DOCSLIB.ORG

Lesson Plan: Winter Ecology Hike an Instructor-Guided Lesson for Students Grades 6-12

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Lesson Plan: Winter Ecology Hike an Instructor-Guided Lesson for Students Grades 6-12 Lesson Plan: Winter Ecology Hike An Instructor-Guided Lesson for Students Grades 6-12 NJCCS Addressed: 12 Global climate differences 5.4.12.F.1 Explain that it is warmer in summer and colder result from the uneven in winter for people in New Jersey because the heating of Earth’s surface intensity of sunlight is greater and the days are by the Sun. Seasonal longer in summer than in winter. Connect these climate variations are due to seasonal changes in sunlight to the tilt of the tilt of Earth’s axis with Earth’s axis with respect to the plane of its orbit respect to the plane of around the Sun. Earth’s nearly circular orbit around the Sun. 12 Biological communities in 5.3.12.C.1 Analyze the interrelationships and ecosystems are based on interdependencies among different organisms, stable interrelationships and and explain how these relationships contribute interdependence of to the stability of the ecosystem. organisms. 12 Stability in an ecosystem 5.3.12.C.2 Model how natural and human-made changes in can be disrupted by natural the environment will affect individual or human interactions. organisms and the dynamics of populations. 12 Science involves practicing 5.1.12.D.1 Engage in multiple forms of discussion in order productive social to process, make sense of, and learn from interactions with peers, such others’ ideas, observations, and experiences. as partner talk, whole-group discussions, and small- group work. 12 Science involves using 5.1.12.D.2 Represent ideas using literal representations, language, both oral and such as graphs, tables, journals, concept maps, written, as a tool for making and diagrams. thinking public. 12 Ensure that instruments and 5.1.12.D.3 Demonstrate how to use scientific tools and specimens are properly instruments and knowledge of how to handle cared for and that animals, animals with respect for their safety and when used, are treated welfare. humanely, responsibly, and ethically. 1 © Duke Farms Foundation 6 The number of organisms 5.3.6.C.2 Predict the impact that altering biotic and and populations an abiotic factors has on an ecosystem. ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. 6 All organisms cause 5.3.6.C.3 Describe how one population of organisms may changes in the ecosystem in affect other plants and/or animals in an which they live. If this ecosystem. change reduces another organism’s access to resources, that organism may move to another location or die. Common Core Standards: English Language Arts: SL.9-10.1 – 9-10.6, SL11-12.1 – 11.12.6 Goal: While on a winter hike through Duke Farms, students will be able to identify adaptations of plants and animals that allow them to survive Central New Jersey’s winter climate. Objective : Students will be able to locate and identify winter plant and animal adaptations Objective : Students will be able to identify differences in winter habitat diversity Objective : Students will be able to compare and contrast human winter survival with that of plants and animals PRE-VISIT EXERCISE 1. Review what makes winter with your students. At the link below you will find a great video explaining why the earth has seasons. At this link you can also find worksheets, quizzes and activities based on the seasons. http://www.neok12.com/php/watch.php?v=zX46597e6176056b697f7059&t=Seasons 2. Go on a hike with your students through a natural area near your school. Have them note any signs of life they see as they walk. Do they see plants? How do they look compared to other times of the year? Do they see animals? What are they doing? What is the weather like outside? 2 © Duke Farms Foundation Materials Needed: • Clipboards with pencil/pen attached • Duke Farms Educator Kit (requires a $300 refundable deposit) 1 per group of 25 (optional) • Winter Ecology Hike Lesson Plan - I per instructor • Winter Ecology Activity Sheet Set – 1 per student • Duke Farms Map – Available at Front Desk in Orientation Center • Copies of the Map Route – 1 per student group. Duration: 2.5 hours Distance traveled by foot: 2.8 miles (can be shortened) – This is a suggested route and the activities can be completed along any route you choose to take at Duke Farms. Vocabulary: Adaptation, Hibernation, Migration, Toleration (Resistance), Deciduous, Buds, Dormancy, Torpor, Evergreen, Winter, 3 © Duke Farms Foundation Background: From “Winter Ecology Teacher’s Guide: National Park Service US Department of the Interior What is Winter? Winter is the season of the longest night, the shortest day, the least light, as well as the presence of snow, cold and