WOOD BISON CURRICULUM Lesson 3 Wood Bison Behavior!

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1 Wood Bison WOOD BISON CURRICULUM Lesson 3 Wood Bison Behavior! Lesson 3: Wood Bison Behavior! Grade Level: 9-10 Alaska State Standards: Science: SA1.1-2, SA2.1, SE2.1, SF1.1 English/Language Arts Content Standards: A, C, D Math: F&R-1, F&R-2, S&P-1, S&P-4, S&P-6, PS-2, PS-3, PS-5 National Standards: NSES National Science Standards: C 6 Subjects: Science, Math and Language Arts Synopsis: Photo by Doug Lindstrand This lesson includes five exercises designed to explore wood bison behavior, as well as the basics of behavioral science. Using footage collected by the Alaska Wildlife Conservation Center and Elk Island Park in Canada, students experience wood bison behavior and begin to understand why studying wood bison behavior helps scientist to predict specific needs and challenges that a species faces when restored back into the wild. For Exercise I, students watch a slide show, Animal Behavior, which provides background information and terms. For Exercise II, students practice the four types of observation methods by performing fun skits and documenting behaviors. For Exercise III, students watch a series of short wood bison video clips that highlight different wood bison behaviors. Students note the behaviors, stimuli, habitat, social environment and season in which behaviors are observed. For Exercise IV, students use information they collected during Exercise III to create a class ethogram of wood bison behaviors. For Exercise V, students pretend to be wood bison biologists as they observe wood bison behavior documented in a final, long video. Duration: 1-5 classroom periods Vocabulary: ad libitum sampling, all occurrence sampling, behavior, ethogram, ethology, event, external stimuli, focal animal, internal stimuli, operational definition, response, scan sampling, Seasonal Behavior, State, stimulus Lesson author: Allison DePuy Editor: Dr. Melissa Reynolds- Hogland Copyright 2012: Alaska Wildlife Conservation Center and Bear Trust International Objectives: 1. Students will learn about wood bison behavior and natural history 2. Students will actively participate in the process of discovery, using realworld footage and data collection techniques 3. Students will work individually and cooperatively as they problem solve, hone critical thinking skills, and brainstorm

2 4. Students will be able to identify and differentiate between stimulus and response 5. Students will be able to identify and differentiate between internal or external stimuli 6. Students will be able to identify and differentiate between a behavioral state or event 7. Students will understand that there are many ways to collect data, and practice four methods for observing wood bison behaviors and collecting information 8. Students will create and use an ethogram to identify wood bison behavior 9. Students will understand that wood bison are federally listed as a threatened species and that state biologists and the Alaska Wildlife Conservation Center are partnering to restore a captive wood bison herd back into the Alaska wild 10. Students will understand that species behavior is key to the long term survival and success of restored animals Background Information for Teachers In 1973, the wood bison was federally listed as an endangered species under the Endangered Species Act (ESA). In June 2012, the US Fish and Wildlife Service lowered the wood bison status to "threatened". Wood bison once roamed many parts of Alaska prior to the 1900's, but changes in the distribution of wood bison habitat and unregulated hunting (which differs significantly from legal hunting)resulted in the extirpation of wood bison in Alaska. Around 1900, there were only about 400 wood bison left in North America; these wood bison were in Canada. Owing to conservation efforts in Canada, there are currently over 4,000 wood bison in healthy free-ranging herds. However, there are still no wild wood bison in the US. Alaska Department of Fish and Game and Alaska Wildlife Conservation Center are currently working to restore wood bison populations to portions of their historic range within Alaska. Why? Restoring wood bison in Alaska would increase the number of wood bison worldwide and help ensure their long-term survival. It would also enhance Alaska's wildlife resources by restoring a key grazing animal to the northern ecosystem, which would affect natural processes and increase biological and habitat diversity. Restoring wood bison to Alaska would also benefit Alaska's people by increasing hunting opportunities, and by providing economic opportunities for local communities and the tourism industry. In 2008, the Alaska Department of Fish and Game obtained 53 wood bison from a disease-free herd in Elk Island National Park in Alberta Canada. These wood bison were taken to the Alaska Wildlife Conservation Center in Portage, Alaska where they are currently residing as a captive herd awaiting release into the Alaska wild. Understanding a species behavior, especially one that is endangered or threatened, is key to the long-term survival and success of the animal. Wildlife biologists and ethologists spend time observing animals looking for behavioral patterns, causes, functions, development and evolution of behavior. By studying behavior, scientists hope to discover how external and internal stimuli affect behavior and what immediate effects the behavior has on the species and its adaptive value in helping animals to survive or reproduce successfully in a particular environment. This is critical to species such as wood bison, currently extirpated from Alaska. Understanding how habitat, climate, other animals and humans may affect the wood bison will help to determine how a herd is managed after it is released back into the wild. Throughout this lesson students collect data by observing real-world video footage of wood bison, working both individually and in groups to understand behavior causes and functions. These lessons are designed to build student knowledge and apply new knowledge with each lesson. Wood Bison Behavior Lesson Page 2

