Journey to Save a Crane
Sample Discovery Activity: Wetland Model
Cranes are sometimes referred to as the indicator species of their environment.
They are given this name because if the cranes are healthy, then their environment
is most likely also doing well. Their natural habitat is the wetland areas
which are wet and soggy, with water and land mixing differently throughout
the year.
Wetlands collect water from the surrounding areas and slowly let it pass
through to streams, lakes, and oceans. During this slow release from the
wetlands, many pollutants and sediments settle out of the water or decompose.
If ditches are built through a wetland, then water would not pass as slowly.
Excess water would quickly flow through, carrying pollutants and sediments
all the way to the lakes, streams, and oceans. In this lesson, students
will use two different models to see how wetlands operate.
Objectives
The students will:
1. use the videotape as the basis for discussing and listing the knowledge,
techniques and strategies used by Dr. Archibald and the international team
of scientists to study and preserve Siberian Cranes.
2. use a model to see how a wetland operates.
3. identify science careers.
Time Allotment
three 60-minute sessions
Materials
Journey to Save a Crane video
large pan
large sponge (about 4 x 7 x2)
soil
measuring spoons
containers with water
bricks
journals
pencils or pens
Advanced Preparation
Arrange the students into cooperative groups.
Procedure
Tap Prior Knowledge
1. Ask the students what they know about cranes. Why do they think cranes
have become endangered? Accept all answers.
Share with Neighbor
2. Tell the students that they will watch a video to see how Dr. George
Archibald and an international group of scientists are working to save an
endangered species, the Siberian crane. As they are watching, they should
think about:
a. What knowledge did the scientists need about the crane and its habitat?
b. How did the scientists get the knowledge?
c. How are the scientists using the knowledge to save the cranes?
3. View the videotape. Afterwards, discuss how Dr. Archibald might answer
the three questions. Allow students a chance to talk it over in their groups
before initiating a class discussion. List student responses. Save the list.
4. In the second session, view the videotape a second time. Pause at the
suggested breaks to allow students to discuss the questions given below.
Depending on the level of the students, you may wish to have students write
their responses in their journals or use modified questions as a basis for
class discussion.
The suggested breaks in viewing are as follows:
Part 1- Stop the videotape after Dr. Minnie Medagrin feeds the
crane chick, and a map is shown displaying 12 time zones. Time: about 12
minutes into videotape.
Part 2- Stop the videotape after the injured, male white-naped crane is
sent to Moscow. Time: length of this segment is about 6 minutes.
Part 3- Stop at the end of the videotape. Time: length of this segment is
about 8 minutes.
5. At the end of the second viewing, ask the students to add to their list
of Dr. Archibald's possible responses to the three original questions. They
may hold discussions either in small groups or as a whole class. In the
next session, they will build wetlands models.
Hands-on Activity
6. Distribute materials for the wetlands model to each group. Have the students
begin by putting the brick inside of the pan. Put a little (about 1 tsp.)
of soil at one end of the brick. This soil is the pollutant.
7. Hold the pan up on the end with the soil in it, and slowly pour water
over it. Take the brick out and look at the remaining water. Have students
describe what happened in their journals. Is it "polluted?" How
much of the soil remains in the water?
8. Take the water out of the pan and begin trial #2. This time, however,
put the sponge in the pan instead of the brick. Put 1 tsp. of soil, the
pollutant, at one end of the sponge. Tilt the pan again, and slowly pour
water over the sponge.
9. Record the results this time. Is it polluted?
Proposing Explanations and Solutions: Introduce the Scientific Concept
10. Ask the students how does the sponge act like a wetland in this model?
It controls flooding and pollution by holding the water and allowing what
is in it to it settle or decompose.
11. Explain that wetlands operate in a similar manner in nature. Much of
the earth's water supply is stored underground. It is stored in cavities
in the rocks and soil. Wetlands help to feed this water supply by collecting
water from melting snow and rain, purifying it, and controlling flooding
by letting water go slowly.
Home Activity/Parent Involvement
Wetlands provide a place to live for many plants and animals. These include
mink, otter, muskrat, and beaver. They provide protection for cranes, deer,
raccoons, pheasants, and are good places for fish to lay their eggs. Many
kinds of plants grow in wetlands, too. Invite each student to choose a plant
or animal to find out about and report back to the class. Encourage parental
involvement in this research and even in the presentation.
Lesson Assessment
Collect the students' journals and check for completion and accuracy. The
responses to the discussion questions should demonstrate the knowledge,
techniques and strategies used by Dr. Archibald and the international team
of scientists to study and preserve Siberian Cranes. Following the video,
students should be able to identify science-related careers.
Each student should be able to explain how a wetland operates, and why it
is such a valuable area for cranes and for humans.
Books to Read
Dodos and Dinosaurs are Extinct, by Julian May, Creative Education
Society, 1970.
The First Book of Conservation, by Frances C. Smith, Franklin Watts,
Inc., 1972.
The Lorax, by Dr. Seuss, Random House, 1971.
Watchers at the Pond, by Russell Franklin, Knopf, 1961.
Taking Action/Additional Activities
Return to Journey to Save a Crane
Return to Chicago Science Explorers
Return to The Chicago Academy of Sciences