Few animals evoke as wide a range of emotions in people as the wolf. Wolves have played the villain in many childhood stories and have also been worshiped and revered as symbols of the spirit of nature. In this lesson, students will use their observation skills and primary sources to learn how wolves communicate. Students will also study the complexities of the wolf and write a story that will help dispel the idea that wolves are inherently “good” or “evil.”

Grade level: Grades 3 – 5

Subject areas: Science, Language Arts

Learning objectives:

Students will be able to do the following:

Compare and contrast wolves’ and humans’ behaviors; Synthesize information from a variety of sources; Write a story to inform readers about the nature of wolves.

Materials:

• Computers with Internet access
• The video of the episode “In the Valley of the Wolves” from Thirteen’s series NATURE
• “Communicating without Words” journal
• “Wolf Research Organizer”
• “The Real Story” rubric

Bookmark the following sites

NOVA Online “Wild Wolves”
http://www.pbs.org/wgbh/nova/wolves/howl.html
This website contains sound and wave clips of wolves’ vocalizations.

The International Wolf Center
http://www.wolf.org/wolves/experience/meet/AmbassadorWolves.asp
This website contains observation logs of four wolves.

Wolf Country
http://www.wolfcountry.net/information/myth_stories/red_riding.html
This website contains a version of the story Little Red Riding Hood.

Wolf Country
http://www.wolfcountry.net/information/myth_stories/wolfstrength.html
This webpage contains the theme “Strength of Wolves” from the movie Dances with Wolves.

Hinterland Who’s Who
http://www.hww.ca/hww2.asp?cid=8&id;=107
This website contains information on wolves.

The International Wolf Center
http://www.wolf.org/wolves/index.asp
This website contains information on wolves.

Dragonfly
http://www.units.muohio.edu/dragonfly/com/
This website contains information on the ways wolves use scent to communicate.

The Timber Wolf Information Network
http://www.timberwolfinformation.org/kidsonly/posture/postures.htm
This website contains illustrations of how a wolf communicates using its tail and body position.

Standards

www.mcrel.org

Level III [Grade 9-12]

Language Arts

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

Level II [Grade: 3-5]

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)

7. Writes expository compositions (e.g., identifies and stays on the topic; develops the topic with simple facts, details, examples, and explanations; excludes extraneous and inappropriate information; uses structures such as cause-and-effect, chronology, similarities and differences; uses several sources of information; provides a concluding statement)

Standard 4. Gathers and uses information for research purposes

Level II [Grade: 3-5]

1. Uses a variety of strategies to plan research (e.g., identifies possible topic by brainstorming, listing questions, using idea webs; organizes prior knowledge about a topic; develops a course of action; determines how to locate necessary information)

4. Uses electronic media to gather information (e.g., databases, Internet, CD-ROM, television shows, cassette recordings, videos, pull-down menus, word searches)

7. Uses strategies to gather and record information for research topics (e.g., uses notes, maps, charts, graphs, tables, and other graphic organizers; paraphrases and summarizes information; gathers direct quotes; provides narrative descriptions)

8. Uses strategies to compile information into written reports or summaries (e.g., incorporates notes into a finished product; includes simple facts, details, explanations, and examples; draws conclusions from relationships and patterns that emerge from data from different sources; uses appropriate visual aids and media)

9. Cites information sources (e.g., quotes or paraphrases information sources, lists resources used by title)

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

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)

5. Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection)

6. Uses prior knowledge and experience to understand and respond to new information

Life Sciences

Science

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

1. Knows that plants and animals progress through life cycles of birth, growth and development, reproduction, and death; the details of these life cycles are different for different organisms

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

Standard 6. Understands relationships among organisms and their physical environment

2. Knows that the transfer of energy (e.g., through the consumption of food) is essential to all living organisms

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)

4. Knows that changes in the environment can have different effects on different organisms (e.g., some organisms move in, others move out; some organisms survive and reproduce, others die)

ISTE Technology Standards

National Educational Technology Standards

http://cnets.iste.org/currstands/cstands-netss.html

GRADES 3 – 5

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 5 students will:

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) Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

Procedures for Teachers

Introductory Activity

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

Time for completion: 20 minutes

1. Ask students to predict why wolves howl. Record their answers on the board. After students have finished giving their answers, read the following information from the PBS NOVA Online “Wild Wolves” website. http://www.pbs.org/wgbh/nova/wolves/howl.html

“The center of a wolf’s universe is its pack, and howling is the glue that keeps the pack together. Some have speculated that howling strengthens the social bonds between packmates; the pack that howls together, stays together. That may be so, but chorus howls can also end with nasty quarrels between packmates. Some members, usually the lowest-ranking, may actually be “punished” for joining in the chorus. Whether howling together actually strengthens social bonds, or just reaffirms them, is unknown.

