Nature » migration

American Eagle: The Upper Mississippi River Valley

tanner vea — Wed, 29 Dec 2010 16:27:59 +0000

From its headwaters in Minnesota to the mouth of the Ohio River at Cairo, Illinois, the Upper Mississippi River is flanked by diverse terrain sheltering a wide variety of wildlife. Nearby prairies make perfect havens for rabbits and mice. Possum, skunks, red fox, deer, woodchucks and wild turkeys scurry amid the trees in the hardwood forests that cover the high bluffs and hillsides overlooking the river. The waters are filled with fish and overhead, ducks and geese traverse the skies while bald eagles thrive in the upper branches of cottonwoods.

That’s right. Bald eagles have returned to the Upper Mississippi Valley. In the 1960s, ecologist and writer Rachel Carson, who had publicized the claim that DDT was killing bald eagles and other birds, organized a bald eagle count along the entire length of the river that turned up only 59 individuals. Now, up to 2,500 bald eagles spend the winter along the Mississippi, with a smaller — though increasing — number staying year-round to nest.

While most adult eagles that live in southern states will remain in their nesting area through the year, bald eagles that spend the mating season in colder regions must migrate to survive. In October, juvenile eagles in Canada and the northern reaches of Minnesota and Wisconsin are the first to leave. Even those migrating for the first time find their way by instinct. By mid-November, adult eagles that nest in these colder areas will also start to head south as their nesting lakes begin to freeze.

It’s not the cold itself that poses the greatest danger when winter sets in. These birds are actually quite rugged. Instead, it’s the need for a stable food source that drives the migrations. Living in the cold requires more energy, and thus more food. In winter, an eagle must consume 6 to 11 percent of its body weight each day. Their primary food source is fish, supplemented by ducks, coots, carrion and small mammals. When ice begins to form their access to food is cut off, and eagles move to where the water is still open.

The migrating eagles make their way by riding thermals, currents of warmer air that rise from the bluffs and hillsides lining the river corridor. When conditions are right, bald eagles can travel up to 270 miles in a day. But, when tailwinds dissipate or thermals are scarce, bald eagles will linger. In time, many will find their way to the Upper Mississippi River Valley, where stretches of the river are fed by tributary waters and do not freeze.

Elsewhere on the river, human intervention has unintentionally created a favorable environment for raptors. At one time, the entire Upper Mississippi flowed freely from its source all the way to where it joins the Ohio River. In the 1930s, however, the US Army Corps of Engineers began constructing what is now a system of 29 locks and dams on the Mississippi. Where surging rapids and waterfalls once prevailed, humans created a navigable transportation route that supports both recreation and commerce. As it turns out, these changes were not only good for cargo barges that carry petroleum, coal, and agricultural goods. They were also good for the eagles. In winter, when bald eagles spend upwards of 90 percent of daylight hours roosting in order to conserve their energy, the fish that have been stunned or killed in the turbulent waters around dams provide an easy meal. Elsewhere, power plants use river water for cooling, then pump the warmed water back into the river. In these places, large groups of eagles can be seen gathering around the open waters, freed from the ice, where they can take advantage of plentiful, and accessible, supplies of gizzard shad and other fish.

Near the end of winter, as early as February, those eagles that have migrated south begin to follow the thaw back to their northern homes. Others, like the nesting pair at the Iowa hatchery in American Eagle, never migrate. They stay within several square miles of their nesting site throughout the year. During the spring and summer, all the eagles in the area become very territorial, protecting the resources that will sustain their young. But at least with the migrating “visitors” gone, the riches of the Upper Mississippi River Valley belong to its year-round residents.

Photo © Neil Rettig

Drakensberg: Barrier of Spears: Video: Full Episode

tanner vea — Mon, 06 Sep 2010 12:58:17 +0000

(View full post to see video)

The Drakensberg Mountains are Southern Africa’s Alps, rising more than 11,000 feet into the sky. But beneath their shimmering beauty lies an incredibly hostile environment for the creatures that manage to live there. Each spring, drenching rains destroy the grasslands at the base of the mountains, and those who would survive must climb up sheer cliffs of volcanic rock, through gauntlets of storms and snow, to reach the carpets of new grass on the plateau. The baboons that make their home halfway up the heights may have the advantage of agility, but eland, the world’s largest antelope, have long, spindly legs and heavy bodies, which make their climb to the top all but unbelievable. All have babies at their sides. And the vultures circle overhead. Buy the DVD. This film premiered February 8, 2009.

