at feeding, when he, with the wolf, plundered the corpses.”

3. Generate a list of words that could be used to describe the raven in the BEOWULF quotation.

4. Read and discuss how the raven is portrayed in “The Man and the Ravens” myth from this site (access the site, then select “Stories” from the menu on the left, then “Raven Stories” from the menu that appears): http://www.indigenouspeople.net/ipl_final.html

5. Generate a list of words that could be used to describe the raven in “The Man and the Ravens” myth.

6. Compare and contrast how the raven is portrayed in the BEOWULF quotation and the myth.

7. Find examples from the RAVENS program that illustrate the dichotomy in which ravens are perceived.

STEPS

Activity One

The purpose of this activity is for students to build on their basic knowledge of ravens by collecting facts, artwork, photos, and anecdotes about ravens.

1. Break students into small groups and send them on a scavenger hunt to find information on ravens.

2. Information should be collected for these categories:

• Create a raven attribute chart including the following:  
  • Where ravens live  
  • What ravens eat 
  • Physical characteristics 
  • Particular characteristics useful for a raven’s survival
• Works of art containing ravens
• Photos of ravens
• Raven anecdotes

3. Encourage students to use a variety of resources. These sources might include the RAVENS program, books, magazines, personal stories, and Internet sources. The following sites are a good place to begin Internet research:

• Pennsylvania Game Commission Web site:
  http://www.pgc.state.pa.us/pgc/cwp/view.asp?a=458&q;=150475
• ADF&G Wildlife Notebook Web site:
  http://www.adfg.state.ak.us/adfg/notebook/bird/raven.php

4.  Provide time for students to select information from each category and share it with the class.

Activity Two

The purpose of this activity is for students to use the knowledge acquired in Activity One to convince a person to change his negative opinion of ravens.

1. Read the following quotes and discuss how ravens were portrayed by William Shakespeare:

• In Shakespeare’s play “Macbeth,” the raven “croaks the evil entrance.”
• In the play “Othello,” Shakespeare writes that the raven flies “o’er the infected house.”

2. Tell the students that William Shakespeare is going to visit their class, and they will be presented with an opportunity to convince William Shakespeare to change the way he portrays the raven in his writings.

3. Working in the same small groups from Activity One, ask students to complete the following activities:

A. Choose one of these activities:

• Write a poem about the raven and copy it onto a piece of poster board
• Create a work of art featuring the raven (example poster, mural, sculpture, etc.)

B. Choose one of these activities:

• Write a short story about a raven’s antics from the raven’s point of view
• Write a skit about a raven

C. All groups must complete this activity

• Write an impassioned plea to Shakespeare that explains why he has been wrong in his portrayal of the raven

William Shakespeare Day

4. Invite an adult to visit the class to pretend to be Shakespeare. (Teacher’s Note: If you can’t find a willing adult, you may choose to be Shakespeare.)

5. Ask each group to display its artwork or poetry around the classroom.

6. Provide time for each group to present its activity and to read its plea.

7. After all of the groups have presented, ask Shakespeare to respond to their plea.

8. As a homework assignment, ask students to rewrite the two Shakespeare lines in a way that is more flattering to the raven.

EXTENSION ACTIVITIES

Continue to expand your knowledge of ravens. Visit “The Raven Archive” site and select a book to read. (Your school or local librarian may be able to help you locate the book.)

This site contains a comprehensive bibliography of biological and mythological books on the raven:

http://www.rinzai.com/raven/bibliography.html

From images of death or ill omen to images of placing the sun in the sky, the raven has captured the attention of civilizations throughout the centuries. In this lesson students will conduct research to learn about the fascinating ways and lore of the raven.

Grade level: Grades 4 – 6

Subject area: Language Arts

Learning objectives:

Students will be able to do the following:

• Analyze the variety of ways the raven has been perceived by different cultures. 
• Conduct research on the raven and classify the information. 
• Design art and language activities using their knowledge of ravens.

Bookmark the following sites:

Native American Lore
http://www.ilhawaii.net/~stony/loreindx.html

Ravens and Crows – Pennsylvania Game Commission
http://www.pgc.state.pa.us/pgc/cwp/view.asp?a=458&q;=150475

Common Raven: Alaska Department of Fish and Game
http://www.adfg.state.ak.us/pubs/notebook/bird/raven.php

The Raven Archive – bibliography
http://www.rinzai.com/raven/bibliography.html

“The Raven” – E. A. Poe Society of Baltimore
http://eapoe.org/works/poems/ravenb.htm

Standards

www.mcrel.org

Language Arts

Uses the stylistic and rhetorical aspects of writing

Level 2 (Grade 3-5)

1. Uses descriptive language that clarifies and enhances ideas (e.g., common figures of speech, sensory details)

2. Uses paragraph form in writing (e.g., indents the first word of a paragraph, uses topic sentences, recognizes a paragraph as a group of sentences about one main idea, uses an introductory and concluding paragraph, writes several related paragraphs)

3. Uses a variety of sentence structures in writing (e.g., expands basic sentence patterns)

Level 3 (Grade 6-8)

1. Uses descriptive language that clarifies and enhances ideas (e.g., establishes tone and mood, uses figurative language, uses sensory images and comparisons, uses a thesaurus to choose effective wording)

2. Uses paragraph form in writing (e.g., arranges sentences in sequential order, uses supporting and follow-up sentences, establishes coherence within and among paragraphs)

3. Uses a variety of sentence structures to expand and embed ideas (e.g., complex sentences; parallel structure, such as similar grammatical forms or juxtaposed items)

4. Uses explicit transitional devices

Life Sciences (Grade 3-8)

Understands relationships among organisms and their physical environment

Working With Others (Grade K-12)

Contributes to the overall effort of a group

The relationship between crocodiles and humans has been one of fear, fascination, and reverence. Crocodiles have been the focus of legends, songs, and art, as well as being hunted for the use of their skins and as a food source. Extensive hunting of the crocodile has resulted in the disappearance of the supersize croc. In this lesson students will examine how different cultures view the crocodile, write about a real-life event from multiple perspectives, and reflect on the possibilities that the supersize croc will make a re-appearance in the next twenty years.

Grade Level: Grades 9-12

Subject Areas: Science, Language Arts

Learning Objectives

Students will be able to do the following:

• analyze and write about an event from multiple perspectives.
• conduct research and analyze information in order to formulate a prediction.

Materials:

• Computers with Internet access
• The video of the episode “Supersize Crocs”
• “Crocodiles FAQ” handout (PDF)
• “Crocodiles Eat Dozen People in Lake Victoria in Uganda” article from the Xinhua News Agency website (PDF)
• “Crocodile News Report” organizer
• “Crocodile News Report” rubric (PDF)
• “Crocodile Information” organizer (PDF)

Bookmark the following sites:

Florida Museum of Natural History
http://www.flmnh.ufl.edu/cnhc/cbd-faq.htm
This site contains facts and questions about crocodiles.

One World Magazine
http://www.oneworldmagazine.org/tales/crocs/cinder.html
This site contains an Indonesian version of the Cinderella story entitled “Cinderella Crocodile.”