We do know, however, that howling keeps packmates together, physically. Because wolves range over vast areas to find food, they are often separated from one another. Of all their calls, howling is the only one that works over great distances. Its low pitch and long duration are well suited for transmission in forest and across tundra, and unique features of each individual’s howl allow wolves to identify each other. Howling is a long distance contact and reunion call; separate a wolf from its pack, and very soon it will begin howling, and howling, and howling”

2. Write the following three options on the board:

• Confrontational howl
• Pup howl
• “Lonesome” howl
• Chorus howl

Making certain that students can’t see the webpage, click on and play the four different howls one at a time. Stop after each howl and ask students to predict which of the four howls it was.

3. After students have listened to the howls, provide time for them to listen to the howls a second time. This time have students “read” the sound spectrographs as they listen to the howls. Share with the students the explanation found on the site of how to read the spectrographs. After students have listened to all of the howls, discuss how wolves use howls to communicate.

Steps

Activity One

In this activity, students will learn how wolves use sound, scents and body language to communicate. After examining how wolves communicate, students will observe ways that humans communicate without using words.

Time for completion: Two 50-minute class periods and a three-day homework activity.

1. Begin by asking students how they communicate with other people. Students will most likely answer that they generally use oral or written language to communicate. Ask students how they think wolves communicate without the ability to talk or write. Write the answers on the board. The answers should touch on the fact that wolves use sound, scents, and body language to communicate with each other.Teacher Note: The websites listed below contain information on how wolves use scent, body language and howls to communicate.
   • The Dragonfly website contains information on how wolves use scent to communicate.
     http://www.units.muohio.edu/dragonfly/com/
   • The Timber Wolf Information Network website contains illustrations of how a wolf communicates using its tail and body position.
     http://www.timberwolfinformation.org/kidsonly/posture/postures.htm
   • The International Wolf Center contains an overview of basic wolf communication.
     http://www.wolf.org/wolves/learn/basic/biology/communication.asp
2. Watch “In the Valley of the Wolves” from 11:33 to 13:21, and 19:29 to 22:48. Stop after each section and ask students to share what they observed about the ways wolves use sounds, scents, and body language to communicate with each other.
3. Pass out and discuss the “Communicating without Words” journal. Divide the class into four or more groups. Assign each group one of the wolves on the International Wolf Center website. http://www.wolf.org/wolves/experience/meet/AmbassadorWolves.asp Ask each group to record at least five examples of ways its wolf communicates.
4. Explain to students that over the next few days they will be observing ways that humans communicate without speaking or reading. Ask students to observe how they, and the people they come in contact with, communicate without speaking or writing.
5. After students have completed their journals, have them share with the class what they observed. Record students’ observations on the board.
6. Ask students to share examples of any similarities in the ways that wolves and humans communicate with each other. For example, a student may say that a younger brother jumps on him in greeting when he walks through the door after school.
7. Provide time for students to fill out the “What I Learned” section in the journal.

Activity Two

In this activity, students will examine how the wolf is often feared and hated or revered and worshiped. They will write a story that explores the unique nature of the wolf.

Time for completion: Three 50-minute class periods and additional time to work on stories outside of class

1. Read the story of Little Red Riding Hood aloud to the class. A copy of this story may be found at http://www.wolfcountry.net/information/myth_stories/red_riding.html.Next, read the theme “Strength of the Wolves” from the movie Dances with Wolves. This theme may be found at http://www.wolfcountry.net/information/myth_stories/wolfstrength.html.As a class, compare and contrast the different ways the wolf is portrayed in these two instances. Point out to students that in one instance the wolf is seen as “good,” and in the other instance the wolf is portrayed as an evil or “bad” creature. Ask students to give additional examples of ways in which wolves are portrayed as evil or as revered symbols of nature. Solicit students’ opinions as to why they believe people have such strong reactions, either positive or negative, to wolves. Ask students to share their personal views on wolves.
2. Watch “In the Valley of the Wolves” from 02:56 to 07:54. Ask students to give examples of “good” and “bad” behavior as exhibited by the wolves in the clip. Discuss how and why it is difficult to apply labels of “good” and “bad” to wolves.
3. Tell students that they are going to write a story that will give readers a whole sense of the wolf.
4. Explain to students that in order to create an accurate portrayal of the wolf, they will need to gather information about the wolf. Tell students that they will include this information in their story. Encourage students to use a variety of sources for this assignment, e.g., magazines, books, videos, the Internet, etc. The following websites provide a place for students to begin their Internet research:
   http://www.hww.ca/hww2.asp?cid=8&id=107
   Hinterland Who’s Who 

   http://www.wolf.org/wolves/index.asp
   The International Wolf Center

5. Pass out the ‘Wolf Research Organizer” to students. Review the handout together before students begin their research. Explain that the story does not have to include all of the research topics. Discuss how they may choose to focus on a limited number of topics when they write the story.
6. After students have completed their research, pass out and review “The Real Story” rubric. Remind students that their purpose in writing the story is to help people understand the unique nature of the wolf and to create a sense of appreciation and acceptance for the wolf even with the knowledge that wolves’ lives in the wild can include brutal behavior.

