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The Gobi Bear's Place in Mongolia

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The Gobi Bear's Place in Mongolia MY PLACE, YOUR PLACE, OUR PLACE! The Gobi Bear’s place in Mongolia Teacher Edition 1 The goal of this book is to provide information about the natural history and cultural significance of the Gobi Bear. This booklet provides teachers with lesson ideas to incorporate “My Place, Your Place, Our Place” into the existing curriculum. Some lessons rely heavily on teachers guiding students in their learning and others allow for more open-ended exploration. 2I Table of Contents Introduction..............................................................................................I SECTION A: My Place • About You...............................................................................................2 - My Place (Observations)...................................................................5 SECTION B: Learning about Ecosystems • Living (Biotic) and Non-Living (Abiotic) Parts of an Ecosystem.....................9 Earth Systems Science, Global Climate Change, Conservation Considerations ................12 • Individuals, Populations, Communities and Ecosystems...............................14 Prairie Dog Worksheet ..........................................................................17 • An Ecosystem.........................................................................................21 Assemble an Ecosystem ........................................................................21 • Food Chain within an Ecosystem..............................................................22 • Your Food Chain ...................................................................................25 • Poem: Links in a Food Chain ...................................................................26 • Foo d Web..........................................................................................................28 Yellowstone National Park Wolf Ecosystem Comparison.......................................29 SECTION C: The Gobi Bear • Ecosystem of the Gobi Bear ..................................................................30 Biotic and Abiotic Threats .......................................................................31 • The Gobi Desert ...................................................................................33 • Animals of the Gobi Desert ...................................................................34 Explanation of Adapations ................................................................34 & 36 - Dressed for Success ......................................................................35 • Gobi Bear Distribution...........................................................................38 • Concept Map of Threats to the Gobi Bear.......................................................40 • Gobi Bear Ecology............................................................................................43 • Reflections......................................................................................................44 Creating a Velcro Ecosystem ...................................................................46 Community Mural Activity .......................................................................47 Glossary of Terms.......................................................................................49 References..............................................................................................54 1 Activity: Have the students fill out the following to create their own version of “My Place, Your Place, About You Our Place.” It is meant to be a place to develop their questions Name and understandings of biological concepts. Extension: Encourage students to research what types of animals live in other Age parts of Mongolia. Why it Matters: • Animals have become successful due to their ability to adapt to changes or to move. • The Gobi is home to many Class rare and globally threatened species; Bactrian camel, Asiatic wild ass, black-tailed gazelle, Argali sheep and snow leopard. • Species at risk by poachers include: Village -musk deer: poached for its valuable scent glands -brown bears: killed for their gall bladders -Saiga antelope: hunted Number of people in your illegally for their antlers and family antler velvet -snow leopards: killed for their pelts and bones. What are your hobbies? 2 Great Gobi Strictly Protected Area- A This is your country! Mark where you live. Mark where all of the members of your family live. Who lives farthest from where you live? Where are the places you have visited? What part of Mongolia do you want to visit most? What interests you in that part of Mongolia? 3 This portion of the student book is This is our World. It is made up of continents to explain where one is located in and oceans. the world and to understand how we all share our resources: air, Match the names to their place on the map. water and energy. Have the students write the proper Continents Oceans name of the continents and oceans North America Atlantic in the boxes on the map. South America Pacific Asia Indian Extension: Africa Southern • Encourage students to research Antarctica Arctic animals in different parts of the Europe world. Australia • As a group, make a large map and place the students’ animals where each lives. Arctic Europe North America Asia Atlantic Pacific Indian Africa South America Australia Southern Antarctica 4 Activity: My PLACE In this part of the lesson, each student is directed to find a piece Find a piece of land that is one-meter square. of land that they think is special; Make it special. they then call it their ‘place’, or Mark it with flags. they can personally name it. This is your ‘place!’ As a first step, perhaps the teacher can find their own ‘place’ near to school, so that you may walk there and show the students your ground. Mark out 1 meter square with sticks or flags. The 1 meter plot is to focus the students’ observation. Do a descriptive drawing of your ‘place’ in relation to the surrounding countryside so that when you show the students your land, you can also show them how you’ve drawn your land in the journal. MAP: Make a large wall map to show students ‘places,’ the school, village, roads, and etc. 1 m. 5 Activity: Sit quietly, listen and watch all of the To begin their inquiry, students might find it helpful to fill in: things that happen in your ‘place.’ Observe I see.... the insects, birds, plants, water, and I hear.... animals. I smell.... I have observed.... I feel.... Take notes to share with your classmates. When I touched it, it felt... Why it matters: • Observation is key to understanding the world around us. • All things are interconnected. • It takes practice to become a good observer. • It helps to organize your observation into categories. Example: Observe and compare mammals versus insects. Also notice how insects interact with the living and non-living (to be introduced following). Activity: Generate curiosity by having students come up with ‘30 questions.’ 6 Discuss your ‘place’ with your classmates. Extension: Cut a variety of different shapes Think about how your ‘place’ is different out of colored paper or recycled from your classmates’ places. materials. How is it similar? Have the students assemble the shapes to create a representation of plants, animals or insects that Now, go back to your ‘place’ and draw they have observed in their ‘place.’ what you see in your ‘place.’ *Use sticks, leaves, fabric, string and grass to represent ecosystem parts. 7 8 Connections: Provide a description of the Gobi desert as an example of another environment where there are a unique variety of living and non-living organisms. Highlight the harsh environment of the Gobi desert and how this determines many of the plants and animals that live there. Refer to Living and Non-Living the glossary for images of a few of the plants and animals found in the Parts of an Ecosystem Gobi desert. Note: Our world is made up of living and non-living Organic and inorganic are parts. Living organisms eat, grow, produce interchangable with biotic and waste and reproduce. Anything that was or abiotic. is living is considered biotic. Non-living, or Examples include: abiotic examples include sunlight (energy), • Soil or rock erosion is inorganic. rocks (soil), air and water. Biotic and abiotic • The process of plant and animal growth is organic. elements interact with each other creating a functional ecosystem. Objects that humans create from combining living or non-living things are considered man- made. For example: clothes, houses, or blankets. Notice all of the living and non-living parts of the ecosystem in the picture to the left. What other things, living or non-living, might be in your ‘place’? How do you think they interact? 9 Non-Living (Abiotic) Living (Biotic) 10 Additional Abiotic Examples: • Fire (Energy) • Rocks • Minerals (Gold & Salt) • Oil • Wind List the non-living and living things you see in your ‘place.’ Additional Biotic Examples: • Scorpions Non-Living (Abiotic): • Wolves 1.) Sand • Bears 2.) Sunlight • Snakes 3.) Air 4.) Water Note: Ecology is the sum of the biotic Living (Biotic): and abiotic interactions including animals, plants and 1.) Flowers bacteria with water, minerals, 2.) Trees sun and sand. 3.) Grass 4.) Insects 5.) 6.) 11 Extensions for Earth System Science: Ecosystems are also affected by climate change, geological and geothermal transformations (volcanoes, earthquakes), glacial movements, water availability and human activities. On Global Climate Change: (From NASA scientist Jim Hansen) 1. Mountain glaciers are receding worldwide
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