wind chill. It is the slowest growing season for plant life. Food supplies dwindle and it is a hard time for animals. Winter poses many challenges to plants and animals. Winter Ecologist, James Halfpenny, refers to these challenges as the SCREW factors: snow, cold, radiation, energy, and wind. In northern latitudes winter is the longest and most difficult season of the year. Temperature , snow depth, snow density as well as the duration of winter (a deep snow pack and late season snow extend the winter season) determine the severity of winter and play a role in how many animals survive. Many animals will die during winter. Winterkill refers to the combined effects of bad weather, malnutrition, starvation, disease and predation. Winter is a time for economy: food is scarce and energy must be conserved. It is truly a time of survival of the fittest. Winter solstice (December 21) is the shortest day of the year and the day winter “officially” begins. Interestingly enough, the earth is actually closer to the sun in winter (see diagram) not further away. What Causes Winter? As the earth travels around the sun, different regions receive more direct sunlight than others. The tilt of the earth on its axis is responsible for the different seasons in the northern and southern hemispheres . In the summer, when the North Pole is tilted toward the sun, the northern hemisphere gets more direct sunlight and the days are longer than during spring, fall and winter. In winter, the tilt is away from the sun and sunlight strikes the northern hemisphere at a lower angle. Latitude is what determines both the length of the day and the angle of the sun (Waterton/Glacier International Peace Park is pretty far north and straddles the 49th parallel along the Canadian border). The amount of sunlight striking the earth’s surface ( solar insolation ) and the length of the day are determined by the position of the sun in the sky. The reduced amount of winter sunlight striking the earth due to shorter days and angle of the sun causes colder temperatures. As the land and its air mass cools, surface waters turn to ice and precipitation freezes to cover the land with snow. At northern latitudes and in mountainous terrain, winter comes early and stays late. At higher elevations the atmosphere is thinner and holds less warmth. Consequently, it’s colder, snow lasts longer, and the length of the growing season is greatly reduced. Snow Snow has many different “personalities” depending upon how much water, ice, and air it contains. Snow with high water content can easily be formed into snowballs. Powder snow is so fluffy and dry that it’s nearly impossible to pack. Temperatures and wind can affect what happens to snow after it falls. It can be a light fluffy layer or it can harden into an icy surface. Snow crystals not only change as they fall through the air, but they continue to change within the snow pack over time, in a process know as age-hardening. Let’s consider the water content of snow first as this is an important resource for people. Now let’s consider how temperature affects snow and thus animals. Fallen snow is not always 4 © Duke Farms Foundation the same temperature. When the bottom layers of snow are much warmer than the top layers, water vapor creates a bottom or in-between layer that is granular and resembles sugar. This type of snow allows small animals like mice, voles and shrews to readily tunnel through it. Because it contains a lot of air it also is good insulating snow for grouse to hunker down in on a cold night. Animals that paw through snow like deer can easily uncover grasses.But air temperatures and wind can also alter snow crystals over time to form a hard, compacted snow mass with an even temperature throughout. This type of snow is difficult for mice to burrow through. (Yet, this same snow allows rabbits and deer to reach up higher in shrubs and trees in search of food.) Compacted snow such as this can cause a build-up of carbon dioxide in the lower layers as a result of decaying vegetation. Many of the small “mouse holes” seenon the surface are actually vent holes that allow carbon dioxide to escape. Without them, miceand other subnivean (under the snow) dwellers could die.Why does temperature affect snow this way? Melting and refreezing changes the physical characteristics of the snow. It causes snow crystals to reshape and form a very solid layer. The strength of the snow varies, depending upon whether it is in the melt or freeze stage. Some animals can travel on the surface, while others not as well adapted, will fall through and flounder, becoming easy prey for predators . An icy crust allows small animals to move with ease, but may cut a deer’s legs, allowing bacteria and infection to spread in an animal already in a weakened condition.
