Madagascar: Ghosts of the Past
The Bruce Museum Presents: Educator’s Guide Ring-tailed lemur, Lemur catta. Photo by Duke Lemur Center Madagascar: Ghosts of the Past April 11, 2015 to November 8, 2015 The Bruce Museum develops Educator’s Guides to provide detailed information on field trip planning, alignment with national, state, and local standards, as well as suggested hands-on classroom activities to do before, during, and after your visit to the Museum. Educator’s Notes Madagascar: Ghosts of the Past This educator’s guide is separated into the following parts: Quick Madagascar Facts Grades K-5 Activity Overview of Educational Program Focus on Madagascar Animals Learning Objectives Grades 9-12 Activity Alignment with National, State, and Local Standards Resources and References How to Schedule Your Museum Visit Education Department Staff List Explore the extraordinary biodiversity of Madagascar from 70 million years ago to the present. Learn about the biological and physical factors that make this ecosystem unique. This exhibition focuses on the plant and animal survival strategies of Madagascar biota and the extraordinary biodiversity observed on the planet’s fourth largest island. Fossils and casts of ancient organisms as well as real animal mounts portray the extraordinary evolutionary history of Madagascar. Consider the Bruce Museum an annex to your classroom. Our collections and inquiry-based STEAM programs are the perfect way to complement and enrich your day-to-day practice. The hands-on interaction of touching objects and exploring collections can enhance a student’s understanding of scientific phenomena and artistic creation while also allowing them to make important connections between the sciences and humanities. Our workshops are thematic and designed to give children maximum exposure to both scientific and artistic concepts and processes. For school program information, contact Peter H. Linderoth, Manager of School and Community Partnerships, at [email protected] or (203) 413-6742. For reservations contact Amanda Skehan, Interpretive Services and Audience Engagement Assistant, at [email protected] or (203) 413-6740. Madagascar: Ghosts of the Past A visit to Madagascar: Ghosts of the Past is an exciting way to invite students into an interdisciplinary study of biology, ecology, taxonomy and classification, food chains and webs, paleontology, and current events. 2 Quick Madagascar Facts Madagascar: Ghosts of the Past Madagascar is an island nation that hosts some of the world’s most unusual, diverse, and threatened ecosystems. It is often referred to as an island continent. Madagascar is the fourth largest island in the world with an area of almost 600,000 square kilometers. About 200 million years ago the supercontinent Gondwana began to break apart, eventually fracturing into Africa, Antarctica, India, Australia, and Madagascar. In the early stages of the split, Madagascar and India were still attached, but by 88 million years ago, Madagascar was isolated in the Indian Ocean, off the southeastern coast of Africa. The other section, which would become the Indian subcontinent, moved north to collide with Eurasia and create the Himalayas. Madagascar’s geological history helps explain the strange combination of plants and animals that inhabit the island. Some of its biodiversity is ancient, retained from evolution on mainland Africa. But much of this richness is due to a long history of isolation—many living groups of plants and animals, such as modern mammals, had not yet evolved when Gondwana broke apart. Groups that dominate modern African ecosystems such as lions, ungulates, and elephants never made it to Madagascar. The few species that did make their way across the Mozambique Channel underwent spectacular radiations, diversifying into dizzying arrays of species as they adapted to different niches. Geography and Climate of Madagascar Madagascar is located in the Western Indian Ocean, 266 miles off the African coast. It is separated from the continent by the Mozambique Channel. A simplified version of Madagascar’s remaining vegetation is presented at left. There are pronounced climate differences between the Eastern and Western coasts due to weather systems coming off the Indian Ocean. As a result, the forests of Madagascar are notably different in climate, ranging from extremely wet to drought-like conditions. Much of the island was once forested, but only a small portion of it remains after being cleared by humans. Madagascar: Ghosts of the Past Because of its size and geologic complexity, Madagascar has many physical characteristics that divide the island into natural sections. These combine with differences in temperature, rainfall, and other climatic factors to divide the island into distinct habitats. 