The following websites contain information for crocodile research purposes:

Crocodilians Natural History and Conservation
http://crocodilian.com/

The Paleosuchus Page
http://crocodilian.com/paleosuchus/

Queen’s Land Park and Wildlife Service
http://www.epa.qld.gov.au/nature_conservation/wildlife/native_animals/living_with_wildlife/crocodiles/

STANDARDS

www.mcrel.org

Language Arts
Level III [Grade 9-12] 

Writing

Standard 1. Uses the general skills and strategies of the writing process

5. Uses strategies to address writing to different audiences (e.g., includes explanations and definitions according to the audience’s background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers)

6. Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze, entertain, reflect, persuade)

7. Writes expository compositions (e.g., synthesizes and organizes information from first- and second-hand sources, including books, magazines, computer data banks, and the community; uses a variety of techniques to develop the main idea [names, describes, or differentiates parts; compares or contrasts; examines the history of a subject; cites an anecdote to provide an example; illustrates through a scenario; provides interesting facts about the subject]; distinguishes relative importance of facts, data, and ideas; uses appropriate technical terms and notations)

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)

5. Knows ways in which humans can alter the equilibrium of ecosystems, causing potentially irreversible effects (e.g., human population growth, technology, and consumption; human destruction of habitats through direct harvesting, pollution, and atmospheric changes)

Crocodiles have roamed the earth for millions of years. Differing little from their prehistoric ancestors, they have survived everything from the ice ages to poaching. In this lesson, students will examine the similarities between crocodiles and humans as they compare and contrast skeletal structure, height ratios and body parts.

Grade Level: Grades 6-8

Subject Areas: Science, Math

Learning Objectives

Students will be able to do the following:

• compare the skeletal structure of supersize crocodiles to humans.
• analyze the similar internal structures of humans and crocodiles.
• use ratio to estimate the height of a person.
• use visualization, spatial reasoning, and geometric modeling to create a supersize croc image.

Materials:

• Computer with Internet access
• The video of the episode “Supersize Crocs”  
• “Compare the Facts” worksheet (PDF)
• “How do Supersize Crocs Measure Up?” organizer (PDF)
• “Crocodile and Human Comparison” Venn diagram (PDF)
• Tape measure (one for each group of students)
• Rulers: one per student
• Yardsticks: several
• 18×24 piece of paper: one per student

Bookmark the following sites:

Super Croc website
http://www.supercroc.org/about.htm
This website contain facts about the Sarcosuchus imperator.

Museum of Natural History
http://www.flmnh.ufl.edu/natsci/herpetology/crocs/crocodilephotos.htm
This website contains a large selection of crocodile photographs.

STANDARDS

www.mcrel.org

Math
Level III [Grade 6-8]

Standard 2. Understands and applies basic and advanced properties of the concepts of numbers

7. Understands the concepts of ratio, proportion, and percent and the relationships among them

Standard 3. Uses basic and advanced procedures while performing the processes of computation

6. Uses proportional reasoning to solve mathematical and real-world problems (e.g., involving equivalent fractions, equal ratios, constant rate of change, proportions, percents)

Standard 5. Understands and applies basic and advanced properties of the concepts of geometry

6. Understands the mathematical concepts of similarity (e.g., scale, proportion, growth rates) and congruency

Science
Level III [Grade 6-8]

Standard 5. Understands the structure and function of cells and organisms

4. Knows that multicellular organisms have a variety of specialized cells, tissues, organs, and organ systems that perform specialized functions (e.g., digestion, respiration, reproduction, circulation, excretion, movement, control and coordination, protection from disease)

Standard 7. Understands biological evolution and the diversity of life

4. Knows evidence that supports the idea that there is unity among organisms despite the fact that some species look very different (e.g., similarity of internal structures in different organisms, similarity of chemical processes in different organisms, evidence of common ancestry)

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:

• Computer with Internet access
• The video of the episode: “The Beauty of Ugly” from Thirteen’s series NATURE
• “You Think I’m Ugly?” handout (PDF)
  
• “Ugly Critter Guide” rubric (PDF)
  
• “Ode to the Ugly” poem organizer (PDF)
  
• Colored construction paper
• Glue

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:

• PBS Nature
  http://www.pbs.org/wnet/nature/critter.html
• Kid’s Planet
  http://www.kidsplanet.org/factsheets/map.html
• People’s Trust for the Environment
  http://www.ypte.org.uk/docs/animal_facts.html
• Texas A&M University
  http://insects.tamu.edu/fieldguide/

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)

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.
   • Kid’s Planet
     http://www.kidsplanet.org/factsheets/map.html
   • People’s Trust for the Environment
     http://www.ypte.org.uk/docs/animal_facts.html
   • Texas A&M University
     http://insects.tamu.edu/fieldguide/
     
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.

The envy of many pilots, raptors have unparalled maneuverability and acute senses. In this activity students will create and fine tune an aircraft that will compete to fly the fastest and farthest, glide the longest or be the most maneuverable. Students will also create a fictional writing piece that tells a legend or myth of a raptor.

Grade level: Grades 9 – 12

Subject areas: Science, Language Arts

Learning Objectives

Students will be able to do the following:

• use experimentation to create an aircraft
• write a technical news report
• relate Newton’s laws of motion to flight
• read and interpret a Greek myth
• create a myth/legend

Materials:

• Computers with Internet access
• The video of the episode Raptor Force from the Thirteen series NATURE
• Paper
• Writing instruments
• “Article Rubric”
• “Myth/Legend Rubric”

Bookmark the following sites:

The Peregrine Fund: World Center for Birds of Prey
http://www.peregrinefund.org/default.asp
This website contains a wealth of information relating to raptors.

Raptor Information System
http://ris.wr.usgs.gov/
Raptor Information System (RIS) is a keyworded catalog of over 33,000 references about the biology and management of birds of prey. It includes books, articles, theses, government reports, and other gray literature regarding raptors worldwide.

The Raptor Center
http://www.raptor.cvm.umn.edu/
The Raptor Center at the University of Minnesota College of Veterinary Medicine specializes in the medical care, rehabilitation, conservation, and study of eagles, hawks, owls, and falcons

US Dept of Interior: Bureau of Land Management
http://www.blm.gov/wo/st/en.html

Raptor Force Web site
http://www.pbs.org/wnet/nature
The online companion to the NATURE’s Raptor Force

STANDARDS

www.mcrel.org

Level III [Grade 9-12]

Language Arts

Writing

Standard 1. Uses the general skills and strategies of the writing process

5. Uses strategies to address writing to different audiences (e.g., includes explanations and definitions according to the audience’s background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers)

6. Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze, entertain, reflect, persuade)

7. Writes expository compositions (e.g., synthesizes and organizes information from first- and second-hand sources, including books, magazines, computer data banks, and the community; uses a variety of techniques to develop the main idea [names, describes, or differentiates parts; compares or contrasts; examines the history of a subject; cites an anecdote to provide an example; illustrates through a scenario; provides interesting facts about the subject]; distinguishes relative importance of facts, data, and ideas; uses appropriate technical terms and notations)

Nature of Science

Standard 12. Understands the nature of scientific inquiry

Benchmark 4. Uses technology (e.g., hand tools, measuring instruments, calculators, computers) and mathematics (e.g., measurement, formulas, charts, graphs) to perform accurate scientific investigations and communications

Benchmark 6. Knows that scientists conduct investigations for a variety of reasons (e.g., to discover new aspects of the natural world, to explain recently observed phenomena, to test the conclusions of prior investigations, to test the predictions of current theories)

Physical Science

Standard 10. Understands forces and motion

Benchmark 8. Knows that laws of motion can be used to determine the effects of forces on the motion of objects (e.g., objects change their motion only when a net force is applied; whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object; the magnitude of the change in motion can be calculated using the relationship F=ma, which is independent of the nature of the force)

PROCEDURES FOR TEACHERS

Introductory Activity: Comparisons

Time for completion: Fifteen minutes for initial discussion. Twenty to thirty minutes for watching Raptor Force

The purpose of this activity is to activate background information about raptors and show students how raptors have helped to create a blueprint for aircraft manufacturers.