Load more

Recommended publications
  • Do Not Disturb Hibernating Bats Or Nursery Colonies Debbie C
    Part 2-Conservation, Management, Ethics: Buecher-Do Not Disturb Bats 43 Section A-Identifying and Protecting Cave Resources Do Not Disturb Hibernating Bats or Nursery Colonies Debbie C. Buecher In the United States, caving has increased in popularity during the last three decades. Unfortunately, human visitation in caves, even by the most conscientious cavers, gradually leaves negative impacts. Because we love our caves there is increasing awareness among the caving community toward performing ongoing restoration or building secure gates to maintain the integrity of caves we visit. However, we must consider the negative implications that our restoration efforts may have on the cave organisms adapted to this unique environment. Roosting Sites and Nursery Colonies Bats are extremely intolerant of human intrusion into their roosting sites (Mann and others 2002, Tuttle 1979) and roost disturbance over time can negatively impact population size (Mohr 1972). (See bat sensitivity, page 40.) Some people mistakenly believe that bats can use any cave or portion of a cave as their daily roosting area. Unfortunately this is not the case (Kunz 1982). Bats choose sites because ofa constrained range of tolerant temperature and humidity requirements-conditions that help insure their survival (McNab 1982). There are two extremely critical times in a bat's life when the roosting site is particularly important, during reproduction and during hibernation (Twente 1955). The location where female bats give birth and rear their young is called a maternity roost. For most temperate bat species that use caves, mating occurs in the fall, the bats then hibernatc until late spring, Figure t.
    [Show full text]
  • Cold-Hearted Bats: Uncoupling of Heart Rate and Metabolism During Torpor at Sub-Zero Temperatures Shannon E
    © 2018. Published by The Company of Biologists Ltd | Journal of Experimental Biology (2018) 221, jeb170894. doi:10.1242/jeb.170894 RESEARCH ARTICLE Cold-hearted bats: uncoupling of heart rate and metabolism during torpor at sub-zero temperatures Shannon E. Currie1,2,*, Clare Stawski1,3 and Fritz Geiser1 ABSTRACT Depending on ambient conditions, animals will thermoconform Many hibernating animals thermoregulate during torpor and defend down to this Tb/Ta (Heller, 1979; Geiser, 2011). However, when Ta falls below Tcrit, animals can either rewarm entirely to a their body temperature (Tb) near 0°C by an increase in metabolic rate. normothermic Tb or remain torpid and increase metabolic heat Above a critical temperature (Tcrit), animals usually thermoconform. production to thermoregulate and defend minimum Tb. We investigated the physiological responses above and below Tcrit for a small tree-dwelling bat (Chalinolobus gouldii, ∼14 g) that is often Details regarding thermoregulation during torpor at sub-zero exposed to sub-zero temperatures during winter. Through temperatures are scant and restricted to medium-sized northern mammals such as ground squirrels (Geiser and Kenagy, 1988; Buck simultaneous measurement of heart rate (fH) and oxygen ̇ and Barnes, 2000; Richter et al., 2015). However, small hibernators, consumption (VO2), we show that the relationship between oxygen transport and cardiac function is substantially altered in such as temperate insectivorous bats, often use torpor year round thermoregulating torpid bats between 1 and −2°C, compared with (Eisentraut, 1956; Davis and Reite, 1967; Masing and Lutsar, 2007; Wojciechowski et al., 2007). Thermoregulation during torpor, while thermoconforming torpid bats at mild ambient temperatures (Ta 5–20° still conserving substantial amounts of energy, can be expensive C).
    [Show full text]
  • Our Legacy of Caring, Scholarship, and Scientific Discovery
    Our Legacy of Caring, Scholarship, and Scientific Discovery Duke Lemur Center EST. 1966, DUKE UNIVERSITY The Duke Lemur Center An extraordinary place exists in the heart of Duke Forest: an 80-acre campus of buildings and forested animal enclosures bustling with students, scientists, and visitors from around the world. They are drawn to this place to see, learn about, and explore the animals that call this place home: a colony of more than 200 of the most endangered mammals on Earth—lemurs. A world leader in the study, care, and protection of lemurs, the Duke Lemur Center (DLC) was established in 1966 on the campus of Duke University in Durham, NC. For over 50 years, the DLC has brought together scientists, conservation biologists, and educators to understand and protect these extraordinary primates and make new and exciting discoveries through interdisciplinary non-invasive research. The DLC works tirelessly not just in Durham but also in in Madagascar, the only place on Earth where lemurs exist in the wild. We’re proud to work with the organizations and people of Madagascar to create opportunities for positive change, and to play a leading role in preventing the island’s legendary population of endemic and endangered national treasures from being lost forever. “To look at the Duke Lemur Center today, you would never know it was once an unknown part of the Duke University campus. Today it’s a thriving hub of learning where Duke students and alumni, scientists, and animal lovers of all ages from around the world explore the importance of lemurs, scientific discovery, and conservation.