Assessment Suggestions
The “Communicating without Words” handout may be used to assess Activity One. “The Real Story” Rubric may be used to assess Activity Two.

Extension Activity
The International Wolf Center website contains a web cam and provides students with an opportunity to observe wolves. Leave the window containing the web cam open for several days. Have students check the web cam periodically throughout the day and record what they observe on a class chart. http://www.wolf.org/wolves/experience/webcam.asp

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.

For centuries, wolves have been the object of fear and hatred for many people, and, for many, these feelings still run deep. Over eighty years ago, wolves were eradicated from Yellowstone. The wolf has only recently been re-introduced back into many ecosystems, including Yellowstone. In this lesson, students will create an interactive map that may be used as a tool to educate people on where and how the wolves of Yellowstone live. Students will also examine why the wolf is considered to be a keystone species, and create an informational program to educate people as to the benefits of the wolves’ presence in the Yellowstone ecosystem.

Grade level: Grades 9 – 12

Subject areas: Geography, Science, Language Arts

Learning objectives:

Students will be able to do the following:

Utilize Google’s mapping technology to create an informative, interactive map of wolves in Yellowstone. Analyze information to create an educational program about the impact of wolves on Yellowstone’s ecosystem.

Materials:

• Computers with Internet access
• The video of the episode “In the Valley of the Wolves” from the Thirteen’s series NATURE
• “Wolves of Yellowstone Map” rubric
• “Wolf Reintroduction Presentation” rubric
• “Wolf Reintroduction Program Organizer”

Bookmark the following sites:

Google Earth
http://earth.google.com/
This website contains interactive maps and satellite/aerial imagery of the United States.

Explore Google Maps
http://www.google.com/help/maps/tour/#create_a_map
This site contains a tour that may be used to learn about the unique features available to use in the creation of a personal Google Map.

The Total Yellowstone Page
http://www.yellowstone-natl-park.com/wolfmap.htm
This site contains information about the location of the various packs of wolves in Yellowstone.

National Wildlife Foundation
http://www.nwf.org/nationalwildlife/article.cfm?articleId=829&issueId;=64
This website contains the article “A Top Dog Takes Over.”

NPR: Talk of the Nation, August 19, 2005
http://www.npr.org/templates/story/story.php?storyId=4806987
This site contains a program entitled “Re-wilding the Great Plains.”

Standards

www.mcrel.org

Level IV [Grade: 9-12]

Geography

Standard 1. Understands the characteristics and uses of maps, globes, and other geographic tools and technologies

2. Knows the characteristics and uses of geographic technologies (e.g., geographic information systems (GIS) and satellite-produced imagery)

3. Transforms primary data into maps, graphs, and charts (e.g., charts developed from recent census data ranking selected information on various topics, cartograms depicting the relative sizes of Latin American countries based on their urban populations)

Language Arts

Writing Standard 8. Uses listening and speaking strategies for different purposes

Level IV [Grade: 9-12]

1. Uses criteria to evaluate own and others’ effectiveness in group discussions and formal presentations (e.g., accuracy, relevance, and organization of information; clarity of delivery; relationships among purpose, audience, and content; types of arguments used; effectiveness of own contributions)

4. Adjusts message wording and delivery to particular audiences and for particular purposes (e.g., to defend a position, to entertain, to inform, to persuade)

5. Makes formal presentations to the class (e.g., includes definitions for clarity; supports main ideas using anecdotes, examples, statistics, analogies, and other evidence; uses visual aids or technology, such as transparencies, slides, electronic media; cites information sources)

6. Makes multimedia presentations using text, images, and sound (e.g., selects the appropriate medium, such as television broadcast, videos, web pages, films, newspapers, magazines, CD-ROMS, Internet, computer-media-generated images; edits and monitors for quality; organizes, writes, and designs media messages for specific purposes)

7. Uses a variety of verbal and nonverbal techniques for presentations (e.g., modulation of voice; varied inflection; tempo; enunciation; physical gestures; rhetorical questions; word choice, including figurative language, standard English, informal usage, technical language) and demonstrates poise and self-control while presenting

Life Sciences

Standard 6. Understands relationships among organisms and their physical environment 1. Knows how the interrelationships and interdependencies among organisms generate stable ecosystems that fluctuate around a state of rough equilibrium for hundreds or thousands of years (e.g., growth of a population is held in check by environmental factors such as depletion of food or nesting sites, increased loss due to larger numbers of predators or parasites)

Standard 7. Understands biological evolution and the diversity of life

3. Knows how variation of organisms within a species increases the chance of survival of the species, and how the great diversity of species on Earth increases the chance of survival of life in the event of major global changes

ISTE Technology Standards

National Educational Technology Standards

http://cnets.iste.org/currstands/cstands-netss.html

GRADES 9 – 12

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 12 students will:

Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity. (4, 5, 6)

Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. (4, 5)

Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

Procedures for Teachers

Introductory Activity

The purpose of this activity is to introduce students to the Google Earth website and to activate background knowledge about Yellowstone.