3 Quick Madagascar Facts cont. Madagascar: Ghosts of the Past In the extreme Northeast, annual precipitation can reach 20 or more feet, with little to no dry season. In dramatic contrast, in portions of the arid Southwest it rarely rains more than 1.5 feet per year, with a dry season lasting ten or more months The East receives heavy annual rainfall resulting in dense, closed-canopy forests. Trade winds and monsoons combine to create a hot rainy season, bringing storms and often destructive cyclones from November through April. As a result, the Eastern side of the island is predominantly humid rainforest with lush vegetation and high levels of biodiversity. To the West, vegetation shifts toward a dry deciduous forest with relatively open understory. Because of the significant dry season, mosses, lichens, and epiphytes such as orchids are uncommon. During the dry season most trees lose their leaves in an adaptation termed drought deciduous. South and Southwestern Madagascar is the spiny bush—the driest and hottest portion of the island. Plants in this area are adapted to extreme drought, such as the baobab trees’ large trunks that are adapted to store water. These plants also have adaptations to their leaves, trunks, and branches, such as spines, to discourage herbivory. Although there is less biodiversity in the spiny bush, it has one of the highest levels of local-scale endemism of any forest type in the world—a 1996 study estimated that almost 90% of its species occur nowhere else. Madagascar: Ghosts of the Past Spiny bush forest. Photo from Wikimedia Commons 4 Activity – Walk like a Lemur (Gr. K-5) Madagascar: Ghosts of the Past Before a visit to Madagascar: Ghosts of the Past, students can identify adaptations that animals have to survive in their habitats. The lemurs are endemic (which means only found in one region) on Madagascar and a few small surrounding islands. Lemurs are primates that are observed in a variety of habitats on Madagascar. Species have evolved respective forms of movement to optimize survival in their habitat. Walk like a Lemur is adapted from a similar activity developed by the Duke Lemur Center. The purpose of this activity is to discuss modes of lemur locomotion with your students. Supplemental footage of each variety of locomotion is recommended. Students will reinforce the lesson by acting out a selected method of movement to their assigned habitat. Key Vocabulary Words/Concepts: Quadrupedalism - locomotion that includes all four legs. Examples include cattle, dogs, and lizards. Brachiation - locomotion that involves swinging from limb to limb with two arms. Vertical clinging and leaping - animals cling to a hold and then push of using hind feet to reach another hold. Bipedalism – movement using to hind legs. Humans and birds make up the habitual bipedal; however, many animals undertake facultative bipedalism to reach a certain goal. Coquerel’s sifaka. Photo by Duke Lemur Center Madagascar: Ghosts of the Past Suspensory – animals that hang from a limb or hold for a prolonged period of time. 5 Activity – Walk like a Lemur cont. Madagascar: Ghosts of the Past Habitats assigned to students: - It is recommended a quick discussion with images be undertaken with students for each habitat. Barren desert Tall trees with intertwined branches over swamp Scattered tall trees over open ground Savannah with tall grass Tall trees with large branches, bushy canopy Activity: Discreetly assign habitats to teams of students and direct them to work together as a team to select an adaptation of locomotion that could give a lemur a strong survival advantage. Students will work together as a team to select the form of locomotion and then act out the selection. Their peers will attempt to explain the form of locomotion and the habitat that was assigned to the presenting group. The inclusion of props is a fun twist on this activity and will assist in the presenting group’s ability to convey their assignment. Madagascar: Ghosts of the Past Madagascar Palm Savanna. Photo by Frans Lanting 6 Overview of Educational Program Madagascar: Ghosts of the Past During a tour of Madagascar: Ghosts of the Past, docents will guide students through a selection of the following discussions and activities (note: content