3 Exercise I: Animal Behavior Introduction Materials Needed Animal Behavior PowerPoint slide show Student Pages called "Behave!" Procedure Steps 1. Show your students the PowerPoint slide show: Animal Behavior 2. During the slide show, students create a list of different stimuli (internal vs. external), responses, and identify behaviors (instinctive vs. learned) 3. At the conclusion of the PowerPoint slide show, divide your class evenly into four groups. Give each group a copy of the Student Pages "Behave!" 4. Allow students enough time to complete the Behave! Student Page worksheet. Wood Bison Behavior Lesson Page 3

4 Student Pages: Behave! Below are several pictures of animal behaviors. Draw a line between the pictures, the behavior and the stimulus. Decide if the stimulus is external or internal. Circle your answer. Sleeping A pack animal is alone Internal External Vocalization An animal wants to establish dominance (who is bigger and stronger) Grooming Internal External Eating Temperature is changing and there is a lack of food Internal External Migrating Tired Internal External Charging Hungry Internal External Dirty Internal External Wood Bison Behavior Lesson Page 4

5 Exercise II: Skits and Observations Scientists use four different methods to observe animal behaviors. During this exercise, students practice the four different methods (using skits) in preparation for observing wood bison video clips. Materials Needed Student Pages "Skit Observations" and "How Scientists Observe & Your Skit" Teacher access to a clock or watch Writing utensil for each student Procedure Steps 1. Scientists use four methods to observe animal behaviors. Discuss each of the four methods of observation with your students. The four methods are: a. Ad Libitum Sampling: This is a play by play method where the scientist writes down as much information as possible during an observation b. Scan Sampling: Scientists check and record behavior at set time intervals. For example if a scientist was observing a herd of elk grazing they may note how many elk were grazing, had heads down or heads up every 30 seconds. c. All Occurrence Sampling: Scientists choose one behavior and record this behavior whenever it takes place. They will note the duration, time of day, number of occurrences etc. d. Focal Animal Sampling: Scientists choose one animal to focus on and record all behaviors of this animal. 2. Divide students evenly into four groups. Give each member of each group their corresponding Student Page entitled How Scientists Observe & Your Skit. Each group will have a different Student Page. 3. Hand out Student Pages entitled Skit Observations to each member of each group. Again, each group will have a different Student Page. 4. Give student groups 10 minutes to come up with a skit. 5. Groups take turns presenting their skits. 6. Students record their observations on Student Pages "Skit Observations". Announce which method of observation the students use while watching the skits a. Group 1: Basketball Game: Students use Ad Libitum Sampling b. Group 2: Lunch Room: Students use Focal Animal sampling. Have students choose one person to watch during this skit and have them record their actions. c. Group 3: Water and Bathroom Break: Students use All Occurrence Sampling. Have students note every time someone raises their hand to go to the bathroom. d. Group 4: Study Hall: Students use Scan Sampling. The teacher is the time keeper. 7. When the skits are over, ask for several examples of the student s observations. Wood Bison Behavior Lesson Page 5

