From the students’ responses, I will know what knowledge the students already have and what information to cover in the unit.
Lesson (50 minutes)
Preparation
Objectives:
• Given information about how coyote interacts with other organisms and the physical environment, students will formulate a hypothesis and then revise their hypothesis four times.
Connections:
• Strand 6.4: Stability and Change in Ecosystems
The study of ecosystems includes the interaction of organisms with each other and with the physical environment. Consistent interactions occur within and between species in various ecosystems as organisms obtain resources, change the environment, and are affected by the environment. This influences the flow of energy through an ecosystem,
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The students will learn about the coyote/human problem during the first lesson. The second lesson focuses on the history of the coyote in the United States. Students will watch a documentary and use the Jigsaw learning strategy to teach other students about their portion of the documentary. Students will use this information to revise their hypotheses from the first lesson. The third lesson will discuss the following: habitat, characteristics, range, adaptations, behavior, diet, predators, and life-span of the coyote. This information will help them understand the coyote and how it interacts with other organisms and the physical environment. After the third lesson, students will visit the National Wildlife Research Center where they will learn more about the coyote. Students will gather more information and record it in their field guide/science journal which they will use to revise their hypotheses. During the fourth lesson, students will share their experiences from the field trip and begin their presentations. During the fifth lesson, students will finish their presentations and share their presentations with other students. Students will share their presentations with four other students in the class. The slide presentation includes the information they recorded about the coyote, facts they learned at the National Wildlife Research Center, their experience on the field trip, pictures, and their response to the question from lesson one using evidence provided in class or from the representative at the National Wildlife Research Center. An extra credit assignment has been created for students who want to extend their learning and for students who finish their slides early. Students research an animal of their choice using a concept map, list three interesting facts, and compare/contrast their animal with the coyote
Robert's encounter with the coyote is a significant step in his understanding of animals and, in turn, this leads to a greater understanding of himself. For Robert to be a soldier, it is important for him to see the point of view of a hunter. He learns from the coyote that a hunter must be generous and kill only in order to survive ("Animals and Their Significance" 1). Robert follows the coyote and watches as it passes two gophers and does not even "pause to scuffle the burrows or even sniff at them. It just [goes] right on trotting--forward towards its goal" (26). The coyote seems to sense Robert's connection with animals and realizes that he is not a threat. This is why the coyote continues to let Robert follow behind when it knows he is there. They drink together at the river, enjoying a "special communion" (Pirie 73). Then the animal tries to communicate with Robert by barking at him, "telling Robert the valley [is] vacant: safe" and then barks another three times to announce its departure (28). When Robert returns to the base, he pays the price for his time with the coyote and is confined to the barracks, but the experience has a profound impact on him. In his confinement, he feels as if the coyote has become a part of him, and he wishes "that someone would howl" (28).
Lost by his parents at a young age, Pecos Bill was raised by a pack of coyotes who treated him like one of their own. When Bill reached adulthood, he left his coyote family and took up ranching and cattle herding as a profession. Most of Bill’s adventures him protecting his herd of prized cows out in the sandy desert. He rode a snarling mountain lion and a swirling cyclone to make sure they did not take his cows. Bill even used a lasso of rattle snakes to rope his whole herd at
In the stories “The Coyote”, “The First False Face”, and “ The Buffalo and the Corn” there are many similarities. They all have life lessons that they are learning, such as don’t be boastful, listen to your elders, and learn from your mistakes. These are very important and helpful, because they teach you about the themes. Another thing would be they all are based on native american
Once upon a time, Coyote was hungry, as he always was, but didn't want to hunt for his own food. Instead, he decided to trick the five Wolf brothers
In the story, Coyote comes across the skull of Buffalo Bull, who he has always hated. He sees this as an opportunity for a little retaliation. Coyote “picked up the skull and threw it into the air; he kicked it and spat on it; he threw
Zumbo, Jim. "Coyote School: Master the art of coyote hunting to be a better big game
Phillips, Michael K., Smith, Douglas W. The Wolves of Yellowstone. Voyage Press, Inc. 1996, pgs 25-30.
