Text and Activity Adapted from: Teachers Domain and Discovery Education

Transcription

1 Text and Activity Adapted from: Teachers Domain and Discovery Education Overview: Students visit the Arctic by watching a video segment from Wild Europe: "Wild Arctic." This fascinating film describes some of the plants and animals that live in the tundra biome, and captures the harshness of the treeless arctic environment. Students will focus on the adaptations organisms use to survive throughout the seasons. They will work with their peers to learn specifically how individual organisms survive in the harsh Arctic environment. Key Concepts: Students will experience the extreme conditions that plants and animals face when living in the tundra biome. They will investigate specific organisms and their physical and behavioral adaptations. Time: 2, minute class periods Materials: Video clip, Wild Europe: "Wild Arctic" Computer with internet access Poster paper/construction Paper Pencil, markers, pens Sponsored by: National Science Foundation (NSF Award ) 1

2 Content Background: The tundra biome is characterized by extreme climate and complex interrelationships between organisms and their environment. The world of any one species is an intricate web of land and ice conditions, seasonal changes, and interdependencies on other plants and animals. Changes that affect even a small part of this structure can have far-reaching effects on the ecosystem as a whole. Ice shapes the landscape of the tundra biome and, somewhat paradoxically, allows for far more plant life to grow in this environment than would otherwise be possible. Precipitation levels in the Arctic (six to ten inches annually) are equivalent to those found in the world's deserts. Thus, water, even in summer, is at a premium. However, because of a permanently frozen underground layer called permafrost, water that falls to the ground as precipitation collects on the surface, rather than moving quickly through the soil and out of reach. This allows a wealth of plants to exist even in the driest parts of the Arctic. There are approximately seventeen hundred species of plants in the Arctic, including grasses, mosses, herbaceous plants, and shrubs. All of these have shallow root systems, tend to grow low to the ground, and generally reproduce by budding (asexual reproduction) rather than with flowers and seeds. This last characteristic causes many tundra biome plants to grow in clumps and, in some cases, to become reproductively isolated from related clumps growing nearby. Indeed, scientists have found significant genetic variation between members of the same species of plant growing within a mile of one another. It is thought that these variations provide a long-term survival benefit, equipping the species as a whole with adaptations that allow at least some individuals to withstand dramatic climate shifts. Aim: How do animals and plants survive in the tundra biome? Objectives: Students will be able to: explain that species have adaptations that allow them to survive. research the behavioral and physical adaptations of an animal from the Arctic. create a poster and make a presentation about the animal. 2

3 Activity: 1. Write the word adaptation on the board. Ask students to describe what they think an adaptation is. Guide students by breaking down the word. adaptation: A trait or modification that helps a plant or animal fit in and survive in its environment. Example: Giraffes have long necks to reach the leaves in the tall trees on the savanna. 2. Discuss conditions of the polar habitats that make survival difficult. extreme cold, prey often scarce, fierce predators, ice cover for much of the year, darkness during much of year 3. View the Wild Arctic video with students. Have them take notes on the various animals and plants that they see in the video and specific adaptations that the animals or plants use to survive in the tundra. To access the video: a. Go to Resources on the SPRINTT website and login. b. Select Phase II. c. Select Wild Arctic Video. Discussion Questions on Video: Screenshot of the Wild Arctic Video What are the climatic conditions in the Arctic tundra biome? Extreme cold, wind, 24 hours of sunlight, 24 hours of darkness Where is the tundra biome located in the world? The North Pole What are some examples of animals that live in the Arctic tundra, and how are they adapted to their environment? Answers will vary. What are some examples of Arctic tundra plants and how are they adapted to their environment? Answers will vary. 3

4 4. Tell students that organisms can have both physical and behavioral adaptations. Ask students to list physical and biological adaptations from the video. Watch it again if necessary. behavioral adaptation: The particular behavior of an animal that helps it to survive in the unique conditions of its environment. The way it feeds, mates, breeds, migrates, etc. Example: Birds fly south in the winter because they can find more food. physical adaptation: A characteristic or modification in an animal's body that helps it to survive in its habitat. Example: A male peacock's bright feathers help it attract a mate. 5. Group students in pairs. Each pair will choose one Arctic animal and one Arctic plant to research. Teachers may provide a list of suggested plants and animals from which to choose. Student research should focus on behavioral or physical adaptations that help the animal survive in its extreme climate. After finishing their research, each pair will create a large diagram of their animal and plant on poster board or construction paper and give a brief presentation to the class. 6. Students should include the information below on their diagram. a. Name of animal and/or plant b. Size (length or height and weight; give a range) c. Habitat and Distribution d. Diet or prey e. Main predators f. Physical adaptations (Explain how each helps the animal survive.) g. Behavioral adaptations (Explain how each helps the animal survive.) 7. Students will find all the information they need from the following website. To access the website: d. Go to Resources on the SPRINTT website and login. e. Select Phase II. f. Select Website for Adaptations Diagram Information. 4

5 Use the following three-point rubric to evaluate students' work during this lesson. Three points: Students were highly engaged in class discussions, created a clear, detailed poster of their animal with plentiful information on both physical and behavioral adaptations, and actively contributed to the presentation to the class. Two points: Students participated somewhat in class discussions, created a mostly accurate poster of their animal that included information on some physical and behavioral adaptations, and contributed somewhat the presentation to the class. One point: Students participated minimally in class discussions, created a poster that included information on few, if any, adaptations, and did not work cooperatively in or contribute adequately to the presentation to the class. Assessment: Students will display their posters around the room. Each student will visit all the other posters in the room. They will choose 10 different organisms displayed within their classmates posters and write notes about them in a graphic organizer. 5