Time for completion: 30 minutes

Teacher Note: In preparation for this activity, make sure that Google Earth software is downloaded onto your computer. If it isn’t, you may download it for free at http://earth.google.com/

Send students to the Google Earth web site. Depending on the number of computers you have access to, this activity may be completed as an individual, small-group, or whole-class activity.

Tell students that they are going to use the cursor to navigate to the following coordinates: 44.27N – 110.22W. It is not necessary to be completely precise with the location. Before beginning, you may choose to ask students to predict what area of the world these coordinates correspond to.

After students have discovered that they are in Yellowstone, tell them that they are going to use the site to explore and gather information about Yellowstone. Explain to students that the graphic web layer contains content that has been contributed by Wikipedia and Panoramio. Ask students to record five pieces of information, or observations, about Yellowstone from the Google Earth website.

After students have finished collecting information, provide time for students to share what they discovered about Yellowstone.

Steps

Activity One

In this activity, students will use the Google Maps website to create an interactive map that informs people of where and how the wolves of Yellowstone live.

Time for completion: Two 50-minute class periods

Tell students that they are going to create a map that shows where and how wolves of Yellowstone live. Explain to students that they will use the tools on the Google Maps website to create the map. As a class, visit the link listed below to take the online tour of Google Maps. When the page opens, click on the “Create a Map” button to begin the tour. http://www.google.com/help/maps/tour/#create_a_map

Teacher Note: This activity may be completed as an individual, paired, or small-group assignment.

Pass out the “Wolves of Yellowstone Map” rubric and review with students. Explain to students that they should incorporate as many of the Google Map features as possible into their maps. Before beginning you may want to review the following features of Google Maps and discuss how they might be used in this particular task:

Place markers with the informational balloons: This feature may be used to add informational text about the wolves and/or Yellowstone to the map. Line tool: This tool may be used to draw a line or highlight the areas of the map where the wolves live. Photos: Importation of photos of wolves or geographic features of Yellowstone may be added to the map. Embedding a video: Students may find an appropriate video to embed in the map. If possible, students may choose to incorporate the clips of the “In the Valley of the Wolves” program found on the Nature website.

Teacher Note: There are several options for this assignment. You may choose to have students create a map that shows where all of the wolf packs are located in Yellowstone, focus on the Druid pack that was featured in “In the Valley of the Wolves,” or focus on one of the packs highlighted in the Yellowstone website listed below. This site shows where the various wolf packs live in Yellowstone and also contains additional information about the Yellowstone wolves. http://www.yellowstone-natl-park.com/wolfmap.htm

After students have completed their maps, provide time for them to present their maps to the class.

Activity Two

In this activity students will investigate the wolf, people’s perceptions of the wolf, and the ways the wolf impacts ecosystems. They will create a program to educate people about why the wolf has been reintroduced into ecosystems from which it was once eliminated.

Time for completion: Two – 50 minute class periods, and several homework assignments

Write the definition for a keystone species on the board.

Keystone Species – Species who enrich ecosystem function in a unique and significant manner through their activities, and the effect is disproportionate to their numerical abundance. Their removal initiates changes in ecosystem structure and often loss of diversity. http://www.pima.gov/cmo/sdcp/kids/gloss.html

Watch “In the Valley of the Wolves” from 04:14 to 09:45, and from 43:35 to 45:22. After viewing the clips, ask students to give examples of how the wolves’ behavior in the program indicates that they are a keystone species.

Explain to students that eighty years ago wolves were eradicated from Yellowstone and that they were only fairly recently re-introduced to the park. Tell students that they are going to gather examples of how the wolves’ presence in the valley has benefited the ecosystem. Divide the class into small groups and ask them to read the “A Top Dog Takes Over” article on the National Wildlife Foundation’s website, and the “Reintroduction of the Wolves” article on the Nature website. The “A Top Dog Takes Over” article may be found at http://www.nwf.org/nationalwildlife/article.cfm?articleId=829&issueId;=64. Tell students to write down examples of the ways that the wolves’ presence in Yellowstone has benefited the ecosystem. After students have finished, have the groups share and discuss what they learned with the entire class.

Discuss how fear of the wolf played a role in the past extermination of wolves. Ask students to give examples of how wolves have been portrayed as scary creatures in children’s stories. Involve students in a short discussion as to whether or not they think the portrayal of wolves as evil creatures in children’s stories had any impact on the eradication of the wolf in places around the world.