Individuals, specifically students, of todays modern world, often get caught up in the world of connections and seem to care less about receiving a quality education. This alters the way teachers teach and the way students learn. Students have become “consumers” as if education is an exchange for credits. In Walker Percy’s essay, "The Loss of the Creature”, he discusses how through preconceptions and the surrender of our sovereignty, humans lose the ability to experience life, education, and all their elements. Percy begins his essay with an example of the visitor who always wanted to visit Grand Canyon and his experience by the ideas and thoughts of what it should be when he was there. The second part of his essay he discusses the differences
Hence, the image of the trickster Coyote is the focal point in these two cultures, because of his/her never-ending desire to start the next story for the creation of the world and have everything right. Native American culture has a lot of dialogic perspectives in it; in the form of stories and conversations in which all humans and non-humans communicate (Irwin,2000, p39) and writers often highlight the importance of the oral cultural inheritance both as the notion of their being and as method for their writing. Coyote in traditional oral culture reminds us the semiotic component of sufferings of
Purpose: The purpose of this lab is to investigate the various components of different ecosystems in a smaller representation and study the conditions required for the ecosystem’s sustainability as well as the connections between
The Pre-K and Kindergarten class studied habitats of various animals and insects. They were given examples and tough how the animals made their homes. The students built a bird house as their project and as something to take home to remind them of what they learned. Finally they went on a field trip to Legoland where they explored and built “habitats” for their families and the Lego people. The first and second grade class learned about marine life and the ocean. They built shoe box dioramas of coral reefs and created art projects depicting sea life as well as learning new facts about the ocean. The students got to go to the Aquarium for their field trip. Finally the third and fourth graders studied the rain forests and their ecosystems. The students built rainforest models and terrariums along with small group discussions on different ideas human intervention and conservation. They finished their week at the zoo where they studied different rainforest inhabitants in
The coyote's ears are wide, pointed, and stick out. It has a tapering muzzle and a black nose. Unlike most dogs, the top of the muzzle on coyotes forms an almost continuous line with the forehead. The yellow, slightly slanting eyes, with their black round pupils, give the coyote a characteristic expression of slyness. The canine teeth are remarkably long and can inflict serious wounds. The neck is well furred and looks oversized for the body. The long tongue often hangs down between the teeth. The coyote regulates its body temperature by panting like most dogs.
" Society & Animals 18.2 (2010): 183-203. Academic Search Premier -. EBSCO. Web. The Web. The Web.
When I was three years old, I spent my summer in a pond by my home chasing frogs and snakes. When I was five years old, my mother found me sleeping under a mare with her foal. When I was fifteen I spent my spare time working for a family friend’s thoroughbred farm. However, my first love for animal care was born when I was nineteen when I first held an owl. I was an extremely fortunate child to grow up in the Maine wilderness as I did, learning to marvel at the raw beauty of nature at a young age. I attended a nature themed summer camp every year throughout my youth, learning about the sciences of soil and water systems and how they impacted the animals around them. I took every opportunity to immerse myself in animals at any opportunity, from
The branch of science that deals with how living things, including humans, are related to their surroundings is called ecology . The Earth supports some 5 million species of plants, animals, and microorganisms. These interact and influence their surroundings, forming a vast network of interrelated environmental systems called ecosystems. The arctic tundra is an ecosystem and so is a Brazilian rain forest. The islands of Hawaii are a relatively isolated ecosystem. If left undisturbed, natural environmental systems tend to achieve balance or stability among the various species of plants and animals. Complex ecosystems are able to compensate for changes caused by weather or intrusions from migrating animals and are therefore usually said to be more stable than simple ecosystems. A field of corn has only one dominant species, the corn plant, and is a very simple ecosystem. It is easily destroyed by drought, insects, disease, or overuse. A forest may remain relatively unchanged by weather that would destroy a nearby field of corn, because the forest is characterized by greater diversity of plants and animals. Its complexity gives it stability.