    [Show full text]
  • Reproductionreview
    REPRODUCTIONREVIEW Focus on Implantation Embryonic diapause and its regulation Flavia L Lopes, Joe¨lle A Desmarais and Bruce D Murphy Centre de Recherche en Reproduction Animale, Faculte´ de Me´decine Ve´te´rinaire, Universite´ de Montre´al, 3200 rue Sicotte, St-Hyacinthe, Quebec, Canada J2S7C6 Correspondence should be addressed to B D Murphy; Email: [email protected] Abstract Embryonic diapause, a condition of temporary suspension of development of the mammalian embryo, occurs due to suppres- sion of cell proliferation at the blastocyst stage. It is an evolutionary strategy to ensure the survival of neonates. Obligate dia- pause occurs in every gestation of some species, while facultative diapause ensues in others, associated with metabolic stress, usually lactation. The onset, maintenance and escape from diapause are regulated by cascades of environmental, hypophyseal, ovarian and uterine mechanisms that vary among species and between the obligate and facultative condition. In the best- known models, the rodents, the uterine environment maintains the embryo in diapause, while estrogens, in combination with growth factors, reinitiate development. Mitotic arrest in the mammalian embryo occurs at the G0 or G1 phase of the cell cycle, and may be due to expression of a specific cell cycle inhibitor. Regulation of proliferation in non- mammalian models of diapause provide clues to orthologous genes whose expression may regulate the reprise of proliferation in the mammalian context. Reproduction (2004) 128 669–678 Introduction recently been discussed in depth (Dey et al. 2004). In this presentation we address the characteristics of the embryo Embryonic diapause, also known as discontinuous devel- in diapause and focus on the mechanisms of regulation of opment or, in mammals, delayed implantation, is among this phenomenon, including the environmental and meta- the evolutionary strategies that ensure successful repro- bolic stimuli that induce and terminate this condition, the duction.
    [Show full text]
  • WILDLIFE in WINTER Do You Know What Different Animals Do During the Winter?
    WILDLIFE IN WINTER Do you know what different animals do during the winter? Animals have different strategies for surviving the winter. The most common strategies are hibernation, brumation, diapause, torpor, migration and adaptation. Hibernation Torpor Hibernation occurs when an animal enters a deep sleep Torpor is a state that some animals for the entire winter. Animals that hibernate eat extra food enter during the winter. Similar to during the fall to store up fat before winter begins. When it’s hibernation, the animal lowers its body time to hibernate, the animal drops its body temperature temperature and slows its breathing and by 20 °C or more and slows its heart rate and breathing in heart rate. However, animals that use torpor order to use less energy. during the winter may wake up occasionally or regularly to hunt, eat and defecate. Some animals Brumation are also able to go in and out of torpor regularly, like Brumation is a state of inactivity that cold-blooded creatures when it gets very cold at night. enter during winter. Think of this as hibernation for reptiles and amphibians. During extended cold periods, their bodies Migration produce high levels of sugar and slow or shutdown their Migration is the act of moving from one place to another. internal processes. Some animals can even freeze! Some creatures migrate to a warmer location when the weather gets too cold. They may travel alone or in large Diapause groups to areas where food is plentiful. Diapause occurs when insects pause their development to prepare for winter. Some insects stop all body processes and Adaptation sometimes freeze until the weather warms up in the spring, Adaptation to winter weather can take many different forms.