6 Group 1 Student Page: How Scientists Observe & Your Skit There are four standard ways that wildlife biologists observe animals in the wild: 1. Ad Libitum Sampling: This is the play by play method. As a wildlife biologist, write down everything you see while observing the animals 2. Focal Animal Sampling: As a wildlife biologist, focus on one animal and write down all the behaviors of this animal. 3. All Occurrence Sampling: As a wildlife biologist, look for a particular behavior and note how often and under what circumstances this behavior occurs. 4. Scan Sampling: As a wildlife biologist, check behaviors at set intervals for every 30 seconds. For example, if you observe a herd of elk you note how many are grazing, how many have their heads up or down, how many are standing or lying down, etc. Your class will practice using these methods of observation. Each group will act out one skit. Your group's skit is the "Basketball Game" described below. While you perform your skit, your classmates will use a method of observation and record what they see! While you are watching other groups skits, you will use your Student Pages called "Skit Observation" to record behaviors using the method of observation specified for each group. Skit for Group 1: Basketball Game You are playing a basketball game. Divide your group into two teams and act out a game. Student scientists will be recording everything that happens similar to a sportscaster (Ad Libitum Sampling). Remember to have fun and don t forget, blocks, slam dunks and three pointers are encouraged. Wood Bison Behavior Lesson Page 6

7 Group 1 Student Page: Skit Observations 1. Focal Animal Sampling: Using focal animal sampling, record your observations from the Lunch Room skit done by Group All Occurrence Sampling: Using all occurrence sampling, record your observations from the Water and Bathroom Break skit done by Group Scan Sampling: Using scan sampling, record your observations from the Study Hall skit done by Group 4. Wood Bison Behavior Lesson Page 7

8 Group 2 Student Page: How Scientists Observe & Your Skit There are four standard ways that wildlife biologists observe animals in the wild: 1. Ad Libitum Sampling: This is the play by play method. As a wildlife biologist, write down everything you see while observing the animals 2. Focal Animal Sampling: As a wildlife biologist, focus on one animal and write down all the behaviors of this animal. 3. All Occurrence Sampling: As a wildlife biologist, look for a particular behavior and note how often and under what circumstances this behavior occurs. 4. Scan Sampling: As a wildlife biologist, check behaviors at set intervals for every 30 seconds. For example, if you observe a herd of elk you note how many are grazing, how many have their heads up or down, how many are standing or lying down, etc. Your class will practice using these methods of observation. Each group will act out one skit. Your group's skit is the "Lunch Room" skit, see description below. While you perform your skit your classmates will use a method of observation and record what they see! While you are watching other groups skits, you will use your Student Pages called "Skit Observations" to record behavior using the method of observation specified for each group. Skit for Group 2: Lunch Room Skit You are at lunch in the cafeteria. Follow this pattern: 1. Enter cafeteria 2. Look for friends to sit with 3. Open lunch 4. Eat lunch. Think about lunch time at your school what can you add to this scenario? Ex. laughing with friends, trading food, throwing food in the garbage etc. Make sure everyone adds something different to the scene. Wood Bison Behavior Lesson Page 8

9 Group 2 Student Pages: Skit Observations 1. Ad Libitum Sampling: Using ad libitum sampling, record your observations from the Basketball Game skit done by Group All Occurrence Sampling: Using all occurrence sampling, record your observations from the Water and Bathroom Break skit done by Group Scan Sampling: Using scan sampling, record your observations from the Study Hall skit done by Group 4. Wood Bison Behavior Lesson Page 9