Endangered Relationships: Lesson Overview

eva glaser — Thu, 07 May 2009 06:37:18 +0000

(Click here for a printer-friendly version of this lesson)

GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Life Science/Environmental Science

TIME ALLOTMENT: 1-2 45-minute class periods

OVERVIEW:

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

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

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

MEDIA RESOURCES

Video

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

Clip 1: “The Living Fossil”

The horseshoe crab has survived for 350 million years.

Clip 2: “Horseshoe Crabs and Red Knots”

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

Clip 3: “Protecting the Horseshoe Crab”

Measures have been undertaken to protect the horseshoe crab.

Clip 4: “Horseshoe Crabs and Humans”

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

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

Web sites

Sierra Club Endangered Species Map

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

Standards:

National Science Education Standards

LIFE SCIENCE: Content Standard C

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

Diversity and adaptations of organisms

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

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

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

The Interdependence of Organisms

Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.

Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms.

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

SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES: Content Standard F

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

Populations, Resources, and Environments

When an area becomes overpopulated, the environment will become degraded due to the increased use of resources.

Causes of environmental degradation and resource depletion vary from region to region and from country to country.

Materials

For each student:

Endangered Relationships Exit Ticket (PDF) (RTF)

For each group of 3-4 students:

One computer with broadband internet access

For the class:

One computer for the teacher with a digital projection system

Objectives

Students will be able to:

Describe characteristics of the horseshoe crab;

Specify how “living fossils” like the horseshoe crab differ from most other species;

Understand that over 99% of all species that have ever existed on earth are extinct;

Name specific factors that can lead to species endangerment and extinction;

List several strategies that can be undertaken by humans to protect endangered species;

Provide at least one example of species interconnectedness: how the population decline of one species adversely affects another species.

Prep for Teachers

Prior to teaching this lesson, you will need to:

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

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

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

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

Next: Proceed to Activites

Endangered Relationships: Video Segments: CRASH

eva glaser — Fri, 01 May 2009 18:38:00 +0000

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

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

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

Clip 1: “The Living Fossil”

The horseshoe crab has survived for 350 million years.

Clip 2: “Horseshoe Crabs and Redknots”

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

Clip 3: Protecting the Horseshoe crab

Measures have been undertaken to protect the horseshoe crab.

Clip 4: Horseshoe Crabs and Humans

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

Earth Navigators: Video: Full Episode

tanner vea — Wed, 18 Mar 2009 23:08:24 +0000
(View full post to see video)
Seasonal changes impel a wide variety of creatures, from whooper swans to monarch butterflies, to begin their epic migrations to ancient feeding, mating, and breeding grounds, sometimes covering thousands of miles and employing ingenious methods to reach their destinations. This film premiered October 18, 2009.

Kalahari: Video: Flamingo Chicks on the Move

tanner vea — Fri, 06 Mar 2009 20:29:30 +0000

Following their parents’ lead, the flamingo chicks march across the barren desert for weeks. Every evening, the parents fly miles to bring food to their young, but in their absence, the chicks often wander off course.

American Eagle: Video: Autumn Bounty on the Mississippi

tanner vea — Tue, 11 Nov 2008 13:10:41 +0000

It’s October in the Upper Mississippi River Valley, and the weather is mild. Waterbirds, about to leave for warmer regions to the South, are a temporary bounty for the bald eagles here. Migrant bald eagles from Canada join the area’s year-round residents to take advantage of the plentiful food. As they pluck coots and mallards from the water, the eagles show off their amazing aerial antics.

Chain Reaction: Lesson Overview

ashlinn quinn — Wed, 22 Oct 2008 15:51:37 +0000

(Click here for a printer-friendly version of this lesson.)

GRADE LEVEL: 9-11

TIME ALLOTMENT: Three 45-minute periods

OVERVIEW: This inquiry-based lesson plan will challenge students to design and conduct scientifically valid experiments to evaluate hypotheses regarding an animal’s expected behavior in response to changes in its environment.

Students will first view and analyze video segments from the NATURE film “Earth Navigators” as they begin to think about animal behavior as a response to stimulus in the environment. The video clips feature many different animal species reacting to changes in the environment by migrating from one part of the earth to another. Students will predict the reasons for these migrations and will determine the stimuli that actually trigger the animals to migrate.