Because some people do possess a fear of wolves that may or may not be based on factual information, people may be a little unsettled by the reintroduction of wolves into places around the country. Tell students that they are going to work in small groups to create a program that will educate people on the topic of why wolves are being re-introduced to places around the country and particularly why they have been reintroduced into Yellowstone. Pass out and discuss the “Wolf Reintroduction Program Organizer” and the “Wolf Reintroduction Presentation” rubric.

Provide time for students to develop and present their programs.

Assessment Suggestions

The “Wolves of Yellowstone Map” rubric may be used to evaluate Activity One. The “Wolf Reintroduction Presentation” rubric may be used to assess Activity Two.

Extension Activity

Investigate the concept of “re-wilding” North America. Have students listen to and discuss NPR’s Talk of the Nation program “Re-wilding the Great Plains.” http://www.npr.org/templates/story/story.php?storyId=4806987

Talk of the Nation, August 19, 2005

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.

When wild animals are sick, injured, or orphaned, compassionate humans often arrive on the scene to provide assistance. Simon King did just that when he rescued two three-month-old cheetah orphans. In this lesson, students will observe how a team of people from the Lewa Wildlife Conservancy assisted one of the orphans after he had been injured in a fight. They will research how animal rehabilitation programs function and evaluate how well the programs work. Students will also create a blog to share information about cheetahs and the challenges they face.
Grade level: Grades 9 – 12
Subject areas: Science, Language Arts
Learning objectives:

Students will be able to do the following:

• Students will be able to do the following:
• Synthesize information from a variety of sources and publish it for an audience.
• Analyze a situation and write an evaluation on the topic.

Materials:

• Computers with Internet access
• The video of the episode “Cheetah Orphans” from Thirteen’s series NATURE
• “What’s Up with the Cheetah?” organizer (PDF)
• “What is Animal Rehabilitation?” organizer (PDF)

Bookmark the following sites:

• Smithsonian’s National Zoohttp://nationalzoo.si.edu/Animals/AfricanSavanna/podcast/This website contains a pod cast about cheetahs.
• Lewa Wildlife Conservancy http://www.lewa.org/lewa_orphaned_wildlife.phpThis website contains information about orphaned animals in Kenya.

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)
Standard 4. Gathers and uses information for research purposes
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)

2. Knows how the amount of life an environment can support is limited by the availability of matter and energy and the ability of the ecosystem to recycle materials

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)
ISTE Technology Standards

National Educational Technology Standards

http://cnets.iste.org/currstands/cstands-netss.html
GRADES 9 – 12

Performance Indicators:
All students should have opportunities to demonstrate the following performances.
Prior to completion of Grade 12 students will:

• Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2)
• Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity. (4, 5, 6)
• Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. (4, 5)
• Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

The purpose of this activity is to pique students’ interest and to build background knowledge on cheetahs.
Time for completion: 15 minutes
Have students visit the “Cheetah Chat” section of the Smithsonian National Zoo website and listen to the “Spots and Speed” podcast. The “Spots and Speed” podcast may be found at the following location: http://nationalzoo.si.edu/Animals/AfricanSavanna/podcast/
After listening to the podcast, involve the students in a short discussion about what they learned. The following questions may be used to begin the discussion:

• What was the most interesting piece of information you learned about cheetahs?
• Did the podcast raise any questions about the cheetah that you would like to have answered? If so, where might you go to have your questions answered?
• Do you have any additional information about the cheetah that wasn’t mentioned in the podcast? Can you share this information with the class?
• Do you think podcasts are an effective way of sharing information?
• Do you think the source of the information for this podcast is reliable? Why or why not?

Steps
Activity One
Time for completion: Two weeks – A portion of each day allotted to working on the blog, one homework assignment
Teacher Note: In preparing for this activity, you may need to check your school district’s guidelines and acceptable use policies as they relate to the use of the Internet. Determine if you need to inform parents and acquire parental permission before beginning the activity. Review school policies and guidelines with your students. Discuss the importance of not posting complete names, e-mail addresses, or references to the location of the school or homes. Clearly outline the consequences for not following these policies. Finally, if you haven’t already done so, familiarize yourself with blogging sites. Sites like http://edublogs.org/ provide free blogging tools. The Edublogs plugin allows you to make your class blog private to all but registered and logged in Edublogs users.

1. Explain to students that they are going to research the problems that cheetahs face in the wild and in captivity. They will use the information to create a blog.
2. Pass out the “What’s Up with the Cheetah?” organizer. Divide the class into small groups. Assign each group one of the topics listed in the organizer.
3. Over a period of two weeks, provide time for students to write their blogs and time to share their information with other groups of students.
4. Ask groups to read all of the other groups’ posts and write down a minimum of two questions or clarifications for each group’s blog content.
5. After two weeks, have students write a report entitled “What Lies Ahead for the Cheetah?” This report should include basic information about the cheetah, challenges that cheetahs face in the wild and in captivity, and a conclusion on what they predict the future holds for the cheetah, as well as recommendations for changes that could be made to help improve the cheetahs’ chances for survival.

