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AUTHOR Taragan, BarbaraTITLE [Enter the World of the Naturalist.] Nature. Teacher's

Guide.INSTITUTION Thirteen WNET, New York, NY.; Public Broadcasting Service,

Washington, DC. PBS Elementary/Secondary Service.SPONS AGENCY American Gas Association, Arlington, VA. Educational

Services.PUB DATE 1989-00-00NOTE 16p.; Support also provided by Canon U.S.A., Inc. Videotape

and poster not available from ERIC. For other guides in thisseries, see SE 062 674-81.

AVAILABLE FROM Thirteen-WNET, 356 58th Street, New York, NY 10019. Tel:800-336-1917 (Toll Free); Web site: http://www.pbs.org; Website: http://www.wnet.org.

PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Animal Behavior; Animals; Development; Ecological Factors;

*Ecology; Elementary Secondary Education; *EnvironmentalEducation; Foreign.Countries; *Naturalistic Observation;*Physical Environment; Science Activities; Science andSociety; Scientific Concepts; Teaching Guides; WaterResources; *Wildlife

IDENTIFIERS *Animal Communication; Nature; Nature (Television Series)

ABSTRACTThis curriculum guide was developed for use with public

television's Nature series. The materials in the guide are designed to helpstudents actively participate in the study and experience of nature. Studentsare encouraged to view the programs as naturalists would, observing animalsin their environment, noting their behavior, and drawing conclusions. Eachlesson in the Teacher's Resource Guide includes: (1) a "Program Overview"that presents background information and brief synopses of the program to beviewed; (2) "Objectives" that provide the teacher with measurement goals; (3)

a "Before Viewing Activity" that familiarizes students with the subject andallows them to set purposes for viewing; (4) "Vocabulary" that featuresdefinitions of unfamiliar words used in each program; (5) "DiscussionQuestions" that help students assess the main points of the program; (6)

"Suggested Reading" for students who may want to learn more about the topic;and (7) a "Naturalist's Guide" (student worksheet) to be duplicated anddistributed to students. The programs highlighted in this guide focus onanimal family groupings, exploring the various ways they bear and raise youngand share tasks and responsibilities such as hunting and protection. Programtitles include "Kali the Lion," "Year of the Jackal," "The Frozen Ocean,""The Land of Beyond," and "The Young Ones." (WRM)

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U S DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asved from the person or organization

originating it.

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Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

NATURE is produced for PBS by Thirteen/WNET in New York.

NATURE is made possible by the Corporation for Public Broadcasting, by the nation's Public Television Stations,and by underwriting grants from the American Gas Association (A.G.A.) and Canon U.S.A., Inc.

American GasAssociation Canon

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GU"RD L21"

ACKNOWLEDGEMENTS

This guide was produced by

wnetEducational Resources CenterRuth Ann Burns, Director

Project Director: Robert A. MillerSupervising Editor: Christine EconomosDesign: B.T. WhitehillProject Coordinator: Christina L. DraperWriter: Barbara TaraganCopy Editor: Edwina McMahonProofreader: Kevin E. KennedyAdvisors: Dr. Kenneth A. Chambers

Assistant Chairman (retired)Department of EducationAmerican Museum of Natural HistoryJohn KominskiAssistant Director of ScienceNew York City Board of Education

For the NATURE seriesHost and Executive Editor: George PageExecutive Producer: Fred KaufmanScience Editor: Janet HessCoordinating Producer: Julie LeonardSeries Coordinator: Janice YoungManager: Eileen FraherResearchers/Writers: Susane Lee, Hildy RubinAssociate Producer: Caroline CorneyProduction Assistants: Jill Clarke, Jessica SiegelProduction Secretary: Mai Lee

Production Manager: Dan Valance

NATURE is produced for PBS by Thirteen/WNET inNew York.

NATURE is made possible by the Corporation forPublic Broadcasting, by the nation's Public TelevisionStations and by underwriting grants from the AmericanGas Association (A.G.A.) and Canon U.S.A., Inc.

© 1994 Thirteen/WNET

TABLE OFCONTENTS

To The Teacher

Kali the Lion 2

Year of the Jackal 4

The Young Ones 6

The Frozen Ocean 8

The Land of Beyond I 0

Videocassette Information I 2

Nature Schedule I 2

TOTHETEACHER

INTRODUCTION

This curriculum guide has been developed for usewith Public Television's NATURE series. Hosted byGeorge Page, NATURE illuminates the beauty andmystery of the natural world as it explores a widerange of topics. The programs highlighted in thisguide focus on animal family groupings, exploringthe various ways they bear and raise young andshare tasks and responsibilities, such as hunting andprotection. Kali, a lioness that lives on the MaasaiMara grasslands of Kenya, is the focus of "Kali theLion." A family of golden jackals is the subject of"Year of the Jackal," a wonderful story of life andsurvival on the Lemuta grasslands of Tanzania."The Frozen Ocean," from the NATURE mini-series KINGDOM OF THE ICE BEAR, looks atmarine mammals of the Arctic, including polarbears, walruses, and seals as well as at a variety of seabirds. "The Land of Beyond," from the same series,examines land mammals of the Arctic, includingcaribou, lemmings, foxes, and hares. The programexplores how they breed and raise their young dur-ing the abbreviated Arctic summer. "The YoungOnes," from the NATURE mini-series THE NA-TURE OF SEX, highlights the ways various speciesbreed and care for their young.