Show two pictures, one of an airplane and another of a raptor in flight. You may use the photographs on the PBS Nature website for examples.

Ask students to create a list of similarities between the bird and the airplane. Students should explain the purpose of the different parts of the bird, and find the corresponding part on the airplane.

Ask students to think about what traits raptors have that are desirable to pilots (e.g., speed, quietness, sight).

Discuss how each of these traits is important to the raptor. Then discuss how copying these traits may be helpful to aircraft designers.

Create a class list of these traits on the board or overhead projector.

Watch the following sections of the “Raptor Force” program: 0:00 to 2:36, 6:09 to 10:12, 17:41 to 24:54, and 28:10 to 32:26. Then ask students to look for traits of specific raptors that have been used by the military or other airplane manufacturers.

STEPS

Activity One

The purpose of this activity is to create an aircraft that will be flown in a competition. Students may create an airplane, glider or other aircraft using paper, wood, foam and/or other products. Students will then make adjustments to their aircraft and enter their aircraft in a contest.

Time for completion: Fifteen minutes for class discussion and assignment. Two to three days for working and testing the object. One class period to hold the contest.

Discuss forces and motion with the class. Review Newton’s three laws of motion:

An object in motion will remain in motion, unless acted on by an unbalanced force, and an object at rest will remain at rest unless acted on by an unbalanced force (inertia). Force is equal to mass times acceleration (F = ma). For every action, there is an equal but opposite reaction.

As a class, discuss how Newton’s laws of motion act on an aircraft in flight. Discuss how they also apply to raptors in flight. Send students to view the raptor and aircraft photographs on the Nature website. Discuss how the differences in the aircraft and the raptors result in changes. (Use Newton’s laws of motion as a guide.)

Tell students that they will be creating an aircraft that will compete in at least one competition.

Suggested materials for aircraft construction include paper, wood, cloth, plastic, and foam.

Teacher Note: this list may be edited based on supplies available.

Ask students to choose which contest they will participate in. Contests include fastest, farthest, longest glider, and most maneuverable.

Explain to students that they are going to create and fine tune an aircraft. Students should keep Newton’s laws of motion in mind when designing their aircraft. Remind students that an examination of the traits of raptors as discussed in the introductory activity might also be helpful in designing the aircraft.

After students have completed their airplanes, hold an aircraft competition. Students will enter their aircraft in one (or more) of the following contests:

Fastest: aircraft are launched from a given location (by the teacher or third party) and the time required to pass a set point is recorded.

Farthest: aircraft are launched from a given location and the distance traveled is recorded.

Longest glider: glider is launched from a given height and the time before reaching the ground is recorded.

Most Maneuverable: Create a simple one turn course by taping a yard/meter stick to a desk perpendicular to the floor. The course should be set up while students are creating their aircraft so they can test the maneuverability of their aircraft.

After the competition, have students write an article or technical report that describes their aircraft, its materials, how it was designed, why it was designed as it was, and how it fared in the contest.

Discuss the parts of a technical report. These may include items such as these:

• Title page – Must include the title of the report.
• Summary – A summary of the whole report including important features, results and conclusions Contents – Numbers and lists all section and subsection headings with page numbers
• Introduction – States the objectives of the report and comments on the way the topic of the report is to be treated.
• Report – The sections which make-up the body of the report divided into numbered and headed sections. These sections separate the different main ideas in a logical order
• Conclusions – A short, logical summing up of the theme(s) developed in the main text

Activity Two

In this activity students will create a myth or legend about raptors. As a class, students will read the story of Icarus. In Greek mythology, Icarus fell into the sea when he flew too close to the sun, melting the wax holding his artificial wings together. After reading Icarus, students will individually read and summarize another myth or legend, and then write a legend or myth of their own about raptors. Students will study the special characteristics of raptors and include this in their work.

Time for completion: One class period for explanation, discussion and research; allow 3-5 days for outside research and writing.

Ask students to use the Internet, media center or other resources, to find and read a tale of Icarus.

The following are possible web sources:

http://thanasis.com/icarus.htm

http://www.mainlesson.com/display.php?author=guerber&book=greeks&story;=icarus

This is a child’s version of the story:

http://pbskids.org/lions/printables/stories/story_wings.html

Ask students to find another myth or legend using the Internet, media center or other resource. Each student should share a short summary of the myth or legend with the class.

As a class, discuss the difference between myths and legends. Students may use the Internet, dictionary or other resources to locate definitions. Definitions according to www.wikipedia.org are as follows:

A myth is a story that is linked to the spiritual or religious life in the oral tradition of a particular culture, which often involves supernatural events or characters to explain the nature of the universe and humanity.

A legend (Latin, legenda, “things to be read”) is a narrative of human actions that are perceived both by teller and listeners to take place within human history and to possess certain qualities that give the tale verisimilitude. Legend, for its active and passive participants, includes no happenings that are outside the realm of “possibility,” defined by a highly flexible set of parameters, which may include miracles that are perceived as actually having happened, within the specific tradition of indoctrination where the legend arises, and within which it may be transformed over time, in order to keep it fresh and vital, and realistic.

Ask students to identify a raptor and its specific skills and/or traits that make it unique.

Ask student to create a legend or a myth about a raptor. The written work should include factual information about the particular rapture.

If time allows, students may share their myths with each other.

Assessment Suggestions

The “Article Rubric” can be used to assess the aircraft activity. The myth/legend can be assessed using the “Myth/Legend Rubric.”

Extension Activity

Students may research volunteer opportunities in habitat restoration projects taking place in their community.

About the Author

This lesson was prepared by Rebecca Walters, an associate of Digital Narratives llc. Rebecca is a graduate of Northern Michigan University and holds a degree in chemistry and math. Rebecca has worked as both a public school educator and an education consultant over the past fifteen years.

Raptors possess keen senses and maneuvering skills that have been envied by humans throughout time. The traits of raptors have long been studied for the development of aircraft. How are the raptors’ senses different from humans’ senses? How have humans and raptors interacted over time? In this lesson, students will compare human traits to those of raptors and create an interactive and information booth to share with classmates. They will further investigate how raptors and humans have interacted and look at the ways raptors’ traits have influenced the design of aircraft. Students will create a newsletter summarizing their thoughts and findings.

Grade level: Grades 6 – 8

Subject areas: Language Arts, Science, Social Studies

Learning objectives:

• Students will be able to do the following:
• gather and organize information
• create an information booth
• create an activity for classmates’ participation
• compare traits of humans to those of raptors
• examine the relationship between humans and raptors
• compare raptors to aircraft

Materials:

• Computers with Internet access
• The video of the episode: Raptor Force from the Thirteen series NATURE
• Paper and writing tools
• “Raptors – Word Web”
• “Raptor Newsletter” Rubric
• “Raptor Information Booth” Rubric
• “Raptor Information Booth” Peer Review
• “Human – Raptor Relationship” Organizer
• “Newsletter Checklist”

Bookmark the following sites:

Our Living Resources
http://biology.usgs.gov/s+t/noframe/b024.htm
This web page contains an article by National Biological Service that is a summary of raptor status based on the biological literature and on state and federal government reports.