10 Group 3 Student Page: How Scientists Observe & Your Skit There are four standard ways that wildlife biologists observe animals in the wild: 1. Ad Libitum Sampling: This is the play by play method. As a wildlife biologist, write down everything you see while observing the animals 2. Focal Animal Sampling: As a wildlife biologist, focus on one animal and write down all the behaviors of this animal. 3. All Occurrence Sampling: As a wildlife biologist, look for a particular behavior and note how often and under what circumstances this behavior occurs. 4. Scan Sampling: As a wildlife biologist, check behaviors at set intervals for every 30 seconds. For example, if you observe a herd of elk you note how many are grazing, how many have their heads up or down, how many are standing or lying down, etc. Your class will practice using these methods of observation. Each group will act out one skit. Your skit is the "Water and bathroom break", described below. While you perform your skit your classmates will use a method of observation and record what they see! While you are watching other groups skits, you will use Student pages called "Skit Observations" to record behavior using the method of observation specified for each group. Skit for Group 3: Water and bathroom break skit You are coming back from Gym Class. Choose one student to be the teacher. Other students raise their hands and ask for a drink of water. After you come back from getting a pretend drink of water, raise your hand and ask to use the bathroom. Have one student do this several times. Wood Bison Behavior Lesson Page 10

11 Group 3 Student Page: Skit Observations 1. Ad Libitum Sampling: Using ad libitum sampling, record your observations from the Basketball Game skit done by Group Focal Animal Sampling: Using focal animal sampling, record your observations from the Lunch Room skit done by Group Scan Sampling: Using scan sampling, record your observations from the Study Hall skit done by Group 4 Wood Bison Behavior Lesson Page 11

12 Group 4 Student Page: How Scientists Observe & Your Skit There are four standard ways that wildlife biologists observe animals in the wild: 1. Ad Libitum Sampling: This is the play by play method. As a wildlife biologist, write down everything you see while observing the animals 2. Focal Animal Sampling: As a wildlife biologist, focus on one animal and write down the behaviors of this animal. 3. All Occurrence Sampling: As a wildlife biologist, look for a particular behavior and note how often and under what circumstances this behavior occurs. 4. Scan Sampling: As a wildlife biologist, check behaviors at set intervals for every 30 seconds. For example, if you observe a herd of elk you note how many are grazing, how many have their heads up or down, how many are standing or lying down, etc. Your class will practice using these methods of observation. Each group will act out one skit. Your skit is the "Study Hall" skit, described below. While you perform your skit your classmates will use a method of observation and record what they see! While you are watching other groups skits, you will use Student Pages called "Skit Observations" to record behavior using the method of observation specified for each group. Skit for Group 4: Study Hall: You are in study hall working on your homework. Not everyone in study hall is studying. Students are studying, flying paper airplanes, sleeping, and whispering. Student scientists will be observing this scene. Choose an action to begin with (studying, flying paper airplanes, sleeping or whispering) every 30 seconds change your action. It is important that not everyone in the group does the same action at the same time. Wood Bison Behavior Lesson Page 12

13 Group 4 Student Page: Skit Observations 1. Ad Libitum Sampling: Using ad libitum sampling,record your observations from the Basketball Game skit done by Group Focal Animal Sampling: Using focal animal sampling, record your observations from the Lunch Room skit done by Group All Occurrence Sampling: Using all occurrence sampling, record your observations from the Water and Bathroom Break skit done by Group 3. Wood Bison Behavior Lesson Page 13

14 Exercise III: Dachantee aak ii (Wood Bison) Observations Students apply what they learned in Exercise II to real wood bison behaviors using video clips of wood bison. Students use the four different methods of observations while watching video clips from Wood Bison Observation Videos. Each clip demonstrates different wood bison behaviors. These wood bison video clips were recorded at Elk Island National Park in Canada and at the Alaska Wildlife Conservation Center in Portage, AK. The bison on the clips from AWCC are some of the bison that will be restored back into the Alaskan wild. Materials Needed Wood Bison Observation Videos; video clips are available on the Alaska Wildlife Conservation web site and on Bear Trust International's website: Student Pages: Notes from the Field Student Pages: Wood Bison Behaviors Writing utensils Teacher access to a clock or watch Procedure Steps 1. Give each student a copy of the Student Pages called "Notes from the Field". Students use this sheet to write down observations from video clips. 2. You will be showing eight video clips, each clip has been pre-assigned one of the four methods of observation that your students will use to record information. Tell students which method of observation they will use before the beginning of each video clip. 3. For videos marked Scan Sampling help keep track of time using 30 second intervals. Tell students when to begin observing a specific behavior and when to stop. 4. Below is an example of how students should fill in their forms on their Student Pages: Video Clip #1: Type of Observation: Ad Libitum Season: Fall Habitat: Meadow land, few trees, mostly flat, near water Animal s social environment: (alone, with herd, small group)etc. Observations: For this observation you are going to use the Play by Play method. Think about a sports announcer giving a play by play for a basket ball game. Ask your students to give an example of a play by play. Here is an example of a Wood Bison play by play or Ad libitum Sampling: There is a small group of Wood Bison. One Wood Bison has its head down, grazing. Three bison are rolling on their backs. Now, one Wood Bison charges another. The Wood Bison hits the other Wood Bison with its head. They lock horns, pushing at each other. Etc. Wood Bison Behavior Lesson Page 14

