Giant Armadillo Lesson 4

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Lesson 4:
Activities 1-3
Classroom Activities for Schools or Zoos
(Great curriculum focus for use in schools)
LESSON 4.
RESEARCH METHODS FROM THE FIELD
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Goa l /O b j ecti ves:
1. Students will explain the importance of being able to identify individual animals for research purposes.
2. Students will describe what telemetry is and how it is used to aid in researching animals in the field.
3. Students will use an ethogram to conduct behavioral observations.
4. Students will be able to list at least one action that they can take to help giant armadillos.
Stan dar d s :
US Next Generation Science Standards: Interdependent relationship of ecosystems, Animals Plants and their Environment,
Habitats. (Biological Evolution, Unity and Diversity; Earth and human Connectivity). 1st Grade- LS3.B; 2nd Grade- LS4-1
Age :
7-11 years old
M at e r i a ls :
• Supplemental natural history Teacher Resource Guide
• Paper and pens or pencils
• Stop watch
• Plenty of room to move and hide (tracking activity)
• Blind fold, bracelet and stick (optional)
• Lesson 4 Resource
→→ Activity Sheet 1 and 2-Zebra
→→ Activity Sheet 3 and 4-Giant Armadillos
→→ Answer Key: Activity Sheet 1, 2, and 4
→→ Activity Sheet 5-Researchers Telemetry Photos
→→ Activity Sheet 6-Giant Armadillo Telemetry Photos
→→ Activity Sheet 7-Giant Anteater Telemetry Photos
→→ Activity Sheet 8-Observation Photos
→→ Activity Sheet 9-Ethogram
→→ Activity Sheet 10-Data Sheet
Vo ca b u l ary :
Behavior, Camera Trap, Diurnal, Ethogram, Nocturnal, Telemetry
W Check marks notate teacher resource information such as answers to questions posed
LESSON 4.
RESEARCH METHODS FROM THE FIELD
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Activity 1: Identifying Individuals
Mat e r i a ls :
• Lesson 4 activity resources:
→→ Activity Sheet 1 and 2-Zebra
→→ Activity Sheet 3 and 4-Giant Armadillos
→→ Answer Key: Activity Sheet 1, 2, and 4
Act i v i t y :
1. When studying a group of animals researchers need to be able to identify each individual animal. This way, the researcher can
record behaviors specific to the individual and better understand social interactions. Researchers that study giant armadillos
can tell each armadillo apart using their unique scale pattern, just like tigers and zebras have a unique stripe pattern and
humans have unique fingerprints.
2. Have students practice their identification skills by analyzing three different zebra pictures using Activity Sheets 1 and 2. First,
find stripe patterns that distinguish each individual from the others.
3. Then look at a picture with all three zebra together. Can you determine which zebra is which by using their distinct stripe
patterns?
W Note: This can be made into a group activity by projecting a large picture of the three zebra and having the class discuss
what stripe patterns can be used to identify individuals. Together as a class identify each zebra.
4. Explain that just like every zebra has unique stripes, every armadillo has a unique scale pattern. Now show students the
identification photo of the giant armadillo “Guilherme” on Activity Sheet 3. When you look at the pictures of four giant
armadillos can you determine which one is “Guilherme” using the scale pattern on their tails?
5. Discuss as a class how identification techniques could be helpful to researchers in the wild and at zoos. Remind students that
giant armadillos are only active at night. This makes it very hard to observe their behaviors.
W Researchers often rely on camera traps to get pictures of giant armadillos activities. Cameras are attached to nearby trees
and are equipped with motion detectors. When an animal steps in front of the camera it takes the animal’s picture. The use of
this technology makes it very important for scientists to be able to identify animals through the pictures.
LESSON 4.
RESEARCH METHODS FROM THE FIELD
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Activity 2: Tracking Individuals
Mat e r i a ls :
• Ample space to move around
• Blindfold
• Bracelet and stick (optional)
• Lesson 4 activity resources:
→→ Activity Sheet 5-Researchers Telemetry Photos
→→ Activity Sheet 6-Giant Armadillo Telemetry Photos
→→ Activity Sheet 7-Giant Anteater Telemetry Photos
Act i v i t y :
1. Telemetry is defined as the measurement and transmission of data using remote sources, such as radio waves. Often, telemetry devices used to track animals are small devices attached to the animal which give off a signal. When the signal is detected
using the special antennae and its receiver, a noise is emitted. Researchers follow the strength of the noise to find the animal.