The Raptor Center
http://www.raptor.cvm.umn.edu/
The Raptor Center at the University of Minnesota College of Veterinary Medicine specializes in the medical care, rehabilitation, conservation, and study of eagles, hawks, owls, and falcons.

The Peregrine Fund: World Center for Birds of Prey
http://www.peregrinefund.org/default.asp
This website contains a wealth of information relating to raptors.

Birds of Prey
http://www.birdsofprey.blm.gov/pdf/raptorfacts.pdf
This website contains facts about raptors.

Raptor Force Web site
http://www.pbs.org/wnet/nature/raptorforce
The online companion to NATURE’s Raptor Force

STANDARDS

www.mcrel.org

Language Arts

Writing

Standard 1. Uses the general skills and strategies of the writing process

Benchmark 6. Writes expository compositions (e.g., states a thesis or purpose; presents information that reflects knowledge about the topic of the report; organizes and presents information in a logical manner, including an introduction and conclusion; uses own words to develop ideas; uses common expository structures and features, such as compare-contrast or problem-solution)8. Writes for different purposes (e.g., to entertain, inform, learn, communicate ideas)

Benchmark 7. Writes narrative accounts, such as short stories (e.g., engages the reader by establishing a context and otherwise developing reader interest; establishes a situation, plot, persona, point of view, setting, conflict, and resolution; develops complex characters; creates an organizational structure that balances and unifies all narrative aspects of the story; uses a range of strategies and literary devices such as dialogue, tension, suspense, figurative language, and specific narrative action such as movement, gestures, and expressions; reveals a specific theme)

Benchmark 10. Writes persuasive compositions (e.g., engages the reader by establishing a context, creating a persona, and otherwise developing reader interest; develops a controlling idea that conveys a judgment; creates and organizes a structure appropriate to the needs and interests of a specific audience; arranges details, reasons, examples, and/or anecdotes persuasively; excludes information and arguments that are irrelevant; anticipates and addresses reader concerns and counter arguments; supports arguments with detailed evidence, citing sources of information as appropriate)

Reading

Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts

Benchmark 1. Uses reading skills and strategies to understand a variety of informational texts (e.g., electronic texts; textbooks; biographical sketches; directions; essays; primary source historical documents, including letters and diaries; print media, including editorials, news stories, periodicals, and magazines; consumer, workplace, and public documents, including catalogs, technical directions, procedures, and bus routes)

Life Sciences

Standard 6. Understands relationships among organisms and their physical environment

Benchmark 2. Knows factors that affect the number and types of organisms an ecosystem can support (e.g., available resources; abiotic factors such as quantity of light and water, range of temperatures, and soil composition; disease; competition from other organisms within the ecosystem; predation)

Nature of Science

Standard 11: Understand the nature of scientific knowledge.

Benchmark 2. Understands the nature of scientific explanations (e.g., use of logically consistent arguments; emphasis on evidence; use of scientific principles, models, and theories; acceptance or displacement of explanations based on new scientific evidence)

PROCEDURES FOR TEACHERS

Introductory Activity

Time for Completion: Thirty minutes.

The purpose of this activity is to activate background knowledge of raptors.

Provide each student with a piece of paper, and ask them to create a word web. Tell them to write the word “Raptor” in the center of the paper. Next, have students create “arms” extending out from “Raptor” that names the different kinds of raptors that they know. For each arm, students should include other information they know about that raptor, and any questions they would like to have answered about it.

Watch the introduction to “Raptors” from the beginning 00:00 to 02:07. Ask students to fill in any answers to questions from their webs that may have been addressed in the introduction. After students have filled in their answers, ask them to read any questions aloud that they were unable to answer. Allow other students who may have the answers to provide them; otherwise, the question can be recorded and researched as a homework assignment. A sample word web is included at the end of this lesson.

Steps

Activity One

Time for completion: Thirty minutes to explain and prepare the assignment. Three to five days as homework. Additional class time for students to observe, evaluate, and participate in the activities at the booths of other students.

Raptors have sensory skills that are more acute than human sensory skills. In this activity, students will work in small groups to create a “Raptor Information Booth” in which each student group will provide information that compares the senses or traits of a raptor to those of humans. Each booth will also contain an interactive component.

Watch portions of “Raptors” that describe the sensory skills and/or adaptations of raptors. Sections addressing these include: 10:19 extra eyelid/tears/breathing systems; 32:56 ears; 36:17 and 40:47 eyes.

Divide the class into small groups.

Allow each group to choose a sense/adaptation to study. (More than one group can work on the same sense/adaptation.) Explain to students that they are going to create an information booth on their specific raptor sense or adaptation.

The booth should include the following: a poster or brochure that includes factual information about raptors, including a description of raptor abilities in comparison to human abilities, a visual aid (e.g., a 3-d model, chart, diagram, etc) and an interactive activity for the class to try. Some suggestions for the activity include setting up a place where students can compare 20/20 vision to 20/7 vision, an item that can be used to amplify hearing, and a place where students can measure their “wing span” and compare that to the wing span of specific raptors.

Allow time for groups to work on creating their booths. Then, provide time for students to visit the other booths. You may also choose to invite another class in to see the booths. A peer evaluation of the booths may be conducted.

Activity Two

In this activity, students build on what was learned in Activity One by investigating the relationship between raptors and humans throughout time. Students will also investigate the influence raptors have had on aircraft design.

Time for completion: One to two class periods.

Provide students with the “Human-Raptor Relationship” organizer to record information from articles, Internet research and class discussions. This information will later be used to create a newsletter.

Using the Internet, media center or other resources, allow students time to explore the relationship between humans and raptors. How have raptors influenced human inventions? What have humans done to help raptors?

Provide students with the opportunity to visit the History of Falconry section of the PBS Nature website. Have students record their findings in the “Human-Raptor Relationship” organizer.

Have students watch the slide show section of the PBS Nature site. Again, have the students record their notes and thoughts on the organizer.

Divide the class into small groups, ask them to create a newsletter sharing and summarizing their findings. The newsletter requirements include a story about the history of falconry, a story about human-raptor relationships, a story about the influence of raptors on aviation, a letter to the editor, a raptor puzzle or trivia quiz, a comic, at least one picture, and a chart or diagram.

Students may share their newsletters with the class if time allows.

Assessment Suggestions

Raptor booths may be assessed using the “Information Booth Rubric” and the “Peer Evaluation Rubric.” The “Newsletter Rubric” may be used to assess students’ raptor newsletters.

Extension Activity

Identify raptor habitats in your area. Find out the number and types of raptors that live near you. Find out if they being threatened and what (if anything) is being done to protect them.

About the Author

This lesson was prepared by Rebecca Walters. Rebecca is a graduate of Northern Michigan University and holds an education degree in chemistry and math. Rebecca has worked as both a public school educator and as an education consultant over the past fifteen years.

Antarctica is a continent devoted to science. Penguins, the flightless birds that have adapted to living in the harsh conditions of the Antarctic, are of particular interest to researchers. In this lesson, students will research what scientists are studying on Antarctica and what they hope to gain from their research. They will also create a multi-media story about the challenges penguins face living in this harsh environment.