15 Student Pages: Notes from the field You are a wildlife biologist and your assignment is to observe different wood bison behaviors. You will create an inventory of animal behaviors. If you were asked to take an inventory of your refrigerator you may report that there are eggs, milk, broccoli, juice, yogurt, and strawberries. Taking inventory of animal behaviors, your report may sound more like this: sleeping, wallowing, head down, grazing, charging, cratering etc. When recording behaviors it is important not to anthropomorphize (give human feelings to an animal) the animal you are observing. After further research you might discover what you thought was an angry behavior was really a sign of courtship. Remember to stay away from words like happy and angry. You would not describe the milk in your refrigerator as joyful milk, right? You can reference Wood Bison Behaviors to help you name different behaviors. Video Clip #1: Type of Observation: Ad Libitum Season: Habitat: Social Environment: Observations: Video Clip #3 Type of Observation: All Occurrence Season: Habitat: Social Environment: Observations: Video Clip #2 Type of Observation: Focal Animal Season: Habitat: Social Environment: Observations Video Clip #4 Type of Observation: Scan Sampling Season: Habitat: Social Environment: Observations: Wood Bison Behavior Lesson Page 15

16 Video Clip #5 Type of Observation: Ad Libitum Season: Habitat: Social Environment: Observations: Video Clip #7 Type of Observation: All Occurrence Season: Habitat: Social Environment: Observations: Video Clip #6 Type of Observation: Focal Animal Season: Habitat: Social Environment: Observations: Video Clip #8 Type of Observation: Scan Sampling Season: Habitat: Social Environment: Observations: Wood Bison Behavior Lesson Page 16

17 Student Pages: Wood Bison Behaviors The following are common Wood Bison behaviors. This list is intended to be used as a reference for students. Please note that not all behaviors will be observed in the video clips. Rutting: This behavior is seen during the rut, or the period of reproduction when cows are generally in estrus. This is a behavior that occurs between bulls that includes sparring and fighting (clash heads then push upwards with heads held low) to establish dominance for mating. They may also bellow, stamp feet and snort. Broadside Threat Posture: A bull will turn sideways to display his overall body size to intimidate opponents into submission. Tending: Tending is a temporary bond between a bull and a cow ranging from a few minutes during the pre-rut to a few day during the rut. The bull will stay close to the cow sometimes licking and butting one another. Reproduction takes place during tending. Courtship: The breeding season is June through September. The males are in rut between July and August. A female may run through the herd attracting attention of males when she is ready to mate. Cows usually select the highest ranking male, but not always. They may select a suitor that is not the highest ranking male. The gestation period for Wood Bison is 285 days (9 months). Wallowing: Wallowing is when a bison rolls in the dirt or mud. During the rut, bull bison wallow to display their strength and vigor and leave their scent. Beyond the rut, both bulls and cows will wallow to remove tufts and molted fur, deter biting flies and leave their scent. Grazing: Grazing describes a type of feeding in which an herbivore feeds on plants. Wood Bison spend 9-11 hours/day grazing. Cratering: Cratering is a winter time behavior. Using the strength of their necks Wood Bison will clear snow from the ground to access sedges and grasses in the winter. This is a behavior predominantly performed by cows to ensure that calves have access to food. Calving: When a cow is ready to calve the habitat plays an important role in the calving location. If the herd is out in the open, away from trees and shrubs, the cow will give birth to her young within the herd. If there is an abundance of large shrubs and/or trees Wood Bison Behavior Lesson Page 17

