Good job to everyone who has written a comment to my Blog response earlier this week. I've seen your comment, IF YOU'VE WRITTEN ONE, even though you may not see it published on the blog page. I can't post everyone's, but will read it and grade you accordingly! Keep the good constructive comments coming!
Today's events included checking the traps again at the Cooks Lake area. I took a very cool video of what it was like to open a trap, remove the small mammal, take the appropriate measurements, and then release it back into its habitat. Please see the video below (it's about 4 minutes).
http://vimeo.com/29813334 (click on link or copy and paste link)
We also followed a procedure called a Deer and Hare Quadrat, in which teams of 5 searched a 50 meter by 50 meter grid in search of deer and hare signs (scat, prints, eating areas). This data gets compiled to measure an estimated population of deer and hare in the Cooks Lake area, which is also used as an estimate to calculate the overall population within Nova Scotia.
We're all very busy with tramping into these remote areas, carrying the necessary gear (backpack with water, rain gear, food, trapping equipment, notebooks, bugspray, sunscreen, etc), and spending the entire day outdoors. It's been great, but exhausting. In the evening, usually after dinner, the volunteers get together at the dinner table to lengthy discussions on the health of ecosystems, the state of climate condition, global warming, and the human condition. I am the only American from the northeast. There is a senior couple from Iowa, and another teacher from California. In addition, there is one couple and another woman from London. The conversations are very enriching because we all have very different backgrounds, politics, and walks of life. Learning about the education in England reassures me of how lucky we (and you students) have it here in America. Please be grateful for the wonderful learning opportunities that you get, because, according to my new British friends, the teachers over there have a very autocratic, know-it-all style, and do not give the students much opportunity to ask questions, explore things that are interesting to them, or do much hands-on activities.
We do have it good!
So, please respond to Part 1 of assignment 3 as a comment to this blog, and respond to Part 2 of assignment 3 in your STEM notebooks:
Animals have been designed to adapt. For example, a wood mouse has large ears and eyes so it can see and hear very well at night, when it's time to look for food and escape predation. Another example is the snowshoe hare's ability to go from brown hair to white hair during the winter in order to avoid predation, and blend in seamlessly with the environment.
Part 1 is to list 2 different Mammal species and their unique adaptation characteristic. Feel free to do a "google" search if you cannot identify any examples off the top of your head. Post part 1 to the blog site.
Part 2: In your STEM notebooks, design a new mammal that needs to be able to survive in the following conditions (draw, label, identify adaptations, etc): cool climate, seasonal snow, ice, flooding, drought, dryness; rocky, hilly, grassy, treed environment; plants and small mammals are abundant, but YOU are preyed on by large carnivores (bear, wolves, coyotes). You need to survive in this region, so be creative and think how you can adapt to all the changes!