Grade Level: Grades 9-12

Subject Areas: Language Arts, Science

Learning Objectives

Students will be able to do the following:

• create a presentation that explains the role of research in Antarctica.
• synthesize information from a variety of sources.
• summarize an issue that is impacting wildlife in Antarctica.

Materials:

• Computers with Internet access
• The video of the episode “Penguins of the Antarctic” from Thirteen’s series NATURE
• “Researching the Researchers” organizer (PDF)
• “Inside the Margins of Possibility” story boarding template (PDF)

Bookmark the following sites:

• The Exploratorium’s website Antarctica: Scientific Journeys from Mc Murdo to the Pole
  http://www.exploratorium.edu/origins/antarctica/fieldnotes/index.html
  This website contains field notes from research scientists who are studying in Antarctica.
• Antarctic Connection: Why Scientists Love Antarctica
  http://www.antarcticconnection.com/antarctic/science/whyscience.shtml
  This website contains information on scientific research in Antarctica.
• Antarctica Online: Antarctic Science
  http://www.antarcticaonline.com/antarctica/science/science.htm#Anchor_OceanClimate
  This website contains information on scientific research in Antarctica.
• CBBC Newsround: Lizzie’s Diaries From Antarctica
  http://news.bbc.co.uk/cbbcnews/hi/world/newsid_3299000/3299883.stm
  This website contains diary entries from Antarctica.
• Penguin Science
  http://www.penguinscience.com
  
• Palmer Station
  http://pal.lternet.edu/biblio/sitreps/2003/jan03
  This website contains a monthly report from the Palmer Research Station.
• National Science Foundation
  http://www.nsf.gov/od/opp/antarct/ajus/nsf9828/9828html/m6.htm
  This website contains information on the effects of tourism on the reproductive success of Adélie penguins at the Palmer Station.
• National Public Radio
  http://www.npr.org/templates/story/story.php?storyId=4142383
  This story discusses the decline in penguin food on Antarctica.
• World View of Global Warming: Antarctica: Ice Under Fire
  http://www.worldviewofglobalwarming.org/pages/antarctica.html
  This website contains information about global warming and Antarctica.
• TEA (Teachers experiencing Antarctica and the Arctic)
  http://tea.armadaproject.org/cowles/2.19.2002.html
  This website contains photographs and information about penguins.
• The Antarctic Sun
  http://antarcticsun.usap.gov/2005-2006/sctn02-12-2006.cfm
  This website contains online articles about events and research in Antarctica.

STANDARDS

www.mcrel.org

Language Arts

Writing

Standard 1. Uses the general skills and strategies of the writing process

5. Uses strategies to address writing to different audiences (e.g., includes explanations and definitions according to the audience’s background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers)

6. Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze, entertain, reflect, persuade)

7. Writes expository compositions (e.g., synthesizes and organizes information from first- and second-hand sources, including books, magazines, computer data banks, and the community; uses a variety of techniques to develop the main idea [names, describes, or differentiates parts; compares or contrasts; examines the history of a subject; cites an anecdote to provide an example; illustrates through a scenario; provides interesting facts about the subject]; distinguishes relative importance of facts, data, and ideas; uses appropriate technical terms and notations)

Standard 2. Uses the stylistic and rhetorical aspects of writing

1. Uses precise and descriptive language that clarifies and enhances ideas and supports different purposes (e.g., to stimulate the imagination of the reader, to translate concepts into simpler or more easily understood terms, to achieve a specific tone, to explain concepts in literature)

5. Uses a variety of techniques to provide supporting detail (e.g., analogies; anecdotes; restatements; paraphrases; examples; comparisons; visual aids, such as tables, graphs, and pictures)

Standard 4. Gathers and uses information for research purposes

1. Uses appropriate research methodology (e.g., formulates questions and refines topics, develops a plan for research; organizes what is known about a topic; uses appropriate research methods, such as questionnaires, experiments, field studies; collects information to narrow and develop a topic and support a thesis)

2. Uses a variety of print and electronic sources to gather information for research topics (e.g., news sources such as magazines, radio, television, newspapers; government publications; microfiche; telephone information services; databases; field studies; speeches; technical documents; periodicals; Internet)

Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts

1. Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)

2. Knows the defining characteristics of a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)

4. Uses a variety of criteria to evaluate the clarity and accuracy of information (e.g., author’s bias, use of persuasive strategies, consistency, clarity of purpose, effectiveness of organizational pattern, logic of arguments, reasoning, expertise of author, propaganda techniques, authenticity, appeal to friendly or hostile audience, faulty modes of persuasion)

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)

5. Knows ways in which humans can alter the equilibrium of ecosystems, causing potentially irreversible effects (e.g., human population growth, technology, and consumption; human destruction of habitats through direct harvesting, pollution, and atmospheric changes

Procedures for Teachers

The purpose of this activity is to pique students’ interest and build background knowledge on Antarctica.

Introductory activity – 30 minutes

1. The Exploratorium’s website Antarctica: Scientific Journeys from Mc Murdo to the Pole contains field notes from research scientists who are studying in Antarctica. Divide the students into small groups. Assign each group one of the journal entries on the Exploratorium website.
   http://www.exploratorium.edu/origins/antarctica/fieldnotes/index.html
2. Ask groups to read the entry and record the main details from the pieces. After all the groups have finished, have them share the information from the entry with the rest of the class.
3. Groups who finish early may check out the interactive map on the Exploratorium website that explains why petrified palm trees were found along the eastern coast of Antarctica.
   http://www.exploratorium.edu/origins/antarctica/ideas/gondwana2.html

Steps

Activity one – three class periods

The purpose of this activity is for students to learn about the importance of research in Antarctica.

1. Tell the students that they are going to pretend that they are research scientists in Antarctica. Explain that the funding for their research will be cut unless they can justify the importance of their research. Tell students that they will gather information on the research that is being conducted in Antarctica and prepare a presentation that explains what they are researching and why it is important for them to continue with their research.
2. Divide the class into seven groups and assign each group one of the topics below.
   • Climate change
   • Oceanography
   • Biology
   • Environmental issues
   • Greenhouse gasses and global warming
   • Marine life
   • Glaciology
3. Pass out the “Researching The Researchers” organizer. Explain to students that they will gather information on their assigned topic and create a presentation to explain and justify their research.The following is a list of Internet resources to help students begin their research:
   • Antarctic Connection Website
     http://www.antarcticconnection.com/antarctic/science/whyscience.shtmlWhy Scientists Love Antarctica
   • Antarctica Online
     http://www.antarcticaonline.com/antarctica/science/science.htm#Anchor_OceanClimate
     Antarctic Science
   • CBBC Newsround
     http://news.bbc.co.uk/cbbcnews/hi/world/newsid_3299000/3299883.stm
     Lizzie’s Diaries From Antarctica
   • Penguin Science
     http://www.penguinscience.com/
   • Palmer Station
     http://pal.lternet.edu/biblio/sitreps/2003/jan03
     Monthly Report
4. Explain to students that their presentation should address the following topics:
   • An overview of their topic of study
   • Explanation of the focus of the research the scientists are conducting
   • An explanation of the research goals
   • An explanation of what has been learned from the research
   • An explanation of what they hope to learn in the future
   • An explanation of why is it important that the research continues
5. Assemble a panel to listen to the presentations. Based on the information in the presentations, have the panel decide if the research group will have its funding extended.