18 the cow will often find a secluded place to give birth. Both options are for the safety of the newborn calf to hide/protect from possible predators. Suckling: A newborn calf will suckle in 6-10 minute intervals throughout the day. The calf will continue to suckle for 3-10 months. Bulls tend to suckle for a shorter period of time than cows. Calves will stay with their mothers for up to three years. Imprinting: After parturition the mother cow licks and sniffs her newborn calf. This ensures cow/calf recognition familiarity. When the cow/calf pair rejoins the herd it is not unusual to see other cows also licking and sniffing the newborn. Tail Posturing: A Wood Bison s tail is an indicator of behavior and intent. A relaxed tail signifies that the Bison is relaxed. If the tail is partially raised the bison is alert. If the tail is out in a horizontal position the bison is excited. However, a tail raised upward is a warning; the bison is in a combative posture and may be ready to charge. Tongues: A Wood Bison will run with its tongue hanging out of its mouth. The reason for this behavior is to further open the larynx and allow for more air to enter into the lungs propelling the Wood Bison s large bodies. Play Behavior: Play behavior peaks at dusk for young bison. The young play more than adults. They will often engage in wallowing during play, chase, play-mount and butt heads. They will not lower their heads while play butting. Vocalization: Bulls may bellow when threatening each other Social Behavior: Bison form groups of females with calves, young males up to 2 or 3 years of age. The Bulls will join the herd during the rut but spend most of their time in small herds of males. Territorial Behavior: Bison are nomadic and may move several miles a day while feeding. They will return seasonally to areas of good habitat. Tail Flicking (wagging) and Head Shaking: During the summer months Wood Bison frequently flick their tails back and forth across their hindquarters or aggressively shake their head from side to side to deter biting flies. Sweating and Panting: Wood Bison are animals built for cold climates. During the summer as temperatures increase, Wood Bison will sweat and pant, often appearing to rock back and forth to regulate body temperature. Wood Bison Behavior Lesson Page 18

19 Licking: Animals including Wood Bison often lick their noses. This increases their sense of smell by transferring molecules from the tongue to the nose. Wood Bison Behavior Lesson Page 19

20 Exercise IV: Ethogram The goal of this lesson is to translate observations from Exercise III into accurate scientific terminology. After students have recorded their observations from the Wood Bison Observation Videos in Exercise III, students create an ethogram. An ethogram is an inventory of animal behavior. To create an ethogram, scientists use observations to create a universal guide and language for decoding behaviors of an animal. Have students work together to write a list of all behaviors they observed. Teachers can use their copy of Common Wood Bison Behaviors to help students complete their list. After their list is complete, students use their observations to determine the stimulus for each behavior and if the stimulus is internal or external. Materials Needed Student Page: "Create an Ethogram" Student Page: "Wood Bison Behaviors" Student completed Notes from the Field from Excercise III Writing utensils Procedure 1. As a class, discuss the observations that students identified for each of the eight video clips in Exercise III. 2. List these observations on a board. 3. Tell your students that now they will translate these observations into behaviors. 4. Hand out Student Pages "Wood Bison Behaviors" 5. Hand out the Student Pages "Create an Ethogram". Divide students into 4 groups. Tell each group to pick six wood bison behaviors from their completed Notes from the Field, and ask them to fill in the form on their Student Pages for each of the six behaviors. Here is an example of a completed form for 1 behavior: Name of Behavior: Wallowing Description: The Wood Bison rolls on its back or side in the mud, rubbing head and neck on the ground *note: have students use clear statements describing the behavior Habitat: Grassland, muddy Season: Spring, Summer, Fall Frequency: We observed 3 Wood Bison wallowing for approx. 30 sec during a 4 minute observation *note: This may not apply to every behavior based on observations Social Structure: Bison were in a herd of approx. 30 Wood Bison Stimulus: This was a Bull marking his territory, Hormonal Internal Learned External Instinctive Wood Bison Behavior Lesson Page 20