Activity Two
Time for completion: Two – 50 minute class periods and one homework assignment
In this activity, students will research the role of animal rehabilitation facilities and animal preserves.

1. Watch “Cheetah Orphans” from 20:36 to26:02. Discuss the challenges the team faced when rehabilitating Toki.
2. Tell students that they are going to research how animal rehabilitation programs function. Pass out and discuss the “What is Animal Rehabilitation?” organizer. Students may work individually or in small groups to complete this activity. After students have answered the questions regarding animal rehabilitation programs, review the information that students collected.
3. Send students to the Lewa Wildlife Conservancy website to read about the real life experiences of other orphans at this conservancy in Kenya. http://www.lewa.org/lewa_orphaned_wildlife.php
4. Ask students to reflect on the information they have read on the topic of rehabilitation and write a one-page answer to the question “Does rehabilitation of sick, injured, and orphaned animals work?” Ask students to use examples from their reading in their responses. After students have finished writing their responses, you may choose to read aloud the article “Does Rehabilitation of Orphaned Animals Work?” on the Nature website and discuss how their responses compare to the article.

Assessment Suggestions

The Cheetah blog and the “Does rehabilitation of sick, injured, and orphaned animals work?” response may be used to evaluate these activities.
Extension Activity

Investigate what animal rehabilitation programs exist in your state or community. If possible, invite a local animal rehabber to talk at your school.
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.

Overview

When filmmaker Simon King rescued two three-month old cheetah orphans, he accepted a daunting responsibility filled with the emotional and strategic challenges of teaching wild animals how to survive in the wild. In this lesson, students will engage their critical thinking skills as they work in teams to brainstorm possible techniques for teaching baby cheetahs what they need to learn to survive in the wild. Students will also predict what happened to the abandoned cheetah orphan after the program was filmed and compare their predictions with what really happened.
Grade level: Grades 3 – 5
Subject areas: Science, Language Arts
Learning objectives:

Students will be able to do the following:

• Analyze a problem and develop techniques to help solve the problem.
• Consider the complexities of a situation and predict what will happen in the future.
• Write a news story based on their predictions of what will happen in the future.

Materials:

• Computers with Internet access
• The video of the episode “Cheetah Orphans” from Thirteen’s series NATURE
• “Cheetah Survival Solutions” organizer (PDF)
  
• “Cheetah Survival Solutions Presentation Group Self-Assessment” (PDF)
  
• “Toki News Update” rubric (PDF)
  

Bookmark the following sites

• Google Earthhttp://earth.google.com/This website contains interactive maps and satellite imagery of the world.
• Defenders of Wildlifehttp://www.defenders.org/wildlife_and_habitat/wildlife/cheetah.php
  This website contains information about cheetahs.
• Cheetah Outreachhttp://www.cheetah.co.za/facts.htmThis website contains information about cheetahs.

www.mcrel.org
Level III [Grade 9-12]
Language Arts
Standard 1. Uses the general skills and strategies of the writing process
Level II [Grade: 3-5]

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)

7. Writes expository compositions (e.g., identifies and stays on the topic; develops the topic with simple facts, details, examples, and explanations; excludes extraneous and inappropriate information; uses structures such as cause-and-effect, chronology, similarities and differences; uses several sources of information; provides a concluding statement)
Standard 4. Gathers and uses information for research purposes
8. Uses strategies to compile information into written reports or summaries (e.g., incorporates notes into a finished product; includes simple facts, details, explanations, and examples; draws conclusions from relationships and patterns that emerge from data from different sources; uses appropriate visual aids and media)
Life Sciences

Science
Standard 5. Understands the structure and function of cells and organisms
1. Knows that plants and animals progress through life cycles of birth, growth and development, reproduction, and death; the details of these life cycles are different for different organisms

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)

Standard 6. Understands relationships among organisms and their physical environment

2. Knows that the transfer of energy (e.g., through the consumption of food) is essential to all living organisms

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)
Life Skills
Working with Others
Standard 1. Contributes to the overall effort of a group

Level IV [Grade: K-12]
1. Knows the behaviors and skills that contribute to team effectiveness

2. Works cooperatively within a group to complete tasks, achieve goals, and solve problems

4. Demonstrates respect for others’ rights, feelings, and points of view in a group

5. Identifies and uses the individual strengths and interests of others to accomplish team goals

8. Evaluates the overall progress of a group toward a goal

9. Contributes to the development of a supportive climate in groups

10. Actively listens to the ideas of others and asks clarifying questions
ISTE Technology Standards

National Educational Technology Standards

http://cnets.iste.org/currstands/cstands-netss.html
GRADES 3 – 5

Performance Indicators:
All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 5 students will:

Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)

Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

The purpose of these activities is to pique students’ interest and to build background knowledge on the continent of Africa and the challenges that cheetahs face in surviving in the wild.
Time for completion: 25 minutes
Introductory Activity One
Teacher Note: In preparation for this activity, make sure that Google Earth software is downloaded onto your computer. If it isn’t, you may download it for free at http://earth.google.com/

1. Send students to the Google Earth website. After opening Google Earth, ask students to locate the continent of Africa. After students have located Africa, ask them to zero in on the country of Kenya. Once they have found Kenya, ask them to find the Lewa Wildlife Conservancy in northern Kenya. Ask students to share their observations regarding this area of the world. Tell students that the activities that they are going to complete are based on a real-life incident that took place in this area of the world.Teacher Note: Depending on the number of computers you have access to, this activity may be completed as an individual, small-group, or whole-class activity.