Activity two – two class periods

1. Discuss the quotation from NATURE’S “Penguins of the Antarctic” program “But Adélies live just inside the margins of possibility, any unseasonably bad weather and a whole generation can be lost.”
2. Explain to students that they are going to create a short “Inside the Margins of Possibility” multi-media storyboard that explains a specific issue that impacts the Adélie penguins. Tell students that the story will include photographs, drawings and/or graphs, text and a sound track. Pass out the “Inside the Margins of Possibility” storyboard organizers.Students may use information from NATURE’S “Penguins of the Antarctic” program and the following websites to create their multi-media story.
   National Science Foundation
   http://www.nsf.gov/od/opp/antarct/ajus/nsf9828/9828html/m6.htm
   Effects of tourism on the reproductive success of Adélie penguins at the Palmer Station: Preliminary findings

   National Public Radio
   http://www.npr.org/templates/story/story.php?storyId=4142383
   Declines Seen in Crucial Penguin Food Staple

   World View of Global Warming
   http://www.worldviewofglobalwarming.org/pages/antarctica.htmlAntarctica: Ice Under Fire

   TEA (Teachers experiencing Antarctica and the Arctic)
   http://tea.armadaproject.org/cowles/2.19.2002.html
   A Tale of Penguins

   Photographs
   http://www.google.com
   You may choose to search the Google website to find photographs for the storyboard.

3. Provide time for students to share their storyboards with the class. If you have access to the appropriate software, you may chose to have students create a digital version of their story. Teacher Note: It is not necessary to limit the creation of storyboards to the Adélie penguin. Students may create a storyboard for other Antarctic penguins or wildlife.

Extension activity – one class period and one homework
assignment

Current Events

Have students visit The Antarctic Sun website to keep in touch with what is happening in Antarctica. The Antarctic Sun website contains news articles on events and research taking place in Antarctica. Ask students to choose an article and write a current events report based on the information in the article.

• The Antarctic Sun
  http://antarcticsun.usap.gov/2005-2006/sctn02-12-2006.cfm

Antarctica is a sensitive indicator of global change. Scientists from around the world are studying the impact that climate changes are having on the penguins of Antarctica. In this lesson, students will gather information regarding penguins and write a story from a penguin’s point-of-view that describes his or her daily life. Students will also research the impact of climate change on Antarctica and create a poster to call attention to the topic.

Grade Level: Grades 6-8

Subject Areas: Language Arts, Science

Learning Objectives

Students will be able to do the following:

• synthesize information from a variety of sources.
• create a story that summarizes information about penguins.
• design a poster that addresses the impact of climate changes on Antarctica.

Materials:

• Computers with Internet access
• The video of the episode “Penguins of the Antarctic” from Thirteen’s series NATURE
• “Antarctica Fact Quiz” handout
• “All About Penguins” organizer
• “Possible Impact of Climate Changes on Antarctica” organizer

Bookmark the following sites:

Australian Government Antarctica Division
http://www.aad.gov.au/default.asp?casid=1651
This website contains information on penguins.

Antarctic Connection: Wildlife of Antarctica
http://www.antarcticconnection.com/antarctic/wildlife/index.shtml
This website contains information on Antarctica wildlife.

DEFRA (United Kingdom’s Department for Environmental, Food and Rural Affairs)
http://www.defra.gov.uk/environment/climatechange/schools/12-16/quiz/
This website contains a climate change quiz.

The following websites contain information on the impact of climate change on Antarctica:

Exploratorium: Global Climate Change
http://www.exploratorium.edu/climate/cryosphere/data4.html

A Warming Century: The Past One Hundred Years
http://www.climatehotmap.org/antarctica.html

NPR: Antarctic Ice Shelf Collapse
http://npr.org/programs/atc/features/2002/mar/antarctica/index.html

Pulse of the Planet: Penguins and Global Warming
http://www.pulseplanet.com/archive/Nov02/2793.html

National Geographic Penguin Decline in Antarctica Linked With Climate Change
http://news.nationalgeographic.com/news/2001/05/0509_penguindecline.html

Antarctica: Ice Under Fire
http://www.worldviewofglobalwarming.org/pages/antarctica.html

National Geographic: Antarctica Gives Mixed Signals of Warming
http://news.nationalgeographic.com/news/2002/01/0125_020125_antarcticaclimate.html

CNN: Krill Populations Decreasing
http://www.cnn.com/EARTH/9707/06/krill.kill/

STANDARDS

www.mcrel.org

Language Arts

Writing

Standard 1. Uses the general skills and strategies of the writing process

5. Uses strategies to address writing to different audiences (e.g., includes explanations and definitions according to the audience’s background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers)

6. Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze, entertain, reflect, persuade)

7. Writes expository compositions (e.g., synthesizes and organizes information from first- and second-hand sources, including books, magazines, computer data banks, and the community; uses a variety of techniques to develop the main idea [names, describes, or differentiates parts; compares or contrasts; examines the history of a subject; cites an anecdote to provide an example; illustrates through a scenario; provides interesting facts about the subject]; distinguishes relative importance of facts, data, and ideas; uses appropriate technical terms and notations)

11. Writes reflective compositions (e.g., uses personal experience as a basis for reflection on some aspect of life, draws abstract comparisons between specific incidents and abstract concepts, maintains a balance between describing incidents and relating them to more general abstract ideas that illustrate personal beliefs, moves from specific examples to generalizations about life)

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)

5. Knows ways in which humans can alter the equilibrium of ecosystems, causing potentially irreversible effects (e.g., human population growth, technology, and consumption; human destruction of habitats through direct harvesting, pollution, and atmospheric changes)

Introductory Activity – 20 minutes

The purpose of this activity is to pique students’ interest and to activate background knowledge on Antarctica.

1. Divide the class into small groups. Pass out a copy of the “Antarctica Fact Quiz” handout to each group. Tell students to discuss each question and record the group’s best educated guess on the paper. After students have completed the quiz, read the questions as a class and share the answers.
   Antarctica Fact Quiz
   1. The “Dry Valleys” of Antarctica are cold and dry. How many years has it been since it rained in these regions? Answer: It has not rained in the dry valleys for at least 2 million years.
   2. The largest iceberg in recorded history broke free from the Ross ice-shelf in Antarctica in 2000. How long and how wide do you think the iceberg was? Answer: The iceberg was 183 miles long and 23 miles wide.
   3. The blue whales in Antarctica eat a tiny shrimp-like creature called krill. How many krill do you think a full-grown blue whale eats in a given day? Answer: A full-grown blue whale eats 4 million krill per day.
   4. What is the lowest temperature ever recorded in Antarctica? Answer: The lowest temperature in Antarctica was -128.60F. It was recorded at the Russian Vostok station.
   5. What is the largest LAND animal in Antarctica? Answer: The largest land animal in Antarctica is an insect, a wingless midge, Belgica antarctica, less than 1.3cm (0.5in) long.
   6. How much snow do you think the South Pole gets in a year? Answer: The South Pole receives less than 6 inches of snow a year.
   7. What was perhaps the most unexpected item that was found in the ice along the eastern coast of Antarctica? Answer: Petrified palm trees were found in the ice along the eastern coast of Antarctica.

Steps

Activity one – three class periods

In this activity, students will gather information about penguins and write a story about the daily life of a penguin from the penguin’s point of view.

