Infrared Zoo Lesson 2 Dinner in the Dark

DAY 2: SEEING IN THE DARK

A. Color Coding Small Animals

Activity Time: 30 minutes

Image Sets used:

Image Appendix, Image Set 2, Color Coding Small Animals (Section VII, B): MS Word file | pdf file

The prior activities in small prey characteristics and infrared imaging technology come together here. The primary goal of this activity is for learners to explore and begin to appreciate the information gleaned from infrared images.

1. As a starting reference, show the learners the infrared and visible light image of the baboon found in Image Appendix, Image Set 2, Color Coding Small Animals (Section VII, B) (MS Word file | pdf file). Point out the areas of skin, light hair, and heavy hair. This will give them a reference when thinking about the infrared "signatures" of the prey animals. At this point, you should remind your class about the difference between warm and cold blooded animals. Specifically, they will need to understand that warm-blooded animals produce 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.

2. Hand out Worksheets, Worksheet 2 (Section VIII, B) (MS Word file | pdf file) to each group and ask them to complete the top portion first. They should color the silhouette/outline drawings of the prey animals with colored crayons/pencils using the following false-color mapping:

• Purple/blue = coolest
  
• Pink = neutral, between warmer and cooler
  
• Yellow/Orange/red = warmest

3. Ask your learners to complete the following tasks using Worksheets, Worksheet 2 (Section VIII, B) (MS Word file | pdf file):

• Color code each animal using the color crayons/pencils according to what you believe the infrared image will look like.
  
• Rank order the prey animals from coolest to warmest.
  
• Rank order the prey animals again from Most likely to be dinner" and "Most likely to live another day" according to their infrared image. Note: it may not necessarily be the same as the coolest to warmest ranking!
  
• Describe your reasoning for the infrared ranking.

4. Inquire at the conclusion of the activity if they have any questions about the color-coding or about the animals. This will help lead into the Explain activity and give you a better guide for facilitation.

B. Help Your Learners Explain

Activity Time: 30 minutes

Image Sets used:

Image Appendix, Image Set 2, Color Coding Small Animals (Section VII, B) MS Word file | pdf file

Here you will help your learners bring together everything they have discovered and at the same time get them all "on the same page" in regards to the content presented.

1. Hand out to each group the actual infrared images from Image Appendix, Image Set 2, Color Coding Small Animals (Section VII, B) (MS Word file | pdf file).

2. Ask your learners to reassess their work on Worksheets, Worksheet 2 (Section VIII, B) (MS Word file | pdf file) and make necessary changes.

3. Hold a class discussion where groups can explain their ranking/reasoning. Ask questions that will help them understand the differences and similarities between infrared and visible light (what the eye sees) images.

4. Conclude this activity by having your learners brainstorm possible "applications" of "seeing in the infrared". This will lead into your extension activities.