The materials in this guide have been designed tohelp students actively participate in the study andexperience of nature. Students are encouraged toview the programs as naturalists would, observinganimals in their environment, noting their behavior,and drawing conclusions.

Each lesson in the Teacher's Resource Guideincludes:

O a Program Overview that gives backgroundinformation and brief synopses of the programto be viewed;

O Objectives that provide the teacher with measur-able goals;

O a Before Viewing Activity that familiarizes stu-dents with the subject and allows them to setpurposes for viewing;

O Vocabulary that gives definitions of unfamiliarwords used in each program;

O Discussion Questions that help students assessthe main points of the program;

4

o a Suggested Reading for students who may wantto learn more about the topic;

o a Naturalist's Guide (student worksheet) to beduplicated and distributed to students. This stu-dent worksheet contains activities that encour-age students to view the programs as a naturalistwould in order to gain a better understanding ofanimals, their habits and habitats, and otherfactors that affect their existence. The guidesencourage family viewing and contain coopera-tive learning activities.

Creating A aturalist's DiaryNaturalists often keep diaries to record their obser-vations. In order to complete activities presented inthis guide, students will need to make diaries of theirown. Students may set aside part of their sciencenotebook or may choose to make and use a separatebooklet for this purpose. Diaries may include newsclippings, drawings, photos, maps, charts, graphs,and other information as well as records of observa-tions. Students may wish to share their diaries withothers or use their entries to develop a bulletin boarddisplay that reflects what they have learned as natu-ralists.

Program SchedulingPrograms are scheduled to be broadcast on the datesindicated below. Broadcast dates, however may varyslightly from area to area. Please check local listingfor any scheduling changes.

PROGRAM BROADCAST DATE

"Kali the Lion""Year of the fackal""The Young Ones""The Frozen Ocean""The Land of Beyond"

February 23, 1994February 27, 1994May 1, 1994May 4, 1994May 4, 1994

Video Taping Rights

You may assign programs to your students for view-ing when they are first broadcast, or you have theright to tape the programs off the air and to playthem for instructional purposes within ten days ofthe original broadcast.

OBJECTIVES

Students willa examine the roles of

individual lions within apride;

a observe and analyze howlions cooperate to obtainfood, protect themselves,and raise their young.

VOCABULARY

You may wish to introducestudents to the vocabularybefore viewing the program.

dominant adjective: ruling,controlling, or most powerful.

marsh noun: open, treelesswetland characterized by thegrowth of grasses.

nomadic adjective: movingfrom place to place.

plains noun: grassland thatcontains scattered trees and is,in some areas, home to herdsof grazing animals and thepredators that hunt them.

predator noun: an animal thathunts other animals for food.

prey noun: an animal that ishunted by another animal.

pride noun: the social unit oflions, the basis of which is agroup of related females andtheir young.

SUGGESTED READING

For students who may want tolearn more about this topic youmay suggest the following:

Schaller, George. TheSerengeti Lion. Chicago:University of Chicago Press,1972.

2

KA ILL1

THE LIMN BROADCAST: WEDNESDAY, FEBRUARY 23, 1994

PROGRAM OVERVIEWEach year a season of drought turns Kenya'sMasai Mara grasslands into desertlikebarreness. Migrating herds flee its scarcity;wildlife that remains barely keep alive. Eventhe great hunters the lions face starva-tion. But each year the drenching rains returnto end the hardship. Grasses proliferate oncemore and herds are drawn back by its richness;herds that in turn will provide a feast for theplains predators. A season of plenty renewsthe savannah."Kali the Lion" follows the compelling storyof one female lion through one dry and onerainy cycle. The desperation of life during thedry season is captured in powerful images ofKali's undernourished, famished cubs and herheroic attempts to bring down a water buffaloto feed them. The abundance of life during therainy season is revealed in scenes of Kali,

pregnant with a cub, still able to successfullyhunt game.

But more than documenting the seasonal cyclesof the African grasslands, "Kali the Lion"chronicles the remarkable strong and affec-tionate bonds that tie lions to their pride.Many poignant and tense moments are cap-tured in scenes of Kali and members of herpride hunting, feasting, and caring for young.These include: Kali calling for a lost cub, thevictory over a water buffalo, the ailing leaderKichwa waiting for stronger pride members tofeed before taking his share, and Bundu, theoldest female, providing for the pride's cubs.The power of these bonds become even morestriking when compared to the dangerous ex-istence Kali faces when she leaves the prideand must fend for herself and her cub.