Introductory Activity Two

1. Send students to the “Toki’s Survival Challenge” section of the Nature website. Ask students to help Toki navigate through the interactive. After students have spent 5 to 10 minutes investigating the interactive, ask students to share what they learned about the challenges that a cheetah faces in his or her environment.

Steps
Activity One
In this activity, students will work together in small groups to brainstorm possible ways to help an orphaned baby cheetah hone its skills to survive in the wilderness.
Time for completion: Two to Three 50-minute class periods

1. Begin by watching “Cheetah Orphans” from the beginning to 01:26. After watching this section of the program, involve students in a brainstorming session to create a list of the things that an orphaned cheetah would have to learn in order to survive in the wild. Record students’ answers on the board.
2. Divide the class into small groups. Discuss with students the idea that people often need to create solutions for unique problems or situations that they have never encountered before. Touch on the idea that new inventions, cures for diseases, educational programs, etc., are often the result of people working to find a solution to a problem.
3. Pass out and discuss the “Cheetah Survival Solutions” organizer. It might be particularly important to review the brainstorming guidelines outlined in the organizer. Explain to students that they are going to work in teams to come up with ideas and techniques to teach the orphaned cheetahs the skills they will need to survive in the wild.
4. After students have completed the assignment, provide time for each group to share its ideas with the class.
5. After all of the groups have finished sharing their ideas, watch the “Cheetah Orphans” program from 01:37 to 08:39 and from 11:09 to 12:55 to see how Simon King taught survival skills to Toki and Sambu. You may also visit the “Cheetah Learning Checklist” section of the Nature website to learn about the techniques that some people have used to help cheetahs learn new skills.
6. Ask students to fill out the “Cheetah Survival Solutions Presentation Group Self-Assessment” handout. Meet with each group to discuss its assessment.

Activity Two
In this activity, students will predict what happened to Toki after the show ended.
Time for completion: Two 50-minute class periods

1. Begin by watching “Cheetah Orphans” from the beginning to 11:33, from 13:34 to 17:05, and from 46:41 to the end. (It is not necessary to watch the beginning segment of the program if you watched it during Activity One. You may, however, choose to refresh students’ memories of what happened in the beginning of the program.)
2. Involve the students in a discussion about what they think happened to Toki after the program was filmed. Record students’ predictions on the board.
3. After students have finished making their predictions, go to the “Update of Toki” section of the Nature website. Compare students’ predictions with what really happened to Toki.
4. Ask students to contemplate what they think Toki’s life will be like four years from today. Tell students that they are going to create a news story that describes Toki’s life in the future. Explain to students that the report should include the following:
   • General background information on Cheetahs and the challenges they face in the wild
   • Specific background information on Toki’s unique history
   • Description of Toki’s surroundings
   • An update on the specifics of Toki’s current situation based on what you predict will happen to Toki
5. Before students begin, pass out and review the “Toki News Update” rubric.Teacher Note: You may choose to have the news story be completed as a newspaper article, or a television or radio report.

Assessment Suggestions

The “Cheetah Survival Solutions Presentation Group Self-Assessment” handout may be used to assess Activity One.
The “Toki News Update” rubric may be used to assess Activity Two.
Extension Activity

Further explore the kinds of technology used to track Toki by introducing 3-D Tracking software to your students. You can use a mobile phone or PDA, along with a GPS receiver, to record and view students’ movements on Google Earth or Google Maps.
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.

Grade Level: Upper Elementary 3-5

Overview:

In this lesson students will learn about the rich and vibrant environment of the Kalahari Desert. They will learn about the diversity of life and land in the desert, create artistic responses to the film, and explore interactive Web site features to learn about the geography, wildlife, flora, topography, and people of this area. The students will work in collaborative research groups, create graphic organizers, and share what they have learned with their classmates.

Learning Objectives

• Students will conduct research on varied aspects of the Kalahari Desert.
• Students will synthesize and evaluate a variety of information sources.
• Students will summarize content knowledge from varied resources and apply this knowledge by creating an artistic and informative presentation.