tailored to grade level and teacher request): Review the geological processes responsible for Madagascar as we know it today while discussing modern geography Compare and contrast structural adaptations between herbivores, carnivores and omnivores Understand adaptive evolution and the ability for organisms to fill open niches in a newly formed ecosystem Differentiate between ancient organisms that inhabited Madagascar and the current biological communities that inhabit the island Discover the rich biodiversity found on the island of Madagascar today and millions of years ago Tsingy ‘stone forest’ of eroded limestone pinnacles. Photo by Stephen Alvarez Madagascar: Ghosts of the Past 7 Madagascar: Ghosts of the Past Focus on Madagascar Animals Aye-aye (Daubentonia madagascariensis) – This solitary, nocturnal lemur occurs across the island in a variety of habitats. With their long middle finger, aye-ayes probe hollow branches for grubs and other insects. Sadly, they are endangered due to habitat loss and hunting – although they are appreciated by many, superstitions have developed in some communities that aye-ayes are bad omens. Ring-tailed lemur (Lemur catta) – With a tail longer than its body, this recognizable lemur occurs in southern and southwestern Madagascar. Although most lemurs live in trees, ring-tailed lemurs are also comfortable running, sunbathing, and playing on the ground. They are social animals and live in matriarchal groups of up to 24 individuals. Aye-aye. Photo by Duke Lemur Center Lowland streaked tenrec (Hemicentes semispinosus) The lowland streaked tenrec is covered with black and yellow quills. Restricted to eastern tropical rainforests, they burrow near logs and tree roots, foraging nearby for earthworms. When threatened, they raise their quills and sometimes head-butt their opponent. Giraffe weevil (Trachelophorus giraffa) – This bright red and black insect gets its name from the males’ long neck, which is used to battle over females during mating season. Trachelophorus giraffa is sexually dimorphic – females have shorter necks and strong legs which they use to bend and roll up a large leaf to protect the resulting egg. Giraffe weevil. Photo by Axel Straub Madagascar: Ghosts of the Past Lowland streaked tenrec. Photo by Frank Vassen 8 Focus on Madagascar Animals cont. Madagascar: Ghosts of the Past Madagascar Hissing Cockroach (Gromphadorhina portentosa) – One of the largest species of cockroach, these wingless insects are excellent climbers and roam rotting logs for vegetation. These insects belong to a group of cockroaches that make a loud hissing sound by forcing air through small holes known as spiracles on either side of the abdomen. Pug-nosed Crocodyliform (Simosuchus clarki) Although not a direct ancestor of modern crocodiles, Simosuchus means “pug-nosed crocodile” in Greek. It lived 65 million years ago and had clove-shaped teeth – indicating it was herbivorous. Its unusually short skull, small size, and plant-based diet make this fossil unique among crocodyliforms. Pug-nosed crocodyliform. Photo by Nourhan Bassiouny Egg of the elephant bird, with a chicken egg for scale. Photo by Bruce Museum Elephant bird. Photo in public domain Madagascar: Ghosts of the Past Elephant Bird (Aepyornis maximus) – One of the largest species of bird to ever exist, the Elephant Bird reached almost 10 feet in height and weighed over 1,000 pounds. These enormous, flightless birds roamed the entire island and became extinct fewer than 400 years ago. With eggs large enough to feed entire families, there is evidence suggesting human activity may have contributed to its extinction. 9 Learning Objectives Madagascar: Ghosts of the Past After a visit to Madagascar: Ghosts of the Past, students will be able to: Describe the adaptations that help Malagasy animals survive in their habitats Explain food webs observed in various Malagasy habitats Define carnivore, herbivore, and omnivore. Distinguish adaptations each group has for survival. Differentiate between vertebrates and invertebrates and give examples of vertebrates and invertebrates that live on Madagascar Review the predator-prey relationship and identify different examples of the predator-prey relationships observed in Madagascar Understand the concepts of island biogeography and continental drift Summarize the exceptional biodiversity of present and ancient Madagascar A Pygmy hippo skull from the highlands of Madagascar. Subfossils indicate pygmy hippos went extinct within the last 1000 years. Courtesy Dr. William