BEFORE VIEWING THE PROGRAMIntroducing the ProgramCall on a volunteer to locate Kenya and theMasai Mara Game Reserve on a world map.Mention that the Masai Mara is a grasslandthat supports huge herds of grazing animalsand thus the predators that prey upon them.Explain that the program they will see followsone grassland predator the lion. Have stu-dents identify the animals that share the grass-lands with lions. Then develop food chainsand a food web that illustrates how theseanimals depend on one another and on theplants in their environment. Tell students thatthe program they will see, "Kali the Lion,"chronicles a lioness's life during a lean dryseason, and a plentiful rainy season.

Distribute the Naturalist's GuideDuplicate and distribute the Naturalist's Guideto students and preview it with them. As theywatch the program, ask students to observehow lions live cooperatively in a pride and toidentify the roles played by males and females.Encourage them to take notes and makesketches of the lions as they view the program.

AFTER VIEWING THE PROGRAMEncourage students to discuss the programand share their observations. The followingquestions may be used to stimulate discussion.

1. Identify and describe the roles of the Marshpride members. (The dominant male,Kichwa, protects cubs and females fromoutside males. The related females huntand care for the pride's twelve cubs.)

2. Why are lions more effective when theyhunt as a group? (Unable to outrun mostprey, they must rely on confusing and sur-prising them. As a group they can bringdown animals weighing more than 500 lbs.)

3. What determines who gets the "lion-sized"share of the kill? How does this behaviorbenefit the pride? (After a kill, lions com-pete with one another to feed. The strongfeed first and best. In lean times cubs andweak members may starve, but the strongcontinue to breed and provide for the veryyoung.)

4. Why did Kali leave the Marsh pride? Whycould she not return? (Kichwa had diedand Kali was ready to mate. A new maleleader would kill her cubs.)

5. Why are images of lions used in advertis-ing? What qualities are associated withlions? How do these images compare to thereal animals? (Responses will vary.)

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PROGRAM DATE: TIME: CHANNEL:

A naturalist observes the waymembers of a family groupcommunicate.

omplete the first activity and one other activity of your choice.

As you view the program, compare Kali's life as a member of a pride with herlife as a lone lion. In particular, note how she protects herself and obtainsfood in both situations. With a group of classmates discuss how living in apride benefits Kali, the pride, and the lion species. Present your conclusionsto the class.

LION LANGUAGE

In order for lions to live in cooperative groups they must communicatewith one another. With a partner or a small group, discuss how lionsused sounds, scents, facial expressions, and body movements to com-municate. Organize your information in a chart like the one shown. Youmay wish to do some library research to help fill in any information notincluded in the program. Use drawings to help illustrate your findings.

CONINNNICATION ArAoNG LIONS

tENASIIOR MEANING

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6

TO THE FAMILY

You are invited toview NATURE. Asyou watch theprogram, note theroles individual lionsplay in a pride anddraw conclusionsabout how thisbehavior helps thepride survive. Afterthe program discussyour observationswith your family.

Lions live in groups called prides. Pride membersshare many tasks such as hunting, caring foryoung, and protecting the pride.

COMPARING CATS

Household cats are also membersof the cat family. How is theirbehavior similar to lion behavior?How is it different? Spend timeobserving a household cat, andnote its behavior. Compare itsanatomy, adaptations and be-havior to that of a lion. Whatsimilarities exist? Present yourfindings to the class.

KALI: THE SEQUEL

Imagine that you are writing asequel to "Kali the Lion." With apartner write what will happento Kali, her cubs, the Marshpride, and the Bilashaka pride inthe year that follows the firstdocumentary. Use what youhave learned about lions to helpyou predict the lives of Kali andthe other lions. Present yourstory to the class.

OBJECTIVES

Students willm understand how jackals

cooperate as a family andshare tasks;recognize how jackals'hunting techniques changewith the seasons;

ra observe and analyze jackalbehavior.

VOCABULARY


carrion noun: dead and rottinganimal bodies.

regurgitate verb: to vomit orbring up undigested food fromthe stomach.

sibling noun: brother or sister.

submissive adjective: obedi-ent, willing to give in toanother.

wean verb: to train a youngmammal away from itsmother's milk and onto solidfoods.

yearling noun: a one-year-oldanimal.

SUGGESTED READING


van Lawick, Hugo. InnocentKillers. Boston: HoughtonMifflin, 1971.

YEAR OFTHE JAC L BROADCAST: SUNDAY, FEBRUARY 27, 1994

PROGRAM OVERVIEWThe Serengeti Plain covers 5,693 square milesalong the border between Tanzania and Kenya.In the rainy season it is home to herds ofwildebeest, zebra, and gazelle that migratethere to feed on the abundant grasses. Thisbounty of prey animals transforms theSerengeti into a competitive arena for preda-tors lions, cheetahs, leopards, hyenas, wilddogs, and jackals.With the coming of the dry season the grassesbecome brown and dry and the herds of graz-ing animals leave in search of greener pasturesand water. Year-round residents of theSerengeti, however, must adapt to these chang-

ing resources. One such resident is the goldenjackal. Members of the dog family, jackals livein extended families, sharing the tasks of hunt-ing and caring for their young.