Show the class pictures from Activity Sheet 5, 6, and 7, of researchers using telemetry devices and a giant armadillo and giant
anteater wearing telemetry devices.
2. In this activity, students will be simulating telemetry technology. Pick two participants: one will be the “researcher” and one
will be the “animal”. Blind fold the “researcher” and have the “animal” hide at a distance. The animal must stay stationary until
the “researcher” finds them. (Optional: have the “animal” wear a telemetry device, like a bracelet. Have the “researcher” carry a
small stick to replicate the antennae.) This game is similar to “Marco Polo”, a tag game played by children in the United States.
The “researcher” will act as the antennae and receiver. They will send out a signal looking for the “animal” by yelling “Tatu” (the
Portuguese word for armadillo). The “animal” acts like a telemetry device and sends back a signal suggesting where it is located by yelling “Beep” (the noise telemetry receivers make). Each time the “researcher” yells out “Tatu” the “animal” responds by
saying “Beep”. Continue until the “researcher” finds the “animal”.
Tips:
W The most realistic example of telemetry will involve obstructions between the researcher and animal. Rarely do you find
your research subject by walking in a straight line. Make sure the obstructions at your location are safe. You can also include
audience participation by having the other students yell out when the “researcher” has reached an obstruction to prevent them
from bumping into it.
W You may want to play this game several times so multiple students have the opportunity to be the “researcher” and “animal”.
3. Bring students back together to discuss the outcome of the game. Have the class consider what additional challenges
researchers might face? Students answers may include:
W The animals might be a long distance away. If the animals are out of range of the receiver, the antennae might not be able to
locate the signal.
W Giant armadillos live deep underground. If the signal is not strong enough, the antennae can’t locate the animal.
W The device that the animal wears has a battery in it. Eventually the battery runs out. If the battery runs out then the receiver
can’t locate the animal.
W The animals might be in a difficult location to find. Some armadillos have swum across rivers, making it very hard for
researchers to find them. Researchers either have to get in a boat or swim across to follow the armadillo!
LESSON 4.
RESEARCH METHODS FROM THE FIELD
Activity 3: Behavioral Observations
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Mat e r i a ls :
• Pen or pencil
• Stop watch
• Lesson 4 activity resources:
→→ Activity Sheet 8-Observation Photos
→→ Activity Sheet 9-Ethogram
→→ Activity Sheet 10-Data Sheet
Act i v i t y :
1. Researchers spend many hours watching and documenting an animal’s behaviors and actions so that they may better
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5.
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understand the species. Show participants photos from Activity Sheet 8 of researchers observing animals.
Explain that scientists often use a special chart called an ethogram to document the behaviors and actions exhibited by an
animal. Ethograms are a way of collecting behavioral information on animals in an organized format. Each behavior has a
specific definition, and may fit into a group of behaviors. For example locomotion includes walking and running.
In this activity, students will be learning about and creating ethograms. This activity can be done in one or two steps. For
younger children or a shorter time frame you can utilize the ethogram provided in Activity Sheet 9, and skip to step 5. For older
children or a longer time frame, have children create an ethogram starting with step 4.
Creating an Ethogram:
a. Choose a person or animal to observe. As a class, have the students discuss what behaviors they might expect to see from
the designated subject of observation (animals or people; individual or group).
b. Do certain actions fit under specific headings like resting, moving, vocalizing, interacting with others?
c. Define each action. (Example: walking= moving at a normal pace, running=moving faster than a normal pace). Use the
provided ethogram from Activity Sheet 9 as an example.
d. Work together as a class to create the ethogram. Make sure to use headings like eating/drinking, resting, moving, grooming, interacting with others, vocalizing, and any others. Make sure the definitions you give to each action are easily understood by anyone reading the ethogram.
Using an ethogram for observations:
a. Give each student an ethogram as well as a data sheet from Activity Sheet 10 for data collection.
b. Have students watch an animal or group of animals or have them watch a person or group of people for two minutes. (If
you are not able to visit a zoo, it is possible to split the class into two groups and have each group observe the other. If you
are observing a group of animals, only document the observed behavior of one or two animals to avoid over-complicating
the activity.)
c. Divide the observation time into 30 second intervals for ease of documentation. During the two minutes of observation
have students mark the behaviors they are observing in the specified time box of the data sheet every 30 seconds (use the
stopwatch and help students identify when to make their next mark using a verbal cue such as “time”).