Jungers. Photo by Bruce Museum Madagascar: Ghosts of the Past 10 Activity – Out from the Dark End (Gr. 9-12) Madagascar: Ghosts of the Past This experiment is adapted from an activity found on the National Science Teachers Association website. The original activity developed by Amy and Ron Wagler can be located at the following location: http://static.nsta.org/files/tst1405_25.pdf The Madagascar Hissing Cockroach, Gromphadorhina portentosa, is one of the largest species of cockroach, reaching 2–3 inches (5–7 cm) in length. This insect is harmless, does not harbor diseases that can be transmitted to people, and is nocturnal: three traits that make it an ideal candidate for this project. Madagascar Hissing Cockroach, Gromphadorhina portentos. Photo in public domain Out of the Dark End is an animal behavior experiment that is designed to provide students with biological testing integrated with statistical analysis. This integration brings the experiment to a full circle and serves as exposure to the scientific processes undergraduate & graduate students, as well as professionals in the environmental fields, undertake while undergoing the scientific method and reporting results. Background and Instructions: Review the scientific method with your students. Introduce the basics of proving/disproving a hypothesis. Discuss some of the statistical tests used by professionals and then review the independent t-test in detail; including meeting the equal variance assumption. Tell your students that they will be both undertaking an experiment and running a statistical analysis of their results. Write down the null and alternative hypotheses for the experiment on the board: H0 – Food will not affect the cockroaches. (This is the null hypothesis) HA – Food will attract the cockroaches. (This is the alternative hypothesis) Madagascar: Ghosts of the Past Present a brief presentation on the Madagascar Hissing Cockroach. Important concepts to discuss are nocturnal arthropod, diet preferences, and general behavior. It couldn’t hurt to instruct the students on the harmlessness of this organism! 11 Essential Materials (Per Group): 3 Hissing Cockroaches 2 2-liter Bottles Black Garbage Bags Tape Scissors Ruler Marker (low to no VOCs) Banana and/or Fish Food Computer with Microsoft Excel Data Sheets 11 x 17 Sheet of Paper Timer Procedure: Divide your students into 6 groups and then assign 3 food groups and 3 control groups. Instruct students on the following steps (put on display in front of room): - Cut each 2-liter bottle 20 cm from the top of the bottle Tape the two sections of the bottle together Cut the tube in half lengthwise Secure a black garbage bag over half of the newly cut enclosure Tape 11 x 17 paper to your lab table or desk Draw an X on the paper in the darkened section the cockroaches in the experiment will be placed for each replicate Follow directions below for the selected treatment: Food Place food on the side of the 11 x 17 paper that will not be in the dark side of the tube Put cockroach on the X previously marked as the start point Place cover on 11 x 17 and start timer (1 minute) Mark and record the maximum distance traveled from the dark end by cockroach Repeat 3 times with different cockroaches Control - Put cockroach on the X previously marked as the start point Place cover on 11 x 17 and start timer (1 minute) Mark and record the maximum distance from the dark end traveled by cockroach Repeat 3 times with different cockroaches Madagascar: Ghosts of the Past - 12 Data Sheets Madagascar Hissing Cockroach Experiment Group: Treatment: (Control or food?) Replicate 1 2 3 Distance Traveled (cm) Groups should also record their results on the board. The order of groups or replicates does not matter, as long as results are recorded in the correct column. In this example, 1–3 were control groups, and 4–6 provided food for the cockroaches. Control Group 1 #1 Group 1 #2 Group 1 #3 Group 2 #1 Group 2 #2 Group 2 #3 Group 3 #1 Group 3 #2 Group 3 #3 Food Group 4 #1 Group 4 #2 Group 4 #3 Group 5 #1 Group 5 #2 Group 5 #3 Group 6 #1 Group 6 #2 Group 6 #3 Data Analysis Ask the students to record their findings on the front board in the format provided above for pooled data. Remind them that independent t-tests must satisfy assumptions such as equal variance. Testing Assumptions To test whether the variance between two sets of numbers is significantly different, use an F-test. Enter the data into Microsoft Excel in the format on the board. In Excel 2007/2010/2013, the Madagascar: Ghosts of the Past There are numerous statistical software packages available; Microsoft Excel (2007 and later) will work for this experiment. 