    [Show full text]
  • Telemetry Experiments with a Hibernating Black Bear
    Paper 37 Telemetry Experiments with a Hibernating Black Bear JOHN J. CRAIGHEAD Montana Cooperative Wildlife Research Unit, University of Montana, Missoula, Montana 59801 J. R. VARNEY Aeronutronic Ford Corporation, 3939 Fabian Way, Palo Alta, California 9430 F. C. CRAIGHEAD,JR. Environmental Research Institute, Moose, Wyoming 83012 J. S. SUMNER Montana Cooperative Wildlife Research Unit, University of Montana, Missoula, Montana 59801 INTRODUCTION During the winter of 1966-67 the body temperature of a male black bear (Ursus americanus) was telemetered in winter sleep under natural denning conditions (Craighead et al. 1971). To improve equipment and techniques for studying the physiology and behavior of bears under natural conditions, a captive black bear was used to continue the investigations during the winter of 1971-72. This paper describes the experiments and the results. Other investigators (Essler and Folk 1961; Folk et al. 1965, 1968, 1972; Hedge et al. 1965) have studied the physiology and hibernation behavior of captive bears under simulated natural conditions. Our own long-range objectives are to develop the means of obtaining ecological, behavioral and physiological data from unrestrained hibernating animals in the wild through the use of recent electronic and technological advances, including earth-orbiting satel- lites (Craighead et al. 1971). The specific objectives of the work described here were to develop and test telemetry equipment suitable for monitoring a typical physiological parameter (body temperature) by satellite; to refine immobilizing and handling techniques; to visually observe a bear throughout the hibernation period and correlate its behavior with body and den temperatures; and to outline surgical techniques for implanting telemetry transmitters in the body of a wild black bear.
    [Show full text]
  • Hibernation in Pygmy Lorises (Nycticebus Pygmaeus) – What Does It Mean?
    Vietnamese Journal of Primatology (2017) vol.2(5), 51-57 Hibernation in pygmy lorises (Nycticebus pygmaeus) – what does it mean? Ulrike Streicher1,3, Julia Nowack2, Gabrielle Stalder2, Christian Walzer2, Tilo Nadler3 and Thomas Ruf2 1 Current address: Cascades Raptor Center, Eugene, USA 2 University of Veterinary Medicine, Research Institute of Wildlife Ecology, Department of Integrative Biology and Evolution, Vienna, Austria, Savoyenstr. 1, 110 Vienna, Austria 3 Endangered Primate Rescue Center, Cuc Phương National Park, Nho Quan District, Ninh Bình Province, Vietnam Corresponding author: Ulrike Streicher <[email protected]> Key words: South-East Asia, primate, torpor, multiday torpor, pygmy loris, hibernation Summary Torpor use in primates appeared to be restricted to African species and was only recently discovered in a species from Asia, the pygmy loris (Nycticebus pygmaeus). This finding has considerable implications for our perception of torpor in this mammal group and demonstrates that torpor is probably more widespread in mammals than commonly thought. This article summarizes the current knowledge on the use of torpor in the pygmy loris and places it into the context of ongoing research on this topic. Hiện tượng ngủ đông ở loài culi nhỏ (Nycticebus pygmaeus) – Ý nghĩa là gì? Tóm tắt Hiện tượng ngủ đông ở các loài linh trưởng được cho rằng chỉ tồn tại ở một số loài linh trưởng ở Châu Phi. Gần đây hiện tượng này được khám phá ở một loài linh trưởng ở Châu Á, loài culi nhỏ (Nycticebus pygmaeus). Phát hiện mới này có thể thay đổi nhận thức của chúng ta về hiện tượng ngủ đông ở nhóm thú này và nó cũng minh chứng rằng hiện tượng ngủ đông có thể phổ biến ở nhiều loài thú khác hơn những gì chúng ta thường nghĩ.