Each jackal family is headed by a pair ofadults. Mated for life, they cooperate in thevarious tasks of providing for their activefamily. While the pair hunts, the young cubsare cared for by an older sibling that will oneday leave the family to begin one of its own.

"Year of the Jackal" documents one year inthe life of a golden jackal family, predatorswhose lives depend on skill, cooperation, andthe bonds that keep them together.

. BEFORE VIEWING THE PROGRAMIntroducing the ProgramUsing a world map or a globe, have studentslocate Tanzania in East Africa and find theSerengeti Plains. Explain that the climate ofthis region results from two distinct periods,the rainy season and the dry season. The rainyseason produces abundant grasses and drawsthousands of migrating animals along withtheir predators. Ask students to name somepredators that might be found on the Serengeti.Suggest the jackal, if students do not mentionit themselves, and ask them to describe whatthey know about jackals in general. Tell themthat the program they will see, "Year of theJackal," documents the life of a family ofgolden jackals on the plains of Lemuta nearthe Serengeti grasslands.Distribute the Naturalist's GuideDuplicate and distribute the Naturalist's Guideto students and preview it with them. As theywatch the program, ask students to observehow the jackals cooperate as a family and tonote how hunting strategies change with theseasons. Encourage them to take notes andmake sketches of the jackals as they view theprogram.

7


1. How do jackal hunting strategies changewith the seasons? (Rainy season: jackalteams hunt mammals; dry season: jackalshunt alone for reptiles and insects.)

2. How did Bold Cub's injury change hisrelationship with the rest of the family?How was Bold Cub's special relationshipwith his father demonstrated? (His injurymade him a burden to the family. Fatherseemed to favor Bold Cub. He paid specialattention to him after the injury.)

3. At the program's start, which cub had thebest chance of survival? Why? (Responsesshould be supported with facts from theprogram.)

4. Describe the role teamwork plays in thejackals' hunting strategies. (Together theyisolate and overcome prey. One may diverta mother gazelle, for example, while theother attacks the fawn.)

5. Naturalists do not know why adult jackalssit outside during rainstorms. Formulate ahypothesis for why this is so. (Hypothesesshould be supported with logical reason-ing.)

YEAR OFTHE JACKAL


A naturalist analyzes the rolesof individuals within a family.

Complete the first activity and one other activity of your choice.

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Using a diagram like the one below, make a family tree for the family ofjackals. Write in the names of these jackals: Poppin, Bold Cub, Mother,Father, Brother, Sister, Ash. Take notes about the tasks each family membercarries out. Note which jobs males and females share and which are exclu-sively male or female.

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THE JACKAL IN LITERATURE

Since the time of the ancient Egyptians, the jackalhas been a focus of human interest. Research therole of the jackal in African literature, mythology,and folklore. Choose several stories or myths toshare with your class. Create a bulletin boarddisplay to highlight your selections. Bring yourdisplay to life with illustrations of your own.

Jackals live in family groups andcooperate in various tasks. Whilethe adults hunt, young cubs arecared for by an older sibling.

TO THE FAMILY

You are invited toview NATURE.As you watch theprogram, note thecooperative behavioramong the jackalsand draw conclusionsabout how thisbehavior helps thefamily to survive.After the programdiscuss with yourfamily what you havelearned about jackals.

DEBATE: SHOULDHUMANS INTERVENE?

With a group organize a debateon the following statement: Thenaturalists filming "Year of theJackal" should have stepped into save the life of Bold Cub. Useinformation from the programas well as library research tosupport your position.

SURVEYING ATTITUDES

Examine how our attitudes toward specific animalsin our own country affect the way we relate to them,their environments, and their problems. Conduct asurvey of ten people. Ask their opinions of thefollowing animals: wolves, killer whales, sharks,bats, snakes, bears, spiders, and vultures. Ask alsowhether or not they feel that these animals andtheir habitats should be protected. Compile yourfindings with those of other students who havechosen this activity. Present your data in a graph.

U U L., 8

OBJECTIVES

Students willo observe and analyze how

different species raise theiryoung;

o identify and describecooperative groups in whichdifferent species live.

VOCABULARY


embryo noun: an animal inthe early stages of its growth,while it is in the egg or theuterus.

gene noun: a part of the cellthat contains an inheritedcharacteristic.

larva noun: in most insects,the immature, flightless stagethat transforms into a restingstage called a pupa or anotherstage before becoming an adult.

mammal noun: a backbonedanimal that has hair, aconstant blood temperature,and that feeds milk to itsyoung.

marsupial noun: a mammal inwhich the female lacks acomplete placenta and givesbirth to immature young whichare carried in an abdominalpouch.

primate noun: a group ofmammals that includes man,apes, monkeys and otherrelated mammals.

spawn verb: to shed largequantities of eggs and spermdirectly into the water, as doneby many fishes and mollusks.