13 necessary functions are in the Formulas tab under the orange folder labeled “More Functions” (the label may be minimized, see below). This returns a popup window where you can enter data. Alternatively, you can enter the formula directly into an empty cell =F.TEST([Column1], [Column2]) If the resulting p-value is less than 0.05, there is a significant difference in variance between the two treatments. This will influence the next test. So, if the p-value is greater than 0.05, the assumption of equal variance is met. Conversely, if the p-value is less than 0.05, the assumption is not met. Testing Hypotheses Use a two sample t-test to determine whether there is a difference between the food and control treatments. In addition to the data columns, there are additional specifications: A) whether the test is one or two-tailed and B) whether you are using independent samples with equal variances (option 1), independent samples with unequal variances (option 2), or dependent (paired) samples (option 3). Again, navigate to Formulas > More Functions > Statistical and select T.TEST or enter the formula directly as =T.TEST([Column1], [Column2], #tails (1 or 2), type (1, 2, or 3)) This test is one-tailed because we are testing how far the cockroaches travel in one direction: towards the food. Depending on the F-test’s p-value, choose equal or unequal variances (because we used each cockroach only once, the samples are not paired). Madagascar: Ghosts of the Past Once students have completed the test, have them share their findings with the class to ensure everybody got the correct answer. If the p-value is less than 0.05, the cockroaches that received food moved significantly farther than the control group, so the null hypothesis is rejected. This implies that food affects cockroach behavior, but it does not prove it – remind students that statistical testing can only reject hypotheses, not accept alternative ones. 14 Alignment with National, State, & Local Science Standards Madagascar: Ghosts of the Past The complete Next Generation Science Standards with the full text for all grade levels and subjects can be found at: http://www.nextgenscience.org/next-generation-science-standards. ESS2.B: Plate Tectonics and Large-Scale System Interactions (4) ESS3.A: Natural Resources (K) LS1.A: Structure and Function (1, 4) LS1.B: Growth and Development of Organisms (1,3) LS1.C: Organization for Matter and Energy Flow in Organisms (K, 5, MS) LS1.D: Information Processing (1) LS2.A: Interdependent Relationships in Ecosystems (5, MS, HS) LS2.B: Cycles of Matter and Energy Transfer in Ecosystems (5, MS) LS2.D: Social Interactions and Group Behavior (3) LS3.B: Variation of Traits (3) LS4.C: Adaptation (3, MS, HS) LS4.D: Biodiversity and Humans (2, 3) The complete State of Connecticut Core Science Curriculum Framework with the text for grades K-8 can be found at: http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/science/pk8_science_curriculumstandards201 1.pdf - PK.2 — Many different kinds of living things inhabit the earth. - K.2 — Many different kinds of living things inhabit the earth. - 1.2 — Living things have different structures and behaviors that allow them to meet their basic needs. - 3.2 — Organisms can survive and reproduce only in environments that meet their basic needs. - 4.2 — All organisms depend on the living and nonliving features of the environment for survival. - 5.2 – Perceiving and responding to information about the environment is critical to the survival of organisms. - 6.2 — An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact. - 8.2—Reproduction is a characteristic of living systems and it is essential for the continuation of every species. Madagascar: Ghosts of the Past - 15 The complete New York State Elementary Science Core Curriculum with the text for grades K-4 can be found at: http://www.p12.nysed.gov/ciai/mst/pub/elecoresci.pdf - Standard 4: The Living Environment o Key Idea 1: Living things are both similar to and different from each other and from nonliving things. Performance Indicator 1.2: Describe the life processes common to all living things. o Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Describe how the structures of plants and animals complement the environment of the plant or animal. o Key Idea 4: The continuity of life is sustained through reproduction and