Peppered Moth activity - Winston-Salem/Forsyth … One paperclip each of four different colors for...

Peppered Moth activity: Camouflage Background information for teachers: http://www.millerandlevine.com/km/evol/Moths/moths.html

Materials needed: For each group of 3-4 students Large sheet of newspaper without color photos Small squares of black construction paper Small squares of white construction paper Small squares of newspaper without color photos Set up: Place one large sheet of newspaper in front of each group of students. Have all but one student at each group shut his/her eyes. While the other students eyes are shut, have the remaining student spread the black squares, white squares, and newsprint squares onto the sheet of newsprint. Have all students open their eyes. All 5 to 10 seconds for the group to pick up squares of paper. Pick up only one square at a time. Chart how many of each type of paper was picked up by each group. Have a different group member place the paper squares on the newspaper and repeat the process. Chart the results. Discuss how camouflage aids animals.

Bird Beak Adaptation Activity Materials: (students will be split into groups) Forceps or tweezers spoons Drinking straws Chopsticks Syrofoam packing peanuts Staple remover Toothpicks Marbles Small containers to hold water Paper clips Trays or plates for each “bird” A copy of the bird cards (one set for the class) Students will use their “beak” to collect as much food as possible from the tray or plate. Students will be timed for each bird beak for 30 seconds. As students pick up the “food”, they will transfer it to a cup, which represents the “stomach” of the bird. Only one hand can be used, preferably the non-dominant hand. Students can record their findings in their science notebooks. Questions to reflect upon:

v Which type of bird was able to ea the most food pieces? v What type of bird ate the least amount of food? v Which type of food was most difficult for your bird to eat? v Which type of food was easiest for your bird to eat? v Do all birds have the same diet?

Bird Adaptation Activity Cards

Flamingos: Their bills act like strainers to filter tiny plants and animals from the water. *Use your non-dominant hand. Put your dominant hand behind your back. Task: Use the “spoon” to get the Styrofoam pieces. Be sure to drain out the water before removing the Styrofoam from the spoon.

Hawks: They use their sharp beaks to tear flesh. *Use your non-dominant hand. Put your dominant hand behind your back. Task: Use the staple remover to pick up one paper clip at a time.


Hummingbirds: Their long, hollow beaks are used to probe flowers for nectar. *Use your non-dominant hand. Put your dominant hand behind your back. Task: Use the short straw and your thumb to transfer water from one container to the other.

Warblers: They fee on insects from leaves, logs and twigs. *Use your non-dominant hand. Put your dominant hand behind your back. Task: Use the forceps to pick up one toothpick at a time.


Robins: Their beaks allow them to probe the soil for insects… yummy! *Use your non-dominant hand. Put your dominant hand behind your back. Task: Use the chopsticks to pick up one delicious bug (marble) at a time!

Paperclip Habitat Fragmentation Activity Caroline Nielsen and Anne Coleman from Cabrini College

Overview

In this activity, students take on the role of salamanders trying to find mates with dissimilar genetic material, and they will see that as their forest is broken up into smaller sections, this becomes increasingly difficult. This activity helps students understand the harmful effects of habitat fragmentation (the breaking up of natural habitat into smaller pieces by human development). The activity itself emphasizes inbreeding as a result of fragmentation, but the discussion also addresses edge effects and increased susceptibility to random events.

Materials

- One paperclip each of four different colors for each student (For example, if you have 12 students, you might use 12 red paperclips, 12 blue, 12 yellow, and 12 green.) - These should be placed in a dish (or hat, etc.) that you can pass around.

- Two pieces of string, each long enough to stretch from one edge of your learning area to the other edge

- Worksheets

Activity

- Pass around the dish of paperclips and have each student take two without looking.

- Explain that they are all salamanders living in Salamander Forest. Ask what salamanders need to find to be successful. Hopefully, in addition to food and shelter, the students will mention mates. (If not, mention reproduction.)

- Ask whether animals should mate with another animal who has the exact same genes as them, or one with different genes. Hopefully, they will say different genes. Talk about the genetic hazards of inbreeding.

- Explain that each student needs to find a “mate” with no paperclip colors in common. (Note: gender doesn’t matter.) Let them find mates, and help if necessary.

- Count how many pairs of salamanders mated successfully. Hand out worksheet and have students record Round 1 result.

- Now explain that a four-lane interstate highway has been built through the middle of Salamander Forest. (There is no way for salamanders to cross without being squished.) Run one string through the middle of the area, dividing it approximately in half.

- Have students find a mate again, then count the pairs and have them record the Round 2 results.

- Explain that a second highway has been built through Salamander Forest. Run the second string perpendicular to the first, dividing the area approximately into quarters.

- Have students find a mate again, then count the pairs and have them record the Round 3 results.

- Ask the students to complete their worksheets.

- Discuss worksheet answers. Students should understand that fragmentation leads to inbreeding, harmful edge effects, and higher susceptibility to random events.

Paperclip Habitat Fragmentation Activity Worksheet

How many pairs of salamanders were able to successfully mate in each round?

