GRADE LEVELS: 5-8

TIME ALLOTMENT: One or two 45-minute class periods

OVERVIEW:

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

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

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

SUBJECT MATTER: Science, Biology

LEARNING OBJECTIVES:

Students will be able to:

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

STANDARDS:

National Science Education Standards

Life Science

Content Standard C

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

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

MEDIA COMPONENTS:

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

Clip #1 “Cheetah vs. Gazelle”

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

Clip #2 “Lion vs. Wildebeest”

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

Websites:

“Toki’s Survival Challenge”

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

“Anatomy of a Cheetah”

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

MATERIALS:

For the class:

• 1 computer w/ internet connection and projector

For each group of 3-5 students:

• 1 computer w/ internet connection

PREP FOR TEACHERS:

Prior to teaching this lesson, you will need to:

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

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

Bookmark the website used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Next: Proceed to Activities.

GRADE LEVEL: 9-12

TIME ALLOTMENT: Two or three 45-minute class periods

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

SUBJECT MATTER: Science

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

STANDARDS
National Science Education Standards

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• The Layers of the Rainforest

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

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

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

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

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

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

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

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

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

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

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

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

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

Next: Proceed to Lesson Activities

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

GRADE LEVEL: Grades 9-12

TIME ALLOTMENT: Three 45-minute class periods

OVERVIEW: In the nineteenth-century Western frontier, the wolf was considered a menace – perpetually hunting farm animals and threatening frontier livelihoods. It was not unusual for bounty hunters to be hired to rid communities of this scourge. But one such bounty hunter, Ernest Thompson Seton, was influential in changing popular perspective on wild animals. Seton was hired to kill wolves – but one particular wolf, named Lobo, challenged Seton’s hunting abilities and piqued his more naturalistic interests. As his chase of Lobo stretched on, Seton came to believe that future generations of animals like the wolf should be protected. His focus became less on destruction and more on conservation. Seton was instrumental in spearheading environmental movements in the United States.

In this lesson, students will first learn about the “success stories” of species whose protection under the Endangered Species Act of 1973 saved them from extinction. They will then engage their knowledge of US History during the latter half of the nineteenth century to brainstorm reasons why so many of our wild species’ populations declined dramatically during this period. Students will use segments from NATURE’s The Wolf that Changed America to explore nineteenth-century attitudes toward wolves in the western United States, and will learn of the groundbreaking efforts of Seton to change the popular view of the American wilderness and to launch organizations concerned with the environment. In the Culminating Activity, students will use web resources to research conservation organizations active today, sharing their findings with the class.

SUBJECT MATTER: Life Science, Biology, Environmental Science, U.S. History

LEARNING OBJECTIVES:

Students will be able to:

• Describe how Ernest Thomas Seton and his pursuit of Lobo the wolf changed America’s view on predatory animals;
• Describe how public opinion on animal management and endangered species protection has changed from the 19^th century to today;
• Understand the history of the Endangered Species Act of 1973, and name some of the species the Act has helped protect;
• Name a list of modern-day conservation organizations and describe their initiatives.

STANDARDS

National Science Education Standards

Content Standard C: Life Science

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

THE INTERDEPENDENCE OF ORGANISMS

• Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors are threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.

Content Standard F: Science in Personal and Social Perspectives

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

SCIENCE AND TECHNOLOGY IN LOCAL, NATIONAL, AND GLOBAL CHALLENGES

• Humans have a major effect on other species. For example, the influence of humans on other organisms occurs through land use-which decreases space available to other species-and pollution-, which changes the chemical composition of air, soil, and water.

US History Standards

National Center for History in the Schools

Era 6
The Development of the Industrial United States (1870-1900)

STANDARD 1: How the rise of corporations, heavy industry, and mechanized farming transformed the American people.

Standard 1D: The student understands the effects of rapid industrialization on the environment and the emergence of the first conservation movement.

Therefore, the student is able to:

• Explain the origins of environmentalism and the conservation movement in the late 19th century.

MEDIA COMPONENTS

NATURE: The Wolf That Changed America, selected segments.

Clip 1

“1893 New Mexico”

Clip 2

“The wolf problem”

Clip 3

“Trapping Lobo”

Clip 4

“Seton’s Legacy”

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

Web sites

The following are major US and international organizations active in the field of environmental conservation. Students will research these organizations in the Culminating Activity (or substitute others of your choice).

• Conservation International

• EarthWatch Institute

• Greenpeace

• National Audubon Society

• Nature Conservancy

• Sierra Club

• Student Conservation Association

• World Wildlife Fund

MATERIALS

For the teacher:

• Video Organizer Answer Key (PDF) (RTF)
• Computer with audiovisual projection system for showing video clips

For each student:

• Video Organizer (PDF) (RTF)
• Conservation Organizer (PDF) (RTF)
• Access to computer with Internet connection

PREP FOR TEACHERS

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

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

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social book marking took such as del.icio.us or diigo (or an online book marking utility such as portaportal) will allow you to organize all the links in a central location.

Make copies of the Video Organizer and Conservation Organizer for each student, and copy the Answer Key for yourself.

INTRODUCTORY ACTIVITY

1.      Tell the students that you are going to write a list on the board. The students’ task is to try to deduce what the items on the list have in common.

2. Begin writing the following list of species from the column on the left on the board (don’t share the rest of the chart yet). Allow the students to make guesses at any time as to how the species are related (the correct answer is that they are species whose protection under the Endangered Species Act allowed for their recovery – they are Endangered Species Act “success stories”).

(source: 100 Success Stories for Endangered Species Day 2007, http://www.esasuccess.org/reports/, 3/31/2009.)

3.      Explain the list you wrote on the board – these are all species whose protection under the Endangered Species Act has led to recovery. Share some of the data from the right two columns of the chart as examples of the recovery.

4.      Explain that the facts you’ve shared track the population since the 1960s and 1970s, when data became available as the government passed laws to protect species. But going back further in time to the 19^th century, some of the species that are exceedingly rare today were once extremely common. Species populations have changed dramatically from the 19^th century to today (for example, the now-extinct passenger pigeon was once one of the most abundant birds in North America, with a population that may have reached 6 billion individuals. During the 19^th century these numbers declined dramatically, and by 1900, the bird was extinct in the wild).

5.      Ask the students to brainstorm a list of factors that might have led to these species’ decline from the 19^th century to today. What was going on in late 19^th century America that would have led to these dramatic declines in species’ population? (This was an era of westward expansion and intense development of industry and agriculture on a grand scale. Also, attitudes toward species other than humans were generally very different. There was largely no public concept that species should be protected – and no laws or governmental agencies that tried to protect animals or plants other than humans. Excessive hunting and rampant habitat destruction had an adverse effect on many, many species.)

Proceed to ACTIVITIES

Excerpts from the NATURE episode “The Wolf that Changed America”

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

Clip 1

1893 New Mexico

Clip 2

The “wolf problem”

Clip 3

Trapping Lobo

Clip 4

Seton’s Legacy