As a class, discuss their observations: What do their observations tell them about the animals or people? How do they move?
How do they eat? Are they awake during the day or night (diurnal vs. nocturnal)? How do they spend most of their time?
Would you expect the observed behaviors to change at different times of the day? (Diurnal animals would not be active at
night, but may be more active in the morning and afternoon rather than midday.) Would you get different results if you
observed the subjects for a longer period of time? (If time allows have participants observe the subject for an additional five
minutes and compare their results to the first ethogram.)
LESSON 4.
RESEARCH METHODS FROM THE FIELD
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Activity 3: Behavioral Observations (continued)
Extension Activity:
Have students create a pictorial timeline using illustrations of their ethogram and share their timeline with the class. Students may
also take home this activity by creating their own ethogram or using the classroom ethogram to observe a pet or native animal they
find in their yard or a local park. Use the same guidelines as when taking observations in class: observe the animal for two minutes
using 30 second intervals to record data. Ask students to present their observations to the class. Did they learn anything new about
their pet or local animal?
BECOME AN “ARMADILLO AMBASSADOR”
L ea r n m o r e a bout gi a nt a rmadillos an d t ell your f riends!
Learn more about the giant armadillo by going to the Pantanal Armadillo Project’s website at http://giantarmadillo.org.br/
The site has information about giant armadillos, resources for educators and fun activities for kids. Tell your friends and family!
Most people don’t know giant armadillos exist. Share this amazing species with your friends and family and let them know how
important it is to protect giant armadillos. You could even include giant armadillos in a school report or science fair project.
Ac:vity Sheet 1 Individual Zebra Can you find markings that dis:nguish each zebra from the others? Fria Raven Zorra Answer Key-­‐Ac:vity Sheet 1 Individual Zebra Can you find markings that dis:nguish each zebra from the others? Fria Black lines come together on the forehead. Raven Bumps in black forehead lines. Black of nose is straight across, no “V” shape. Thick black lines. Zorra Thick white lines under ears. Skinny black line in forehead. Lots of white on face. Ac:vity Sheet 2 Can you iden:fy who each zebra is? Answer Key-­‐Ac:vity Sheet 2 Can you iden:fy who each zebra is? Raven Zorra Fria Ac:vity Sheet 3 Giant Armadillos are iden/fied by the dark scales on their tails. We know this armadillo is “Guilherme” because he has 6 dark scales at the base of his tail. Ac:vity Sheet 4 Look at the dark scales on each animal’s tail. Can you iden:fy which giant armadillo is “Guilherme”? Answer Key-­‐Ac:vity Sheet 4 “Guilherme” “Guilherme” Ac#vity Sheet 5 Ac#vity Sheet 6 Ac#vity Sheet 7 Ac#vity Sheet 8 Activity Sheet 9 Ethogram Definitions: Utilize the descriptions of each behavior to document the behaviors you observe. Behavior Catagory Behavior Solitary Groom self GS Animal is observed washing or smoothing its own fur or hair using tongue or front legs Sleep S Animal assumes sleeping position, stays in one place and is not easily awakened Rest R Animal stays in one place but responds to changes in the environment Locomote L Animal moves from place to place Food Related Eat E Animal places food items in its mouth Look for Food LF Animal searches the environment for food items Drink D Animal consumes water or other liquids Social Groom Others GO Animal participates in washing or smoothing the fur or hair of another animal Play P Animal interacts with others that may involve locomotion, climbing, manipulating objects or other activities that show a relationship between two or more interacting animals Aggressive Fight F Animal engages in physical conflict with another animal in its environment Steal Food SF Code Description of Behavior Animal approaches another animal that has located food in the environment and either by force or distraction, removed that food item from the other animal Activity Sheet 10 Ethogram Data Collection: Document the animals behaviors as you observe them during 30 second intervals of the 2 minute observation time. Utilize the list of ethogram definitions. It is best to limit your observation to 2 animals, but more may be included if desired. 0-­‐30 seconds Individuals Animal #1 30 seconds -­‐1 minute 1 minute -­‐1.5 minutes 1.5 minutes -­‐2 minutes Animal #2