Round 1 ____________ Round 2 ____________ Round 3 ____________

Make a graph of these results:

Why are these results important? Do you think the habitat along the highway is as good for salamanders as habitat deep in the forest? Why or why not? If a fire destroys one quarter of the Salamander Forest, and there are no roads, will salamanders be able to re-colonize the burned section after the trees re-grow? Yes No Will there eventually be as many salamanders as there were before the fire? Yes No If a fire destroys one quarter of the Salamander Forest after it is divided into quarters by highways, then will salamanders be able to re-colonize the burned section ? Yes No Will there eventually be as many salamanders as there were before the fire? Yes No

SUN

Food chain/energy transfer activity Caroline Nielsen and Anne Coleman from Cabrini College

Overview: In this activity students will learn about energy flow through a basic food web by completing an activity in which they transfer “energy” from one level to the next. Through the activity and discussion students will come to understand:

à Why there is more energy at the lower trophic levels,

à Not all energy is transferred to the next trophic level

à Strength and weakness of a model

Materials needed: for each classroom (indoors use paperclips/outdoors use water) One large container (large dishpan) of water or paperclips One spoon for every student One bowl (marked) for every student - Worksheets

Before the Activity:

à Label the inside of your small bowls with the letter corresponding to their role. (The exact number does not matter as long as you have a decreasing number as you go up the food chain)

13: “P” [Producers] 8: “H” [Herbivores] 4: “C” [Carnivores]

2: “TC” [Top Carnivores] 3: “D” [Detritivores] (decomposers)

à Arrange the bowls as shown below . Ideally this activity would be done in a large space, however a classroom can workso that you can have a student standing by each bowl. This activity is best done in a large space, so the parts can be spread out, but a classroom will work.

à Fill the sun with “energy” Paper clips or water

Activity

--> Ask the students about what they know of trophic levels? (Names, energy transfer ect….) [This step is important to engage the students in thinking and wondering about trophic levels instead of just trying to get more “energy” then the student next to them.]

à Explain the game to the students.

1. Goal is to collect as much energy as fast as you can from the trophic level below you (e.g. Herbivores collect energy from producers; top carnivores collect energy only from carnivores)

2. No one can move their bowl except the detritivores. Detritivores can carry their bowl and collect energy from anyone they want. You cannot move your bowl.

3. No using hands to help carry or collect energy. SPOONS only! It is okay if some of the energy does not make it to your bowl.

à Give each student a spoon and have them stand by a bowl.

à Let the activity begin. You will have solid results you can use in 3-5 minutes depending on the energy level of the students.

àHave the students gather with their bowls to make observations, comparing who has the most energy, the least, if all energy made it into the bowls.

àHave the students complete the worksheet either as individuals or in groups.

à Discuss their findings.

à At the end of the class you want to check for understanding either by going around and have each student say something they learned, or have them do a quick write to be handed in as they leave. [This is important, so that you know whether the students really learned the concepts and to catch any misconceptions.]

ANSWER KEY:

Name at least three things you observed about the energy flow model.

Answers will vary, but hopefully they will talk about more energy being available for the producers, fewer organisms at each trophic level…. They may also note that the detrivores made at the best, which is your opportunity to talk about the strengths and weaknesses of a model. Nothing is eating the detritivores in this model.

Which trophic level has access to the most energy? _____PRODUCERS__________________

What process brings energy into the ecosystem? -_______PHOTOSYNTHESIS_____________

Which trophic level has access to the most energy? _______PRODUCERS________________

Which group consumes many different trophic levels? ___DETRITIVORE________________

In real ecosystems, how much of the energy stored in one trophic level typically makes it to the next trophic level?

___10___%

Energy Flow Activity Worksheet

Name at least three things you observed about the energy flow model.

Which trophic level has access to the most energy? ___________________________________

What process brings energy into the ecosystem? -_____________________________________

Which trophic level has access to the most energy? ___________________________________

Which group consumes many different trophic levels? _________________________________

In real ecosystems, how much of the energy stored in one trophic level typically makes it to the next trophic level?

__________%

Name ______________________________A r i a n n a ’s

TM

SCIENTIST CASE STUDIESACTIVITY 3

15

0254BLM Copyright © 2005, NATIONAL DAIRY COUNCIL,® Rosemont, IL 60018-5616. Material on this page only may be duplicated for educational purposes.

Case 4

Dr. Gerald McCarthy is the head of the New Zealand team studying ice core samples.Back home when he got a bruise, it healed in a week or two. He’s noticed lately that bruises on his arms and legs are healing slower.

Case 5

Dr. Laura Hatchett is a marine biologist. She is studying penguins. Every day by noon, she feelsvery tired. By 2:00 p.m., she needs to take a nap. Penguins are definitely not boring.There mustbe another reason for Dr. Hatchett’s low energy.

✁

Case 2

Dr. Nicholas DiCarlo is a geologist from Italy. A geologist studies rocks. Dr. D is having troublelifting the crates of rock samples lately. He says that they seem heavier than when he first gothere. He’s sure the rocks aren’t any different. Others on his team are not having a problem.

