Can be adapted to any age depending upon ability - this lesson is for .

Overview
Biologists need to know about animal behavior toprotect endangered species or control disease or pests.
The California Condor was down to one in the natural habitat andvery few in captivity because of the pesticide DDT being
used by farmers.
Also the Tule Elk in Point ReyesCalifornia  was near extinction until scientists found thatthese elk needed certain plants introduced back into theenvironment containing copper.
Scientists need to know aboutsampling, animal mapping so that they don't have to look atevery single animal in order to make an  inference about aproblem.

Purpose
To discover through the use of inference and deduction the needs and wants of animals.
To learn how to  carefully observe and record behavior systematically as the animal moves through its habitat.
To learn about sampling to get statistics for inference.
To learn how to graph and what a graph can do.
To learn about caring for and being kind to all living creatures.
To learn about variables.

Resources and materials
Live crickets - one in ziplock bag per group  - crickets can be  obtained from pet stores for about $.50/doz. - they
are used for food for other pets.
Hamsters, gerbils, goldfish can also be used (borrowed from pet stores orchildren in the classroom.)  In this lesson we will be usingcrickets.
Large boxes - at least 8"  X 10" (you can add paper tosides to make taller so that animal will not jump out).
Colored round dot stickers - about 1/2" in diameter - sheet of 80 per group.
Three blank 8 X 10 pieces of paper for each group.
1 pencil per group.
Large clock with second hand.
2" X 3" construction. paper for shelter (folded in a triangle)
Nuts, cereal, apple slice or bran for food.

Task cards:

Recorder
Number dots from 1 to 20   - three times
Place eyes on dots to show in which direction animal moves.
At end of trial describe the animal's actions.
After recording for one trial, swap tasks with another team member.

Timekeeper
Make sure team members are ready to start.
Tell Animal Manager when to place the animal in the center of box.
Watch the clock and call "Time!" every 15 seconds for 5 min. (20 times).

Observer
Watch closely where the animal moves.
Tell the Recorder  in which direction to place the dots.
Remind your team members not to disturb the animal, not to touch it or talk too loudly.
After observing for one trial, swap tasks with another team member.

Animal Manager
Hold the animal or its container until your team members are ready to begin mapping.
Put the animal in the center of the box when Time keeper says to start.
Hold the animal between trials.
Keep the animal from escaping.
After managing the animal for one trial, swap tasks with another team member.

Graph paper
Set up so that part of graph paper is to graph trial 1, part for trial 2 and part for trial 3.
Everyone should participate and keep own copy  for his/her own science journal.

Trial 1
Vertical axis Number of dots on Map 0 - 20
Across bottom, write: IN THE OPEN AREA and NEXT TO WALLS andLOOKING IN CORNERS.

Trial 2
Across bottom horizontally:
IN THE OPEN AREANEXT TO WALLS, FACING INTO CORNERS, NEAR OR IN THE SHELTER.

Trial 3
Across bottom horizontally:
IN THE OPEN AREA, NEXT TO WALLS, NEAR THE OR IN SHELTER, NEAR OR IN THEFOOD
 

Resources:
Library books or stories about animals near extinction.
GEMS - Lawrence School of Science  Cal. Berkeley Animal Mapping

Activities and procedures :
Read any material you find in library or elsewhere about the Tule Elk, California Condor, wolf, or any other interesting animal scientists are investigating.

Put on board or large piece of paper so that all children can view, a large square or rectangle to represent the classroom.
Then have large 1" stickers numbered from 1- 20 with eyes on one side.
Send one child out of the room for a few minutes while you explain to the rest of the class that you are going to map the child's movements when he/she returns.
Then have him/her come back.
Map in front of theclass on the board or large sheet of paper where he goes in the room.
Every 20 seconds place a sticker with eyes pointed in the direction he is facing and on the spot on the paper showing his relationship to the room.
Explain thatthe class will use the same technique to map movements of crickets.

Assigning team tasks
1.  Divide class into teams of 4 students & give task cards
2.  Explain 4 roles, have them read task cards aloud, emphasize tasks rotate.
3.  Let teams take a few minutes to delegate tasks, number the dots and place eyes on dots.
4. Give box, cricket in ziplock bag to animal manager.

Assign groups
1.  Explain there will be 3 trials per cricket.  In trial l, box will be empty.
2.  Place animal in center of box, record movements every 15 sec. for 20 samples.
     Record movement by taking sticker and placing it on blank paper eyes facing correct direction, in corresponding location
     to the place in the box.
     If animal jumps out of box, put it back where it was and continue.
3.  In trial 2 box will have shelter.  Fold a rectangular piece of construction paper to simulate a shelter.
     Follow same steps as trial 1.  Look at your paper.  Did the animal act differently now that there is a shelter
     to run to?  Did the animal look at the shelter?  What can you 'infer' from this?

Typing it out :
Place  graphs from all groups on the board and discuss each graph and make inferences together as a whole group.
Then have each child record his/her group's findings and draw a picture about what the cricket in the box did most often in each  of the 3 trials.

 Author:  Maureen Jenner; Elem. Science Teacher, The Community School,  Sun Valley, Idaho