1. Tell students that they are going to write a story about the daily life of a penguin from the penguin’s point of view. Explain to students that they will gather information about penguins’ daily lives from the “Penguins of the Antarctic” NATURE program, the websites listed below, and any other available resources. Ask students to record their information in the “All About Penguins” organizer.
   Australian Government Antarctica Division
   http://www.aad.gov.au/default.asp?casid=1651

   Antarctic Connection: Wildlife of Antarctica
   http://www.antarcticconnection.com/antarctic/wildlife/index.shtml

2. Explain to students that they will need to include in their stories information and/or descriptions about the following topics as they pertain to Adélie penguins and Antarctica:
   • Land characteristics of the Antarctic
   • Weather
   • Breeding habits
   • Sunlight
   • Temperature
   • Predators and threats
   • Description of a change in Antarctica that is impacting their lives
   • Description of Adélie penguins
   • What Adélie penguins eat and how they get their food
3. After students have gathered their information, but before they begin writing their stories, spend a few minutes discussing point of view with your students.
4. You may choose to have the students share their stories with a younger class as a way of teaching them about penguins.

Activity two – two class periods

1. As a class, take the quiz on climate change found on this site.
   http://www.defra.gov.uk/environment/climatechange/schools/12-16/quiz/ Provide time for students to ask questions after each quiz answer is given.
2. Divide the class into small groups to research the impact of climate changes in Antarctica. Pass out the “Possible Impact of Climate Changes on Antarctica” organizer.
3. Ask students to answer these questions during their research:
   • What evidence is there that climate changes are actually occurring on Antarctica?
   • What do scientists believe to be the causes of these climate changes?
   • What effect might climate changes have on Antarctica and its inhabitants?
4. Encourage students to use a variety of sources to complete their research. The following is a list of possible Internet resources.
   • Exploratorium: Global Climate Change
     http://www.exploratorium.edu/climate/cryosphere/data4.html
   • A Warming Century: The Past One Hundred Years
     http://www.climatehotmap.org/antarctica.html
   • NPR Antarctic Ice Shelf Collapsehttp://npr.org/programs/atc/features/2002/mar/antarctica/index.html
   • Pulse of the Planet: Penguins and Global Warming
     http://www.pulseplanet.com/archive/Nov02/2793.html
   • National Geographic Penguin Decline in Antarctica Linked With Climate Change
     http://news.nationalgeographic.com/news/2001/05/0509_penguindecline.html
   • Antarctica: Ice Under Fire
     http://www.worldviewofglobalwarming.org/pages/antarctica.html
   • National Geographic: Antarctica Gives Mixed Signals of Warming
     http://news.nationalgeographic.com/news/ 2002/01/0125_020125_antarcticaclimate.html
   • CNN: Krill Populations Decreasing
     http://www.cnn.com/EARTH/9707/06/krill.kill/
5. Ask students to use the information they collected to create a “Possible Impact of Climate Changes on Antarctica” poster. Tell students that their poster must include the following:
   • Photograph or drawing
   • Quotation from a respected scientist
   • Data and or statistical information
6. Provide time for students to share the information on their posters with the class.

In this lesson, students use a problem-based approach to explore the possibility that the qualities of different horse breeds — strength, speed, agility, stamina, beauty, intelligence, disposition — could be incorporated to create the “perfect horse,” one that would excel in all the activities and competitions involving horse and rider. Students watch Horse and Rider, and working in teams, conduct an investigation of the horse, its biology, domestication, the attributes of different breeds, their uses, and history. 

Subject: Language Arts, Science, Social Studies
Grade Level: 9-12 

LEARNING OBJECTIVES 

Students will be able to:

• Recognize and describe the unique relationship between horse and rider, and the reasons why different horse breeds were developed.
• Perform online research to learn about horse biology and behavior, the different breeds of horses, where they are found, their attributes and how and why they were developed.
• Analyze findings from the research to determine how it is possible to produce an all-purpose horse and whether it is possible or impractical. 
• Present findings in a display presentation to the class.
• Present their positions in a position paper.

PROCEDURES FOR TEACHERS

Prep 

Computer Resources

• Modem: 56.6 Kbps or faster
• Browser: Netscape Navigator 4.0 or above or Internet Explorer 4.0 or above
• Macintosh computer: System 8.1 or above and at least 32 MB of RAM
• Personal computer: (Pentium II 350 MHz or Celeron 600 MHz) running Windows 95 or higher and at least 32 MB of RAM
• Large screen display monitor (optional)

Specific Software Needed 

 
• RealPlayer accessible for free at http://www.real.com. 
• Acrobat Reader 5.0.

 

 

Bookmarked Sites 

Wild Horses: An American Romance 
http://www.pbs.org/wildhorses 
This site explores the evolution of the horse, how humans came into relationship with it, and the dilemma of preserving wild horses in the American West.

Wild Horses of Mongolia: The Spirit of Mongolia
http://www.pbs.org/wnet/nature/mongolia/spirit.html 
Julia Roberts tours Mongolia and learns about a nomadic culture in which horses play a central role.

Horses: Horsepower 
http://www.pbs.org/wnet/nature/horses/horsepower.html 
This site, a companion to the HORSES episode of NATURE, reviews the history of the usage of the horse in human civilization.

The Haynet: Breeds and Associations 
http://www.haynet.net/Breeds_and_Associations/
This page has a list of many horse breeds with links to breed associations.

Breeds of Livestock: Horse Breeds
http://www.ansi.okstate.edu/breeds/horses 
This site describes the major breeds of horses and features links to different breed organizations.

The American Livestock Breeds Conservancy: Horses 
http://albc-usa.org/ 
The American Livestock Breeds Conservancy is an organization dedicated to preserving rare and endangered livestock breeds. Their site includes detailed descriptions of horse breeds and their status.

International Museum of the Horse 
http://www.imh.org/ 
This site has a long list of links and online exhibits on horse history.

Horsefun 
http://www.horsefun.com/ 
This is a site for young people that has useful information on horses.

National Show Horse Registry 
http://www.nshregistry.org/ 
This is a resource on the lineage and characteristics of the national show horse, with a list of breed standards. The information from this site can be used to demonstrate how a perfect horse may not satisfy everyone.

National Horsetraders 
http://www.nationalhorsetraders.com/ 
This site has many links to breeders, trainers, and ranches. Before you start the lesson, use this site to locate breeders who would be willing to communicate with your students while they research. Then, provide contact information to students.

Materials 

Students will need the following supplies:

 
• Computers with Internet access
• Pens, pencils, and other writing tools
• Graphic organizers for collecting and organizing research
• Presentation board

 

Teachers will need the following:

 
• Television and VCR
• The video of the episode Horse and Rider from the series NATURE.
• Chart paper

 

 

STEPS

Introductory Activity 
(one to two class periods)

1. Write the following descriptions based on information from the Thirteen/WNET New York program HORSE AND RIDER on a sheet of chart paper and display it in front of the classroom. DON’T reveal the name of the animal:

• A creature of flight — its main defense, but it is also brave 
  
• A herd animal, it performs best when it’s with others of its kind
• Works in partnership with man and they form a two-person herd
• Often, the animal is the leader in the partnership
• It is intelligent and curious
• It is a high performance animal
• It is strong, but sometimes prone to injury

Ask the students “What is this mystery animal”? Give the students the opportunity to guess. If they need further help, ask them these questions:

• What would we consider to be “high performance” in an animal? 
  
• Which domesticated animal forms a true working partnership with humans, rather than a dominant-submissive relationship? How can something lead as well as be a partner?
• How can an animal be strong, but prone to injury at the same time? Would human athletes fit that description?