Bookmark the following sites:

• http://www.pbs.org/wnet/nature/kalahari
• http://www.zoomschool.com/biomes/desert/desert.shtml
• http://www.wordcentral.com/
• http://www.m-w.com/netdict.htm
• http://www.natureserve.org/
• http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm
• http://wildnetafrica.com/wildlife/wildlife.html
• http://www.pbs.org/wnet/nature/postcards.html

Standards

Language Arts Grades 3-5

Writing, Standard 1, Level II
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=1
Uses the general skills and strategies of the writing process.

Prewriting: Uses prewriting strategies to plan written work (e.g., uses graphic organizers, story maps, and webs; groups related ideas; takes notes; brainstorms ideas; organizes information according to type and purpose of writing).
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).

Reading, Standard 7, Level II
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=7
Uses reading skills and strategies to understand and interpret a variety of informational texts.
Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection).

Viewing, Standard 9
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=9

Uses viewing skills and strategies to understand and interpret visual media.
Understands different messages conveyed through visual media (e.g., main ideas and supporting details; facts and opinions; main characters, setting, and sequence of events in visual narratives).

Science Grades 3-5

Standard 6, Level II
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=2&StandardID=6
Understands relationships among organisms and their physical environment.

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).

Knows that changes in the environment can have different effects on different organisms (e.g., some organisms move in, others move out; some organisms survive and reproduce, others die).

Knows that all organisms (including humans) cause changes in their environments, and these changes can be beneficial or detrimental.

Geography Grades 3-5

Standard 4, Level II
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=2&StandardID=6
Understands the physical and human characteristics of place.

Knows how the characteristics of places are shaped by physical and human processes (e.g., effects of agriculture on changing land use and vegetation; effects of settlement on the building of roads; relationship of population distribution to land forms, climate, vegetation, or resources).

Background Activities

Activity One

The purpose of this activity is to introduce background vocabulary that will facilitate students’ understanding of the lesson activities.

1. Divide the students into small research groups and provide them with the list of words below. Ask each group to use varied information sources to define the terms. Tell the students to list the source or sources they used to find information about each term.

• Desert
• Delta
• Plain
• Silt
• Predator
• Arid
• Climate Zone

2. Ask each group to present its definition and the sources it used. Compare each group’s definition and the sources used. Students may use dictionaries, encyclopedias, trade books, and the Internet to find information.

The following is a list of Internet sources that may be helpful:

http://www.pbs.org/wnet/nature/kalahari/
http://www.zoomschool.com/biomes/desert/desert.shtml
http://www.wordcentral.com/
http://www.m-w.com/netdict.htm
http://www.natureserve.org/

3. Lead a class discussion about how one is able to learn different kinds of information depending on the source materials used.

Activity Two

The purpose of this activity is to encourage students to aesthetically respond to the film through drawing.

1. After watching the film, tell the students to draw a scene that captures the beauty and power of nature in the Kalahari Desert. Encourage students to use color to capture the richness of the land and wildlife.

Steps
Activity One

The purpose of this activity is to encourage students to explore the diverse elements of the Kalahari Desert.

1. As a class, visit the “Introduction to the Eco-Explorer” at http://www.pbs.org/wnet/nature/kalahari/eco_explorer.html. Ask the students to predict what information will be described in each section of the Eco-Explorer.

2. Divide the students into groups of three or four. Assign each group one section of the Eco-Explorer to investigate.

• Group One: Map It
• Group Two: Terra Zone
• Group Three: Wildlife
• Group Four: Florascope
• Group Five: People
• Group Six: Eco-Alert

3. Give each group a copy of the graphic organizer provided on the Organizers page to collect, record, and categorize information from the Web site section it has been assigned. A graphic organizer is a visual/spatial representation of information. It helps students explore new information and show interrelationships among concepts. Tell the students to use the Kalahari Desert Graphic Organizer as a model, modifying it by adding additional shapes and text to show connections between the facts they collect.

Activity Two

The purpose of this activity is for students to learn about the animals of the Kalahari Desert.

1. Tell the students to choose one of the following animals:

• African bullfrog
• Crocodile
• Eagle
• Elephant
• Flamingo
• Pangolin
• Sandgrouse
• Termite
• Wildebeest
• Zebra

After each student has selected his or her animal, send them to the site.

2. Provide each student with a 4×6 index card. Ask each student to draw a picture of the animal he or she has chosen on the front of the card, and to write a minimum of six facts on the back of the card.

3. After the students have created their animal cards, provide time for them to exchange cards with their classmates.

4. Create a classroom display of the students’ cards. Encourage the students to create more cards to add to the display if possible.

Extension Activities

Activity One

Have the students send a NATURE postcard to a friend by visiting the following section of the NATURE Web site.

Activity Two

Have the students visit the Puzzles & Games section of the NATURE Web site and explore the varied interactive activities.

Activity Three

Ask the students to browse the Wild Net Africa Web site at http://wildnetafrica.com/wildlife/wildlife.html and find a topic that is of interest to them. Have the students write a script for a television commercial that will interest readers in finding out more about the selected topic.