SUGGESTED READING


Stein, Sara. The EvolutionBook. New York: WorkmanPublishing, 1986.

6

THE YOUNGONES BROADCAST: SUNDAY, MAY 1, 1994

PROGRAM OVERVIEW

The reproductive and parenting behaviorsfound in animal species are as varied as thespecies themselves.

For some species, such as the elephant,parenting is a long demanding process. Anelephant's pregnancy lasts a lengthy twenty-two months and elephant calves require manyyears of nurturing and protecting. Duringthese years they will be given support andguidance and will be taught the skills theyneed to survive. As adults they will, in turn,nurture, protect, and teach their own off-spring.

Not all animals need such intense care. Greaterflamingoes produce young which are cared forby other adults in a kind of "day care" setting.Feeding, protecting, and teaching the young iscarried out during one breeding season. Then

the young birds are on their own, althoughthey will still be able to find protection withinthe flock.

At the far end of the parenting spectrum arethose animals who breed but who take no rolein the raising of their young. Adult squid mateonce during a lifetime producing many hun-dreds of eggs. Their parenting role over, thesesquid will soon die on the ocean floor. Theyoung squid are left to fend for themselves.Most will fall victim to predators, but somewill survive to reach adulthood.

"The Young Ones," from the NATURE mini-series THE NATURE OF SEX, documentsthe wide and remarkable range of parentingbehaviors, examining the ways animals feed,protect, and teach their young the skills neces-sary for survival.

BEFORE VIEWING THE PROGRAM

Introducing the Program

Have students discuss how pets and domesti-cated animals care for their young. Expandthe discussion by asking students to suggestother animal species including:

an animal that gives birth to one or twooffspring and spends many years caring forthem. (elephant, chimpanzee, humans)

an animal that gives birth to one or twoyoung, and spends a short time (a few monthsor years) caring for them (most birds, bea-ver, bear)

an animal that produces many hundreds orthousands of young, but plays no parentingrole. (spiders, turtles, some reptiles)

Allow students time to discuss what they knowabout the parenting behavior of these speciesand to draw conclusions about how these be-haviors aid in the survival of the species.Explain that the program they will see, "TheYoung Ones," explores the wide and remark-able range of parenting behaviors.

Distribute the Naturalist's GuideDuplicate and distribute the Naturalist's Guideto students and preview it with them. As theywatch the program, ask students to note themany ways species reproduce and raise young.Encourage them to take notes and to makesketches of the animals that interest them.

AFTER VIEWING THE PROGRAM

Encourage students to discuss the programand share their observations. The followingquestions may be used to stimulate discussion.

1. Compare the reproductive and parentingbehaviors of chimpanzees, bulldog ants,and squid. (Chimpanzees produce only afew young in a lifetime; young require manyyears of nurturing. Only the queen bulldogant lays eggs; other females are infertileand feed larvae. Squid produce thousandsof young who must fend for themselves.

2. What different strategies are employed bythe squid and the chimpanzee to ensurethat their offspring will survive? (The squiddoes nurture its young, but has many thou-sands of them so that a few will survive toadulthood. The chimpanzee carefully nur-tures, protects and teaches its few young,ensuring that most will reach adulthood.)

3. What are some strategies employed by ani-mal parents to protect their young? (Ja-canas and other ground-nesting birds mayfeign a broken wing to lure predators awayfrom a nest. Greater flamingos care forchicks in nurseries. The ibex lives in a placeso inaccessible that predators are unable toreach its young.)

LU

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THE YOUNGONES


A naturalist observes how animalscare for, protect, and teach theiroffspring.

-Complete the first activity and one other activity of your choice.

ALL IN THE FAMILY

As you view the program, take notes about the female polar bear and thestrategies she uses to care for, feed, protect, and teach her young. Discussyour findings with a group of classmates to fill in any information youmissed. With the group compare the polar bear's parenting with that ofanother species featured in this program or with that of the lioness featuredin "Kali the Lion." Describe how the parenting strategies are alike and howthey are different. Present your findings to your class.

TO THE FAMILY

You are invited toview NATURE. Asyou watch theprogram, note therange of parentingbehaviors and drawconclusions abouthow these behaviorshelp each species tosurvive. After theprogram share yourobservations withyour family.

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For the elephant, parenting is a long, demanding process. Pregnancy lastsa lenghty 22 months and elephant calves require many years of nurturingand protecting.

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COMING OF AGE

For humans, coming-of-age ceremoniesmark the end of adolescence and thebeginning of adulthood. Such ceremonies,such as the Eunuto ceremony of theMasai people, formally acknowledgethat a young person has been acceptedinto adult society and is ready to assumeadult responsibilities. With a group,research coming-of-age ceremonies inyour society, including confirmations,bar mitzvahs, bas mitzvahs, sweetsixteen celebrations, high schoolgraduations, and others. Make a presen-tation of your research to your class.