2. Once students have determined that the animal in question is a horse, ask them to tell the class what they know about horses — what they’ve read, seen or heard. Students may have had some personal experience with horses, and a few might be experienced riders. Have the students describe what they think the horse was like before they were domesticated and how and why humans first came to ride them. Have them list all the uses of horses by humans and why they are especially suited for these uses. Ask them whether all horses are the same or whether they are different depending on their uses. They might know of some famous examples — the giant Clydesdale horses, thoroughbreds, show horses, polo ponies. Suggest to the class some of the activities horses are used for, and ask them to describe the kinds of horses they think might be involved in those activities, whether by name or by description.


Learning Activities 

Activity 1: 
(one class period)

1. Elicit from the class the qualities of the horse that have made its partnership with humans unique in the natural world. How did those qualities evolve? Did they evolve naturally, or were they bred into them? The horse brings to the partnership traits which it acquired when it evolved as a herd animal on the plains, pursued by predators — intelligence, speed, strength, stamina and cooperative behavior, as well as a wariness and sensitivity. Over time, humans learned to work with these traits. Societies developed different breeds or varieties of horses for different uses, each one having special qualities to perform its task.

As a motivational activity, show photographs, stories, art and video from the following sites:

International Museum of the Horse — The Legacy of the Horse 
http://www.imh.org/imh/kyhpl1b.html#xtocid2243616

Horses — Horsepower 
http://www.pbs.org/wnet/nature/horses/horsepower.html

Wild Horses of Mongolia — The Spirit of Mongolia
http://www.pbs.org/wnet/nature/mongolia/spirit.html 
Click on the video clip.

2. Ask the students again to list all the different activities involving horse and rider that they can think of. Next to each particular activity, have them list the particular traits the horse must have in order to be successful in each activity. Include types such as racehorse, show horse, workhorse, sport competition horse (polo, cutting horse, rodeo), categories they will see in the program. Then ask them to list what traits the successful rider must have for each. Discuss with students afterward if there are similarities and differences between the traits valued in the different activities. Pose the problem to the students: Is it possible to produce the “perfect horse,” one that would possess all the traits that riders value, and excel in all the activities requiring horse and rider? Tell them that they will conduct research to solve this problem and then present their “perfect horses” to the rest of the class. 

Activity 2: 
(five class periods) 

1. Tell students that they are going to watch a video entitled Horse and Rider from Thirteen’s NATURE series. Explain that in the program, they will learn about three competitive activities involving horse and rider: cutting horse, dressage, and polo. If necessary, explain the three different horse-related activities they will see. Have the students make up a table. One column lists the horse activity. The second column is entitled “Horse Qualities,” in which students list the traits that the horse should possess for that particular activity. The third column should be entitled “Rider Qualities” and list how the rider should approach the particular tasks. Encourage students to discuss similarities and differences between the different sports and how this might be reflected in the horses and the riders. Would each be very different? Would one type be very similar to another? Would the riders have very different or similar philosophies about their relationships with their horses? Before watching the video, the students divide up into teams of 4 and decide which aspect of horsemanship they are interested in — racing, sport competition, show horse or work horse, or any category that may have come up in the previous activities. Each student will decide which area interests them most and will research the types of horses and their histories. Students then watch the program while taking notes in the Horse and Rider Organizer.

2. After viewing the program, the students will return to the table they made up and compare/contrast the requirements they listed with those they heard about or observed in the film. Were there more or fewer similarities among the requirements than they expected? Were some requirements promoted at the expense of others? Did the horses look different? Was the approach of the riders/trainers similar, different, or about the same? In their research, each student should learn about horses in general and about the different horse breeds from different perspectives — biological, historical, cultural, economic, geographical. They should note the strengths and weaknesses of each breed, and should keep in mind the question posed as they do their research. They should use the Horse Breed Facts Organizer to assist them. The following sites will be useful in their research:

• The Haynet: Breeds and Associations 
  http://www.haynet.net/Breeds_and_Associations/
  
• Breeds of Livestock: Horse Breeds 
  http://www.ansi.okstate.edu/breeds/horses 
  
• The American Livestock Breeds Conservancy: Horses 
  http://albc-usa.org 
  
• Horsefun 
  http://www.horsefun.com 
  
• National Show Horse Registry 
  http://www.nshregistry.org/ 
  
• National Horsetraders 
  http://www.nationalhorsetraders.com/    

   

As part of the investigation, have teams (not individual students) contact horse breeders by email to get firsthand, primary source information on what breeding, developing, and promoting different kinds of horses involves. Lists of breeders can be found through http://www.nationalhorsetraders.com and through links provided in the other listed Web sites. Contact a few breeders yourself (in advance) and ask them whether students may email them questions; then, provide students with the breeders’ contact information. 

Allow time for students in each team to share what they learned with the rest of the team. Circulate among the teams, listening to each team’s conversation. Make sure that all students are contributing to the discussion, and encourage students to listen carefully as their teammates describe the different features and backgrounds of their horses. After they pool their research, encourage students to think about how 1) what they learned about the horse’s physical features, behavior, and other characteristics and 2) the ways in which they are used by humans would make it easier or more difficult to bring these different features to a single breed of horse. Use these questions to get them started:

• How easy or difficult would it be to bring the different horses together in a ranch operation?
• Does selective breeding always bring about the desired results?
• Would all the different users of horses readily accept an all-purpose horse? Some might have strict requirements about the horse’s background.

Have the students use The Perfect Horse Organizer to pool their ideas.

Culminating Activities/Assessment:

Activity 1: 
(two class periods) 

1. Teams prepare their presentations, using their research to describe which horses they would use to create the perfect horse. Students then create a graphic, artistic flowchart on presentation board with charts, photos of the different breeds of horses, an illustration of the perfect horse, background descriptions, and distinguishing characteristics; they should also include a description of what would be involved in bringing the different breeds together. Students who are familiar with digital imaging software such as Photoshop may want to produce a digital image of the perfect horse, created by digitally blending features from the selected horses.

2. Each team then gives a presentation of their perfect horse, walking the class through their flowchart and explaining how they came to their conclusions. Allow time after each presentation for question/answer sessions, during which teams can further explain and defend their work. When all the presentations are complete, the issue of whether a perfect horse is possible or worthwhile to develop may be also discussed.

Activity 2: 
(two class periods) 

1. Continue the discussion about whether creating a perfect horse is possible and worthwhile. Invite students to reconsider how they would go about creating the perfect horse and whether this is a worthwhile endeavor. Acknowledge that it is okay if students’ initial thoughts have changed.

2. For homework, instruct students to write a position paper explaining and defending their point of view. The paper should clearly state a position and be supported by factual details from their research.

Extension Activities

• Take a class poll to find out whether it is worthwhile to create the perfect horse or if the task is too difficult. Chart the findings in a bar graph.
• Create a large life-size drawing or painting of the perfect horse, displaying the characters which it acquired from the different breeds and with bubble notes indicating the benefits that these traits bring.
• Create a poster of a favorite kind of horse; include photos and stories about its history and the culture that produced it.
• Write the story starter “If I owned a horse … ” on the chalkboard. Invite students to use what they learned to create a story or a poem.
• Visit a horse ranch and talk to the trainers about their horses and how they work with them.
• Explore how genetic engineering, as it is being used to alter domesticated plants and animals, might be applicable in producing the perfect horse