Following the video exploration, students will conduct reading and research to learn about isopods (commonly known as pill bugs or roly polies). The students will use the information they gather to formulate research questions having to do with the isopods’ expected response to environmental stimulus. The students will design experiments that can be conducted in the classroom to test their hypotheses. They will conduct the student-designed experiments, collecting data and reporting their findings and conclusions. They will also make suggestions for future improvements in the experimental protocol.

SUBJECT MATTER: Living Environment/Biology

LEARNING OBJECTIVES:

Students will be able to:

Draw connections between the migratory behavior of different animals and seasonal changes on Earth;

Describe migration as an instance of behavioral response to stimulus;

Using anatomical and environmental information, create a research question about an isopod’s behavior in response to environmental stimulus;

Create a hypothesis that addresses the research question;

Design and conduct an experiment to evaluate the hypothesis;

Collect data from the experiment, describe results, and evaluate conclusions.

STANDARDS AND CURRICULUM ALIGNMENT:

CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop:

Abilities necessary to do scientific inquiry

Understandings about scientific inquiry

CONTENT STANDARD C: Life Science. As a result of activities in grades 9-12, all students should develop understandings of:

Behavior of Organisms.

New York State Regents Core Curriculum Alignments
Living Environment Core Curriculum
STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

Performance Indicator 2.1: Devise ways of making observations to test proposed explanations.

Performance Indicator 2.3: Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true.

Performance Indicator 2.4: Carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

Performance Indicator 3.1: Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

STANDARD 4: Students will understand and apply scientific principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

Performance Indicator 5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.

5.3a Dynamic equilibrium results from detection of and response to stimuli. Organisms detect and respond to change in a variety of ways both at the cellular level and at the organismal level.

Key Idea 6: Plants and animals depend on each other and their physical environment.

Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.

6.1f Living organisms have the capacity to produce populations of unlimited size, but environments and resources are finite. This has profound effects on the interactions between organisms.

MEDIA COMPONENTS

Video

NATURE: Earth Navigators, selected clips

Clip 1: “Planetary Moves”

Introduction to four species’ migratory patterns.

Clip 2: “Monarch Migration”

The start of the monarch butterfly’s northward trek.

Clip 3: “Hungry Beasts”

Wildebeest and locusts on the move.

Clip 4: “Arctic Summer”

Many birds summer in the arctic.

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

Web Sites

FOSSWEB: Isopods
Includes general information on isopods and useful tips on how to find and keep pill bugs for the classroom

Isopod, Pillbug, Sow bug information
Includes general information on isopods

NCES Graphing Tutorial
This tutorial from the National Center for Education Statistics explains the various kinds of graphs and demonstrates how to build them.

MATERIALS

For the classroom:

Computer and projection system for showing video clips

Several computers for student use
Chalkboard or whiteboard

Isopods (pill bugs) in a terrarium or other classroom habitat (enough specimens for at least 15-20 per student group)

Isopod Research Organizer Answer Key (PDF) (RTF)

Materials to be used in pill bug experiments (several of each):

Paper towels or filter paper

Eye droppers

Portable Lamps

Heat Packs

Cold Packs

Card stock or construction paper

Substrate materials, e.g. sand, gravel, dirt, shredded paper, bark, etc.

Thermometers

Per group of 3-4 students:

Stopwatch

Materials to make “test chambers”: Petri dishes or small disposable bowls or plates – enough for approx. 5 or 6 per group

Roll of masking tape

Scissors or art knife

Paper cup

Data Collection Chart

Graph paper

Per student:

Isopod Research Organizer (PDF) (RTF)

Isopod Experiment Organizer (PDF) (RTF)

Isopod Experiment Assessment Rubric (PDF) (RTF)

Paper and pen

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

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

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

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

Procure live isopods (pill bugs) for the students to observe and use. Isopods are very easy to care for in the classroom, and can either be collected in the wild or ordered from a biological supply company. For more information on collecting, rearing, and keeping isopods in the classroom, see the two Isopod references mentioned in the “web sites” section.

Familiarize yourself with accepted guidelines for the safe and responsible handling of live animals in a classroom setting. The NSTA’s Responsible Use of Live Animals and Dissection in the Science Classroom and the Institute for Laboratory Animal Research’s Principles and Guidelines for the Use of Animals in Precollege Education are good general resources. Also check to see if your state or district has special animal handling guidelines or requirements.

Make copies of the Isopod Research Organizer and the Isopod Experiment Organizer for each student.