THE YOUNG ONES

With a group create a bulletin boarddisplay that illustrates the variousfamily groupings in which animals areraised as well as the variety of parent-ing strategies utilized. Include a shortparagraph describing parentingbehaviors for each animal specieshighlighted.

OBJECTIVES

Students willa observe and analyze the

effect of seasonal changeson marine mammals of theArctic region;identify strategies thatanimal parents use to breedand to feed, protect, andteach their young.

VOCABULARY

You may wish to introducestudents to the vocabularybefore viewing the program.algae noun: simple marineand freshwater plants includ-ing seaweeds ranging fromsingle celled to many celled.a mphipods noun: a group ofshrimplike animals thatincludes the sand flea.carnivore noun: an animal thatis adapted to feed primarily onanimal flesh.floe noun: a piece of floatingice on the surface of a body ofwater.pinniped noun: a group ofmarine mammals with limbsmodified for swimming.Composed of seals, sea lions,fur seals, and walruses.plankton noun: small, mostlymicroscopic, freshwater andmarine animals and plants thatfloat or drift at or near thesurface; includes algae andlarvae of mollusks andcrustaceans.

polynya noun: an open area ofwater in sea ice.

SUGGESTED READING


Feazel, Charles T. White Bear:Encounters with the Masterof the Arctic Ice. New York:Ballantine Books, 1990.

8

THE øZiENCE

(The first hour of a three-hour presentation.)BROADCAST: WEDNESDAY, MAY 4, 1994

PROGRAM OVERVIEWThe bleakness of the Arctic Ocean's ice-cov-ered surface belies the fact that its waters area rich pasture of plankton being harvested bya host of sea mammals, fish, and shellfish. Theharsh winters in this region last a bitter eightmonths. But with the coming of spring, thereturn of sunlight, and the breaking up of thethick sea ice, even its seemingly inhospitablesurface is alive with wildlife. Long, almostendless days of sunlight help to compensatefor the brief four-month summer season. Fe-male polar bears and their cubs abandon theirdens in their hunt for prey. Millions of migrat-ing birds vie for good nesting locations on therocky cliffs that form the shores of islands ofthe High Arctic or coastal tundra areas. Arctic

foxes and glaucous gulls prey on the newarrivals or scavenge meals from other hunters'leftovers. The sea is bountiful, and pinnipeds,dolphins, narwhals, belugas, and other whalesfeast near the edges of Arctic ice floes.

"The Frozen Ocean," from the NATURE mini-series KINGDOM OF THE ICE BEAR, docu-ments the summer awakening of the Arcticregion. Focusing on marine mammals, theprogram shows how some species breed andraise their young during the short Arctic sum-mer. Highlighted are a female polar bear teach-ing her new cubs hunting techniques, sealsescaping a polar bear, and guillemot fledg-lings on their half-mile flight to the sea.


Introducing the ProgramWrite the word Arctic on the chalkboard.Using a globe or world map, have studentslocate the Arctic and name the countries inthis region. Also have students note the Arctic'slocation in relation to their own location. Helpthem develop an overall picture of what theArctic is like by having them discuss what theyknow about its geography, seasons, climate,plants, and wildlife. Then tell students thatthe program they will see, "The Frozen Ocean,"documents the lives of some marine mammalsof this region during one brief Arctic summer.

Distribute the Naturalist's GuideDuplicate and distribute the Naturalist's Guideto students and preview it with them. As theywatch the program, ask students to observeboth the cooperative and competitive behav-ior of the polar bear and other species such asthe walrus. Encourage them to take notes andmake sketches of the marine mammals as theyview the program.

11


1. Female polar bears are the sole caretakersof their cubs. How does their parenting rolecompare with the parenting roles of otherspecies who raise their young in familygroupings? (The polar bear has a greaterresponsibility because she must do all tasksassociated with child rearing. Other spe-cies share child-rearing tasks.)

2. What adaptations and behaviors help mam-mals of the Arctic Ocean region survive?(Insulating fat, protective coloration, fur,streamlining of body, burrowing, dor-mancy, and migration.)

3. Why do many species of sea birds and somemarine mammals migrate to the Arcticeach year? (There is an abundant supply ofplankton and fish for animals and young tofeed on.)

4. How do marine mammals, such as thebelugas and narwhals, communicate un-derwater? (They use a variety of vocalsounds to communicate.)

2a. THE FROZEN

OCEAN


A naturalist observes how plantsand animals have adapted to theirenvironment.

Complete the first activity and one other activity of your choice.

FAMILY MATTERS

As you view the program, takes notes about the female polar bear and thestrategies she uses to care for, feed, protect, and teach her young. Discussyour findings with a group of classmates to fill in any information youmissed. With the group compare the polar bear's parenting with that ofanother species featured in this program or with that of the lioness featuredin "Kali the Lion." Describe how the parenting strategies are alike and howthey are different. Present your findings to your class.

TO THE FAMILY

You are invited toview NATURE.As you watch theprogram, makeobservations aboutlife in the ArcticOcean region. Afterthe program discussthe various strategiesemployed by animalparents in breeding,feeding, protecting,and teaching theiryoung.

