Infrared Zoo Lesson 2 Dinner in the Dark

DAY 1: A SNAKE IN THE WOODS

A. Engage Your Learners

Activity Time: 10-15 minutes

Image Sets used:

Image Appendix, Image Set 1, Exploring Small Prey Characteristics (Section VII, A): MS Word file | pdf file

Here we describe just one of many quick ways to get your learner's attention and create curiosity about the topic at hand. The ultimate goal of conducting an "engage" activity is to get your learner's curious about the topic and begin to ask questions that they will discover answers to in their explorations.

1. Show a video clip of a wooded area that may have a mouse or rabbit as the topic. Try to find a video clip where the small prey blends into its surroundings. An alternate to a video is to project (via PowerPoint or overhead transparency) a few of the visible light images of the bunnies, mice, and squirrels in their natural environment. Some examples of these images can be found in Image Appendix, Image Set 1, Exploring Small Prey Characteristics (Section VII, A) (MS Word file | pdf file).

2. Set up a thinking scenario for your learners:

"Imagine that you are a boa constrictor (rattlesnake, or some common/local pit viper) slithering through the dense forest (or desert!) searching for food. The moonlight is blocked by a dark cloud and the forest (or desert) floor is dark. You are hunting for just the right prey, not too big and not too small. You rely on your senses to help you find your meal. Aaaahhh, here comes something now. You spring into action and attack! After a brief struggle you make away with your meal."

3. Give your learners few minutes to talk in pairs or three's about the scenario. What questions do they have about the situation? The snake? The prey? Below are some sample questions they will be able to investigate further into the lesson:

• How does the snake (pit viper) locate its meal in the dark dense forest (desert floor)?
  
• Once it locates prey, how does it determine if it would be a good meal?
  
• What sort of prey can it see in the dark?
  
• Why are we talking about "nighttime seeing" specifically?

Your engage activity/discussion will form a nice segway into the exploration activities.

B. Exploring Small Prey Characteristics

Total Activity Time: 20-30 minutes

Image Sets used:

Image Appendix, Image Set 1, Exploring Small Prey Characteristics (Section VII, A): MS Word file | pdf file

This first exploration helps learners bring together their pre-existing knowledge of small prey characteristics and the natural environments they live in. It builds up a knowledge base for the activities that deal with infrared light.

1. Divide the class into small learning groups of 3-4 students each. Give each group a set of visible light images of small prey. The following images are in Image Appendix, Image Set 1, Exploring Small Prey Characteristics (Section VII, A) (MS Word file | pdf file).

• Turtles
  
• Frogs
  
• Lizards
  
• Mice
  
• Parrot & Parakeet
  
• Rabbits
  
• Squirrels

2. Ask your learners to complete Worksheets, Worksheet 1 (Section VIII, A) (MS Word file | pdf file). Inform them that they will be presenting their work to their classmates. Basic directions for Worksheet 1 are:

• Describe how the animal is camouflaged and also vulnerable in its natural habitat.
  
• Rank order the animals from "Most likely to be dinner" and "Most likely to live another day" according to the camouflage that it uses.
  
• Describe another method, besides camouflage, that the animal uses to increase it's survival. (Hints: physical characteristics of size, claws, teeth, where they live, where they can hide, speed of getaway, sense of smell or sight)
  
• Rank order the animals again, this time according to the new survival adaptation.

4. Hold a class discussion where groups can present their rankings and their reasons behind their decisions. Encourage them to ask lingering questions about the activity/animals. These learner questions will help guide the rest of the lesson.

5. If your learners are not familiar with warm-blooded vs. cold-blooded animals you should take some time to go over the basics. Specifically, they will need to understand that warm-blooded animals produce their and regulate their body heat internally while cold-blooded animals use their environment to help regulate body temperature. Cold-blooded animals normally take on the temperature of their immediate surroundings.