Next: Proceed to Activities

The Birds and the Beaks: Video Segments: Extraordinary Birds

robin cannito — Tue, 15 Jul 2008 16:14:50 +0000

These brief video segments can be used alone or in combination, to introduce a topic or to spark discussion among your students. The video segments can be adapted for any grade level – suggested focus questions are provided. Stream the video segments from the playlist below, or scroll to the bottom of the page to find downloadable QuickTime versions of the videos. These videos are also used in the lesson plan The Birds and The Beaks (grades 9-12).

Background:
As hummingbirds and other bird species evolved over time, they developed a variety of traits and skills beneficial to both the birds themselves and to the continuation of their species. The vast array of hummingbird species is an example of the result of these evolutionary processes. Certain birds have developed beaks allowing them to feed at particular flowers, others have cultivated brightly colored plumage, and yet others are known for the exceptional skills at navigation. Many highly skilled bird behaviors are innate – certain bird species are born with these abilities, as is the case of the homing pigeon’s innate homing ability. Scientists often do not know how these skills have been acquired in the population, except to note that these traits became advantageous for the birds as their populations evolved in their respective environments.

The segments from the NATURE episode “Extraordinary Birds” show examples of the adaptations of different birds to their varying environments.

Suggested Focus Questions:

Clip 1: A Variety of Hummingbirds

Describe two types of hummingbirds with beaks adapted to specific flowers.

What makes hummingbird flight different from the flight of other birds?

Why do you think the different colors of hummingbirds present an advantage to the birds? Why might this trait have developed in hummingbirds?

Clip 2: Little Brain, Big Journey

How long is the Rufous hummingbird’s migration route?

Describe the path of the Rufous hummingbird’s migration.

How does the Rufous hummingbird vary its migratory path? How does it know to do so?

Clip 3: The Pigeon Express

What service do the pigeons provide for Rocky Mountain Adventures?

How were these pigeons trained for their jobs?

Based on the information in the clip, what do you think gives pigeons their innate homing ability?

Clip 4: Birds of Kundha Kulam

When do the flocks usually appear in Kundha Kulam?

What is associated with the birds’ appearance and the rainy season?

Are the birds actually “bringing the rain”? Why might the birds’ appearance in Kundha Kulam coincide with the rainy season?

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, “A Variety of Hummingbirds”

Clip 2, “Little Brain, Big Journey”

Clip 3, “The Pigeon Express”

Clip 4, “Birds of Kundha Kulam”

Chain Reaction: Video Segments: Earth Navigators

ashlinn quinn — Tue, 15 Jul 2008 15:54:09 +0000

These brief video segments can be used alone or in combination, to introduce a topic or to spark discussion among your students. The video segments can be adapted for any grade level – suggested focus questions are provided. Stream the video segments from the playlist below, or scroll to the bottom of the page to find downloadable QuickTime versions of the videos. These videos are also used in the lesson plan Chain Reaction (grades 9-12).

Background:
Seasonal changes impel a wide variety of creatures to begin migrations – sometimes on an epic scale – to feeding, mating, and breeding grounds. These journeys sometimes cover thousands of miles and require ingenious methods to accomplish. These video segments from the NATURE film “Earth Navigators” feature different animal species reacting to changes in their environments by migrating from one part of the earth to another.

Suggested Focus Questions:

Clip 1: Planetary Moves

What causes the seasons?

How does the earth’s travel around the sun relate to the movements of animals around the globe?

Name the four migrating animals in this clip. Where on the globe does each animal migrate?

Clip 2: Monarch Migration

How is the spring equinox defined?

What does the coming of spring trigger for monarch butterflies?

Where does the monarch’s migration begin? Where are they headed?

Clip 3: Hungry Beasts

Why do wildebeest migrate? Why do locust hoppers migrate? How is the migration of the two animals similar?

How many wildebeest might there be in a typical herd? Why do you think the wildebeest travel in such large groups?

Locate the Serengeti and Lake Victoria on a world map. Use the map to trace the wildebeest’s annual migratory path.

Clip 4: Arctic Summer

Define the summer solstice. What conditions can you expect above the Arctic circle in summer?

Why do so many birds spend the summer in the Arctic?

Downloadable QuickTime versions of the video segments:
(Note: To downoad 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: “Planetary Moves”

Clip 2: “Monarch Migration”

Clip 3: “Hungry Beasts”

Clip 4: “Arctic Summer“