ENERGY PATHWAYS

Like any other system, an ecosystem needs a power sourceto keep it going. In nature the sun provides energy. Throughphotosynthesis plants convert the sun's energy into foodenergy. A food web is a diagram that shows the plants andanimals of an ecosystem according to what each utilizes asfood energy. With a partner create a food web for the ArcticOcean. Include the following: seal, algae, plankton, walrus,cod, polar bear, amphipods, clams. Do library research to fillin any information from the program you have missed. Hereis the beginning of a web to get you started.

COD pSs4

7ANIPH I PO DS

PLANKToN ALGAE

12

Female polar bears are the sole caretakers oftheir cubs. Besides providing them with food,females must also protect them, espceially frommale polar bears, who are a threat.

In the program the narrator stated that thefunction of the single tusk of the maleNarwhal is still unknown. With a partnerformulate a theory explaining why theNarwhal has a tusk and how it functions.Before formulating your theory, do libraryresearch to learn more about the Narwhal'senvironment, enemies, behavior, and otherfactors that might have led to the evolutionof the tusk. Present your theory to your class.

OBJECTIVES

Students willo explore the parenting

behaviors utilized by someanimals of the Arctic region;

o examine how wildlife andplants have adapted overtime to life in the Arctic;

o explore the seasonalpatterns of the Arctic tundra.

VOCABULARY


camouflage noun: behavior orprotective coloration thatenables wildlife to hide frompredators or that hidespredators from the preyanimals they are stalking.

display noun: a conspicuousbehavior used to attract a mateor to intimidate a predator orrival.

dormancy noun: a period ofsuspended activity that is apart of the life cycle of someplants and animals.

lichen noun: a plant partner-ship composed of an alga anda fungus in a symbioticrelationship they livetogether advantageously asone unit.

migrate verb: an annualmovement to and frombreeding or feeding grounds.

tundra noun: a treeless plainwith stunted plantlife andpermanently frozen subsoilfound in Arctic or sub-Arcticregions or on some moutain-tops.

SUGGESTED READING

For students who may want tolearn more about this topic,you may suggest the following:

Caras, Roger. The EndlessMigrations. New York: E.P.Dutton, 1985.

10

THE ELAIMDOF BEYOND(The second hour of a three-hour presentation.)

BROADCAST: WEDNESDAY, MAY 4, 1994

PROGRAM OVERVIEW

North beyond the treeline, encircling the topof the world, is a vast frozen land the Arctictundra. During its harsh eight-month winters,the tundra is frozen and snow covered. Fewcreatures remain to roam its barren lands.Pregnant female polar bears enter dens shel-tered by the snow, while the males hunt seal onthe ice floes of the Arctic Ocean.Intensity defines the Arctic tundra: hostileand barren Arctic winters, and welcoming andfruitful Arctic summers. With temperaturesaveraging 35° to 50° F and almost twenty-fourhours of daylight comes the melting of the toplayer of soil. Abundant low-growing plantsflower profusely. Meltwaters, which cannot be

absorbed by the frozen subsoil, collect on thesurface, forming wetlands. These waters arebreeding areas for insects, fish, and crusta-ceans. Herds of musk ox and caribou andflocks of birds find abundant food, while them-selves often being stalked by predators.

"The Land of Beyond," from the NATUREmini-series KINGDOM OF THE ICE BEAR,chronicles the seasonal cycles of one year inthe Arctic tundra. The program highlightsland mammals such as caribou, musk oxen,wolves, and lemmings and examines how theybreed and raise their young during one abbre-viated Arctic summer.


Introducing the ProgramRemind students that they have examined themarine mammals of the Arctic region and thatnow they will learn about the land animalsthat inhabit the Arctic tundra. Tell studentsthat winters in the Arctic last eight monthsand the temperatures often drop to - 50° F andsometimes even lower. Ask students to dis-cuss, using what they have learned about ani-mals, how animal adaptations and behaviorsmight help them survive these harsh condi-tions. Write their responses on the chalkboard.Tell students that the program they will see,"The Land of Beyond," examines the diverseanimal species that make their home on theArctic tundra as well as the species that mi-grate there to breed and feed.

Distribute the Naturalist's GuideDuplicate and distribute the Naturalist's Guideto students and preview it with them. As theywatch the program, ask students to observehow animal species breed, feed, protect, andteach their young in this harsh environment.Encourage them to take notes and makesketches of the animals that interest them asthey view the program.

13

AFTER VIEWING THE PROGRAM

Encourage students to discuss the programand share their observations. The followingquestions may be used to stimulate discussion.

1. What are some of the characteristics of theArctic tundra in winter? in summer? (Littledaylight during winter months; frozen landcovered with ice/snow; little animal activ-ity. Almost constant daylight in summer;temperatures reach 70° F.; low-growingplants bloom; meltwaters form ponds, lakes,and wetlands abundant with aquatic lifeand insects; high animal activity.)