development. o Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.1: Describe basic life functions of common living specimens (e.g., guppies, mealworms, gerbils). Performance Indicator 5.2: Describe some survival behaviors of common living specimens. o Key Idea 6: Plants and animals depend on each other and their physical environment. Performance Indicator 6.1: Describe how plants and animals, including humans, depend upon each other and the nonliving environment. Performance Indicator 6.2: Describe the relationship of the Sun as an energy source for living and nonliving cycles. Madagascar: Ghosts of the Past The complete Greenwich Public School Science curriculum with the text and for grades K-8 and subjects can be found at: http://www.greenwichschools.org/page.cfm?p=828 - K.2- Zoology - 1.2- Survival - 3.2- Plant and Animal Adaptations - 4.2- Ecosystems - 6.2- Matter and Energy in Ecosystems - 7.3- Energy in Earth’s Systems 16 Resources and References Madagascar: Ghosts of the Past - Extinct Madagascar by Steven M. Goodman and William L. Jungers - Natural History of Madagascar edited by Edited by Steven M. Goodman and Jonathan P. Benstead - Madagascar: A World Out of Time by Frans Lanting, Alison Jolly, Gerald Durrell - The Aye-Aye and I: A Rescue Mission in Madagascar by Gerald Durrell - Ghost of Chance by William S. Burroughs - Madagascar, the Red Island by Arlette Kouwenhoven - Torina's World: A Child's Life in Madagascar by Joni Kabana - http://www.madagascar-embassy.org/en/ - http://www.madagascarfaunaflora.org/ - http://www.bbc.co.uk/programmes/b00pd2fk Madagascar: Ghosts of the Past Resources for Educators: 17 Madagascar: Ghosts of the Past Adult and school groups of 8 or more require advance reservations and are subject to a special group fee. Museum-Based School programs are available Tuesday through Friday, 10:00 am to 5:00 pm. After-School Museum-Based programs are available Tuesday through Friday, last one hour, and start no later than 4:00 pm. The Bruce Museum is accessible to individuals with disabilities. Call Bruce Museum Interpretive Services and Audience Engagement Assistant, Amanda Skehan, at (203) 413-6744. You may leave a voicemail message at this number at any time. Fees A confirmation/invoice will be e-mailed four weeks prior to the program. Pre-payment is preferred, however, Museum programs may be paid on day of visit. Payment is by cash or check, payable to Bruce Museum, Inc. Museum-Based School Programs: $45 per program for each class. Adult tour groups: $6 per person with a minimum fee of $54. Scholarships Thanks to the generosity of our corporate members and sponsors, scholarships are available under special circumstances. Please contact the Museum for more information. Cancellations There is a $15 charge if cancellation is less than two weeks in advance of the scheduled program. No Eating Facilities are available at the Museum In case of bad weather, classes will be permitted to eat in the Education Workshop if they reserve the room in advance. Class Size In order to maintain quality education, classes are limited to 25 students. Pre-school class size is limited to 20 students. Supervision: REQUIRED for all programs Museum visit: 1 adult for every 5 children, to accompany the children at all times. Self-guided tours: If you would like your class to tour the rest of the Museum before or after the scheduled program, you must tell us when you make your reservation to avoid conflict with other groups. Nametags: Help to personalize program and enhance student behavior. Conduct In order to enhance everyone's enjoyment of the Museum, please go over these rules with your students in advance: o Please do not run in the Museum o Please talk in quiet voices o Please do not touch paintings or objects Special requests or curriculum needs All of the programs are flexible and can be adapted to audiences with special needs or to your curriculum objectives. Please discuss with the Museum Education staff in advance. Madagascar: Ghosts of the Past How to Schedule a Museum Visit 18 Bruce Museum Educators Madagascar: Ghosts of the Past Julie Harrington Manager of Youth and Family Programs (203) 413-6744 [email protected] Kathleen Holko Manager of School and Tour Services (203) 413-6741 [email protected] Peter H. Linderoth Manager of School and Community Partnerships (203) 413-6742 [email protected] Madagascar: Ghosts of the Past Amanda Skehan Interpretive Services and Audience Engagement Assistant (203) 413 - 6744 [email protected] 19
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