    [Show full text]
  • Hibernation Metabolism
    Hibernation Metabolism Included below are Teacher’s Notes for some but not all of the slides contained in the Hibernation Metabolism PowerPoint Presentation (DVD included in the Black Bear Box 7-12). Additional information on Hibernation can be obtained at: http://www.bear.org/website/bear-pages/black-bear/hibernation.html Additional information on black bears can be found at www.bear.org and www.bearstudy.org. A helpful resource listing link to many topics on black bears is: http://www.bear.org/website/images/stories/education-outreach/resources/Black_Bear_Basics.pdf Hibernation Metabolism Teacher’s Notes • ©North American Bear Center • www.bear.org Slide 6: Metabolism Bears are heterotrophs and get their energy of metabolism from food. Unlike autotrophs (most plants, algae, cyanobacteria) who can build organic compounds, like sugars, from inorganic compounds like water and carbon dioxide, animals must ingest and then digest already made organic compounds into their simpler building blocks by the process of hydrolysis (catabolism). Building blocks of proteins are amino acids, building blocks of carbohydrates are simple sugars, and building blocks of lipids are fatty acids and glycerol. The process of catabolism releases the energy needed by the cell so that it can synthesize, through anabolism, the carbs, proteins, and lipids needed for the organism to function. The sum total of these life processes of catabolism and anabolism is referred to as metabolism. Slide 7: Homeostasis Homeostasis is important in the functioning of all organisms. All creatures have very complicated systems that have to respond to various environmental and internal stimuli in order to keep the organism operating and regulating so it survives.
    [Show full text]
  • Activity: Animals in Winter
    Activity: Animals in Winter Grade Level: Grade 1 Major Emphasis: Seasonal Adaptations Major Curriculum Area: Science Related Curriculum Areas: Refer to Outdoor Education Curriculum Matrix K-2 Language Arts Career Education Human Relations Art Program Indicator: The student will describe the effects of seasonal changes on animals. Student Outcomes: The student will: 1. describe the effects of winter on animals. 2. define the words migrator, hibernator and resident and give examples of each. Refer to Figure 1. 3. describe the ways animals are adapted to winter by observing live and preserved specimens. 4. model positive environmental behavior to assist animals in surviving the winter. Readiness: 1. Introduce vocabulary: hibernator West North fat shelter circulation migrator temperature South flock cluster down resident storage East heartbeat den energy climate wing Resident Hibernator Migrator Figure 1 -1 - 2. Complete the first grade Unified Science Unit, “Seasons and Seasonal Changes.” 3. Introduce animals through picture cards or study prints. 4. Select and view audio visual materials from the approved list. Materials: Residents Hibernators Migrators deer skin turtle (shell) mallards opossum black rat snake Canada goose raccoon groundhog goose wing & tail part squirrel frog monarch butterfly muskrat hibernation puzzle cards construction paper cut-outs: fox (snowman, sun, letters NSEW, arrow) crow goose call bees (optional) field cards NSEW food cards compass appropriate puppets Procedures: Activity A: Hibernators (DL2) Refer to Instructor Reference Information pages for background information. 1. Observe hibernating animals using descriptions and names. 2. Have students walk on a trail and look for homes of hibernating animals (e.g. groundhog hole in the ground, snake hole in the ground or under rocks).
    [Show full text]
  • The Mechanism Enabling Hibernation in Mammals 3
    The Mechanism Enabling Hibernation in Mammals 3 Yuuki Horii, Takahiko Shiina, and Yasutake Shimizu Abstract (CIRP) in the hearts of hibernating hamsters. Some rodents including squirrels and ham- The CIRP mRNA is constitutively expressed sters undergo hibernation. During hibernation, in the heart of a nonhibernating euthermic body temperature drops to only a few degrees hamster with several different forms probably above ambient temperature. The suppression due to alternative splicing. The short product of whole-body energy expenditure is associ- contained the complete open reading frame ated with regulated, but not passive, reduction for full-length CIRP, while the long product of cellular metabolism. The heart retains the had inserted sequences containing a stop ability to beat constantly, although body tem- codon, suggesting production of a C-terminal perature drops to less than 10 °C during hiber- deletion isoform of CIRP. In contrast to nonhi- nation. Cardiac myocytes of hibernating bernating hamsters, only the short product mammals are characterized by reduced Ca2+ was found in hibernating animals. Thus, these entry into the cell membrane and a concomi- results indicate that CIRP expression in the tant enhancement of Ca2+ release from and hamster heart is regulated at the level of alter- reuptake by the sarcoplasmic reticulum. These native splicing, which would permit a rapid adaptive changes would help in preventing increment of functional CIRP when entering excessive Ca2+ entry and its overload and in hibernation. We will summarize the current maintaining the resting levels of intracellular understanding of the cold-resistant property of Ca2+. Adaptive changes in gene expression in the heart in hibernating animals.