Case 3

Dr. Peter Jackson is a photographer from Michigan. He takes pictures of giant glaciers anddevelops them in his darkroom. Lately he keeps stubbing his toes in the darkroom. He says that he can see just fine outside. However, he has trouble seeing in the darkroom and at night.Sometimes the team hears crashing sounds at night followed by an “Ouch!”

Case 1

Dr. Penny Klieg is studying the climate of Antarctica. She is here with a team from Germany.She slipped on the ice last month and broke her arm. An x-ray indicated her arm bones are rather thin.

STRAWBERRIES

Calcium Protein Vitamin A Vitamin C Carboydrate CaloriesSource: “Comprehensive List of Foods,” pp 20-30 of Food Model/Comparison Card Leader Guide.

1% 0% 0%

70%

2% 1%

RICE, BROWN


1%6%

– 0%

8%5%

CORN CHIPS


4% 4% 1% 0%5%

8%

Name ______________________________

1% LOWFAT MILK


30%

16%10%

3% 4% 5%

HAMBURGER


1%

40%

0% 0% 0%

12%

SQUASH, WINTER


1% 2%

73%

17%

3% 2%

A r i a n n a ’s

TM

COMPARISON CARDSACTIVITY 3

14


Name ______________________________A r i a n n a’s

TM

FOOD BENEFITS MATCHING CARDSACTIVITIES 3 AND 6

13


Yogurt

Cheese

Eggs

Chicken

Carrots

Spinach

Strawberries

Orange

Tortilla

Rye Bread

Milk Group

Milk Group

Meat Group

Meat Group

Vegetable Group

Vegetable Group

Fruit Group

Fruit Group

Grain Group

Grain Group

Strong Bones and Teeth

Strong Bones and Teeth

Strong Muscles

Strong Muscles

Night Vision

Night Vision

Heals Cuts and Bruises

Heals Cuts and Bruises

Energy

Energy

Calcium

Calcium

Protein

Protein

Vitamin A

Vitamin A

Vitamin C

Vitamin C

Carbohydrate

Carbohydrate

!

Books for Animal Studies/Habitats/Adaptations

10/2011

Title Author ISBN Bird Migration An Illustrated Account Robert Burton 0-8160-2781-1 Animal Giants Barbara Taylor 0-7534-5770-9 Animal Homes Joyce Pope 0-8167-2776-7 Animal Journeys Joyce Pope 0-8167-2778-3 Animal Homes Ann O Squire 0-516-25996-2 Poisoners and Pretenders Michael Chinery 0-7787-0229-4 Pee-Yew! The Stinkiest, Smelliest Animals, Insects, and Plants on Earth!

Mike Artell 1-59647-054-2

The Truth About Animal Communication Bernard Stonehouse & Esther Bertram

0-439-54329-0

Animal Senses How Animals See, Hear, Taste, Smell and Feel

Pamela Hickman & Pat Stephens 0-590-38642-5

Camouflage Bernard Stonehouse 0-439-09591-3 Defenders Bernard Stonehouse 0-439-15347-6 Teeth Sneed B Collard III 0-545-11875-1 Raptor! A Kid’s Guide to Birds of Prey Christyna M & René Laubach and

Charles WG Smith 1-58017-445-0

And So They Build Bert Kitchen 1-56402-217-x Where in the Wild? Camouflaged Creatures Concealed…and Revealed

David M Schwartz and Yael Schy 1-58246-207-0

Extreme Animals The Toughest Creatures on Earth

Nicola Davies 0-7636-7037-5

Disguises and Surprises Claire Llewellyn 0-7636-0037-7 Animal Disguises Belinda Weber 978-0-7534-6451-9 A Journey into a Lake Rebecca L Johnson 1-57505-594-5 A Journey into the Ocean Rebecca L Johnson 1-57505-591-0 A Journey into an Estuary Rebecca L Johnson 1-57505-592-9 North Carolina Afield Ida Phillips Lynch 0-9675026-1-6 North Carolina Wild Places A Closer Look Ed. By Lawrence S Earley 0-9628949-1-5 North Carolina Wildlife Viewing Guide Charles E Roe 1-56044-055-4 Seacoast Life An Ecological Guide to Natural Seashore Communities in North Carolina

Judith M Spitsbergen 0-8078-4109-9

Animal Adaptations Peter Winkler 0-7922-4577-6 The Animals of Grandfather Mountain Laurie Mitchell Jakobsen 1-887905-48-0 An Island Scrapbook Dawn to Dusk on a Barrier Island

Virginia Wright-Frierson 0-329-28392-8

A Long Look At Nature Margaret Martin 0-8078-4985-5 Wetlands Melissa Cole 1-56711-810-0 Urban Wildlife Habitats Barbara Taylor 0-8368-7259-2 Forests Anita Ganeri 0-8368-3567-0 How Many Ways Can You Catch A Fly? Steve Jenkins & Robin Page 978—618-96634-9

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