2. How do year-round animal residents sur-vive the long Arctic winters? (They hiber-nate; live on body fat or vegetation stored intheir nests; scavenge for carrion or prey onthe animals that remain during the winter;use body fat, fur, feathers to keep warm.)

3. How does a "lemming year" affect otherspecies? (A large lemming population pro-vides abundant food and allows jaegers,Arctic foxes, and snowy owls to producemore young.)

4. Why do birds and animals migrate to thetundra? (Abundance of plants, crustaceans,insects, fish, and other animals to feed on.Constant daylight allows round-the-clockfeedings.)

I111

VI

VI

THE LANDOF BEYOND


A naturalist draws conclusionsbased on observations.

-Complete the first activity and one other activity of your choice.

TOGETHER WE STAND

The animals of the Arctic, both year-round residents and migratory ones, live ina variety of family groupings. Some live in packs, some in herds, some in pairs.As you view the program identify the kind of group each animal lives in. Notehow each animal cares for, feeds, protects, and teaches its young. You maywant to make a chart like the one below to help organize your information.

ORGANIZATiolsi oF ARCTIC ANIMA I. FAKniLIES

TO THE FAMILY

You are invited toview NATURE. Asyou watch theprogram, note howanimals of the Arctictundra have adaptedto the harsh environ-ment. After theprogram talk withyour family about thedifferent familygroupings you sawand how each groupraises its young.

Animal Famt.lyGiro,. Apin3 Feedi n3 Pro + ectiv,3 Tecxci, 413

Cotri bo,4 Ilercl moi+,er's rnl lk i+ken 3ras i n3

calf rtayr vo Hi)herd nett $e mother

i3firnotaeGeese pair

WolveST now/OwISArt,+:cFoX

JET SETTING WITH THE FLY GROUP

Many species of birds migrate to the Arctic tundra tobreed and raise their young. With a group research themigration routes of the following: Arctic terns, barnaclegeese, Lapland longspurs, snow buntings, old squawducks, long-tailed jaegers, king eider ducks, black-throated loons, red phalaropes, and ruddy turnstones.Illustrate the migration paths of each species on aworld map. Use different colored string or yarn for eachspecies. Include your own sketches of the birds. Withyour groups talk about how the destruction of habitatsalong the migration routes would affect the migrationpatterns of these species. Using the map as a visualaid, present your findings in a report to your class.

AS DARKNESS FALLS

Many people refer to the Arctic tundra region asthe "land of the midnight sun," because duringsummer months there is almost constantsunshine. With a partner create a demonstrationthat shows why the Arctic region has almostendless summer days and almost endlesswinter nights. Use library resources, especiallyearth science books, for information and for tipson how to conduct the experiment. Equipmentyou might need includes: a flashlight and aglobe or beach ball. Conduct a demonstrationfor the class.

14

Caribou calves findprotection within the herd.

12

VODEOCASSETTE ONFORMATOO

"The Frozen Ocean" from the mini-series KINGDOM OF THE ICE BEAR and "KaliThe Lion" are available in VHS videocassette for use in your school or library for $24.95each plus shipping and handling.

To order please call: Time/Life at 1-800-852-2398

"The Young Ones" from the mini-series THE NATURE OF SEX is available in VHSvideocassette for use in your school or library for $19.95 plus shipping and handling.

To order please call: Thirteen/WNET at 1-800-336-1917

NATURE SCD-OEDULE

PROGRAM BROADCAST DATE

"Kali the Lion" February 23, 1994

"Leopard: A Darkness in the Grass" February 23, 1994

"Year of the Jackal" February 27, 1994

"Echo of the Elephants" March 6, 1994

"A Sea Otter Story" March 13, 1994

"The Tree of Music" March 20, 1994

"The Primal Instinct" March 27, 1994(from THE NATURE OF SEX)

"A Time and a Place" April 3, 1994(from THE NATURE OF SEX)

"The Sex Contract" April 10, 1994(from THE NATURE OF SEX)

"Sex and the Human Animal" April 17, 1994(from THE NATURE OF SEX)

"A Miracle in the Making" April 24, 1994(from THE NATURE OF SEX)

"The Young Ones" May 1, 1994(from THE NATURE OF SEX)

"The Frozen Ocean" May 4, 1994(from KINGDOM OF THE ICE BEAR)

"The Land Beyond" May 4, 1994(from KINGDOM OF THE ICE BEAR)

"The Final Challenge" May 4, 1994(from KINGDOM OF THE ICE BEAR)

"Hebrides: The Secret Islands" May 8, 1994

"The Toadskin Spell" May15, 1994

"From the Heart of the World" May 22, 1994

"Madagascar: Island of Ghosts" May 29, 1994

"Slaves to the Queen" June 5, 1994

"Elephant Seals: June 12, 1994Those Magnificent Diving Machines"

"A Celebration of Birds June 19, 1994with Roger Tory Peterson"

"Spirit of the Sound" June 26, 1994

15

1

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