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Book Chapter |
The author’s research and that of others show that children have a difficult time understanding the recycling of organic matter in an ecosystem. The story in this chapter aims to have students speculate about what…
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What’s the Moon Like Around the World?
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A great deal of confusion arises from the lack of understanding about the Moon’s journey around the Earth and its apparent shape changes. This investigation is aimed at confronting this confusion by looking at the Earth…
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Astronomical rules are not always correct, especially when they use the word “always.” Students should learn that unless they live on or very near the equator, there are only two days in the year that the Sun rises…
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Lichens are everywhere, yet most people fail to notice them because they are so familiar. The story in this chapter was written to help persuade teachers to acquaint their students with these unique forms of life. Many…
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The Triad Story—A Science Education Community Navigating Gender Equity
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In chapter 1, Triad and the Framework are described from a community perspective. In chapter 2, the authors describe how the Framework evolved from a more theoretical standpoint. They introduce its anatomy and initiate…
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The Nature of Science and Science Inquiry
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In a knowledge-centered science classroom, students work to answer scientifically oriented questions by creating explanations based on evidence. This approach, called science inquiry, is how science is conducted. It…
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Science Beyond the Curriculum: Projects and Challenges
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The National Science Education Standards and Benchmarks for Science Literacy stress the importance of creating science experiences that are linked to the real world, something that is familiar to students. Projects and…
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Evolution and the Functions of Color
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The purpose of the first activity is to stimulate students’ interest in the coloration of animals. While students may already be aware that the white coat of the polar bear provides some measure of concealment in the…
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This activity introduces students to an animal that is to be the subject of much experimentation by them. Because most fish have a relatively simple form and exhibit a wide variety of colors and patterns, they prove to…
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Book Chapter |
In their study of animal coloration, the students will be “hiding” animals from themselves. If the students cannot easily spot a fish, they may assume that the fish will be overlooked by another fish or by a preying…
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This chapter introduces an especially important subject in the concealment of animals—countershading. One observes many animals with colors that match the general color of their usual backgrounds. Many leaf-eating…
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Book Chapter |
Most animals are patterned. While some markings may serve as an advertisement, many appear to function in concealment. Because of the principal way in which they seem to function, such markings are often termed…
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Concealment of Give-Away Parts
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The outline of an animal is not the only feature that might give it away. Often some part of it, perhaps its eyes or its legs or its tail, might also be a clue. In this activity, these parts are called giveaway parts.…
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Book Chapter |
A previous activity suggested the importance of behavior to an animal with coincident coloration. If the stripe-legged frog fails to fold its legs, the disruptive markings on them lose much of their effectiveness. If,…
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Book Chapter |
In this activity, students will be asked to review their experiments from the previous chapters. Throughout this book, the students have studied animal coloration through the use of models, rather than by investigating…
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