    [Show full text]
  • Up-Regulation of Heat Shock Proteins Is Essential for Cold Survival During Insect Diapause
    Up-regulation of heat shock proteins is essential for cold survival during insect diapause Joseph P. Rinehart*†, Aiqing Li*, George D. Yocum*†, Rebecca M. Robich*‡, Scott A. L. Hayward*§, and David L. Denlinger*¶ *Department of Entomology, Ohio State University, 400 Aronoff Laboratory, 318 West 12th Avenue, Columbus, OH 43210; †Bioscience Research Laboratory, U.S. Department of Agriculture/Agricultural Research Station, 1605 Albrecht Boulevard, Fargo, ND 58105; ‡Department of Immunology and Infectious Diseases, Harvard School of Public Health, 665 Huntington Avenue, Boston, MA 02115; and §School of Biological Sciences, Liverpool University, Liverpool L69 7ZB, United Kingdom This contribution is part of the special series of Inaugural Articles by members of the National Academy of Sciences elected on April 20, 2004. Contributed by David L. Denlinger, April 20, 2007 (sent for review February 28, 2007) Diapause, the dormancy common to overwintering insects, evokes are likewise widely exploited by overwintering insects to prevent a unique pattern of gene expression. In the flesh fly, most, but not cold-induced damage (9–12). all, of the fly’s heat shock proteins (Hsps) are up-regulated. The In this study, we propose that another class of protective diapause up-regulated Hsps include two members of the Hsp70 agents, the heat shock proteins (Hsps), also contribute signifi- family, one member of the Hsp60 family (TCP-1), at least four cantly to the overwintering cold tolerance of insects. The Hsps members of the small Hsp family, and a small Hsp pseudogene. are a group of remarkably well described proteins that are Expression of an Hsp70 cognate, Hsc70, is uninfluenced by dia- commonly expressed in response to environmental stress.
    [Show full text]
  • Identification of Bats in Hibernation
    Pierrette Nyssen and Ruddy Cors Plecotus / Natagora Octobre 2019 David Galens Vespertilio vzw May 2020 Identification of bats in hibernation 1 October 2019 Département : Plecotus, pôle chauves-souris de Natagora asbl Traverse des Muses 1 5000 Namur Belgique [email protected] - www.chauves-souris.be [email protected] - www.natagora.be www.vespertilio.be Editors: Pierrette Nyssen - [email protected] Lay-out: Ruddy Cors - [email protected] With the cooperation of: Jean-Louis Gathoye, Anne-Catherine Martin, Gilles San Martin, Quentin Smits, Nicolas Titeux and all the illustrators and photographers named in the document. Cover photo: Ruddy Cors (Myotis emarginatus) English translation: David Galens – Vespertilio vzw – May 2020 – www.vespertilio.be. A special thanks to John Haddow, Stuart Newson and Nils Bouillard for their linguistic input. All the photoghraphs mentioning Dietz & von Helversen are used with agreement of the author, Dietz, C. & von Helversen, O. 2004. Identification key to the bats of Europe, 72 pp., version 1.0 - electronical publication downloadable on the author’s website: http://www.fledermausdietz.de/publications/publications.html All the illustrations mentioning of Punt et al. are taken from the book Punt, A., Van Bree, P. J. H., De Vlas, J. & Wiersema, G.J., 1974. De Nederlandse vleermuizen, Wetenschappelijke mededelingen KNNV 104: 48 pg. It is the goal for this guide to evolve. If you have any comments about the proposed identification characteristics or know of other (reliable) methods, feel free to share those with us at [email protected]. This guide is constantly updated following comments and suggestions. You can always download the latest version via www.chauves-souris.be: under "Publications" - "Documents à télécharger" or www.vespertilio.be.
    [Show full text]