21 6. Ask students to share their definitions with the class, and to create a combined reference and ethogram of wood bison behavior. 7. The ethogram serves as a reference for students when they complete their long observation in exercise VI. Wood Bison Behavior Lesson Page 21

22 Student Pages: Create an Ethogram An ethogram is an inventory of animal behavior. Wildlife biologists use ethograms to collect data, make observations, form hypotheses and encourage standardized terminology. You will choose six behaviors that were recorded on Notes from the Field during your observation of Wood Bison video clips. For each behavior, fill out the information below. You can reference Wood Bison Behaviors for help. Wood Bison Behavior 1 Name of Behavior: Description: Habitat Season Frequency Social Structure Stimulus Wood Bison Behavior 3 Name of Behavior: Description: Habitat Season Frequency Social Structure Stimulus Internal Learned External Instinctive Internal Learned External Instinctive Wood Bison Behavior 2 Name of Behavior: Description: Habitat Season Frequency Social Structure Stimulus Wood Bison Behavior 4 Name of Behavior: Description: Habitat Season Frequency Social Structure Stimulus Internal Learned External Instinctive Internal Learned External Instinctive Wood Bison Behavior Lesson Page 22

23 Wood Bison Behavior 5 Name of Behavior: Description: Habitat Season Frequency Social Structure Stimulus Wood Bison Behavior 6 Name of Behavior: Description: Habitat Season Frequency Social Structure Stimulus Internal Learned External Instinctive Internal Learned External Instinctive Wood Bison Behavior Lesson Page 23

24 Exercise V: Wood Bison Biologist During this exercise, students will view one long video of wood bison behaviors. Using their completed ethogram (list of behaviors) students choose a method of observation to record behaviors on a new Notes from the Field sheet. Materials Needed Student Page Wood Bison Data Sheet Long Observation video clip; video clips are available on the Alaska Wildlife Conservation web site and on Bear Trust International's website: Writing utensils Completed ethograms from exercise IV Procedure Steps 1. Tell students that now they will use everything they have learned as they document wood bison behaviors in the field. 2. Students use their completed ethogram as a resource for correctly identifying and naming behaviors. 3. Assign one of the four methods of observation to each student. Each method is used by multiple students. 4. Students record observations on their Wood Bison Data Sheet. 5. After the video students form groups with other students who used the same observation method. 6. Each group compiles all behaviors. 7. In the group, students create a list of all observed behaviors. 8. One spokesperson from each group shares with the rest of the class what behaviors were observed by their group. 9. Questions for students a. Was there a discrepancy among groups regarding which behaviors were observed? b. If so why? c. When you created your ethogram you identified stimuli for each behavior. You also determined if the stimuli was internal or external. After watching a longer video of Wood Bison, are the stimuli the same for the behaviors you observed? d. After watching the video clips what generalizations can you make about Wood Bison? Ex. They graze a lot! They spend most of their time in herds. Etc. e. If you were to design a Wood Bison Planet what would it look like? With this question you can take the lesson farther by having the students actually design a planet for Wood Bison. As a teacher you would be looking for things such as a cool climate, plenty of meadow land for grazing, access to water etc. Wood Bison Behavior Lesson Page 24

25 Student Pages: Wood Bison Data Sheet During the observation, you will record data for multiple behaviors. Use the form below to record these data. Type of Observation: Behavior Habitat Social Environment 1. Season Stimulus Wood Bison Behavior Lesson Page 25

26 State and National Standards Alaska State Standards: Math 9-10 The student demonstrates conceptual understanding of functions, patterns, or sequences including those represented in real-world situations (F&R-1, F&R-2) The student demonstrates an ability to classify and organize data (S&P-1, S&P-4, S&P-6) The student demonstrates an ability to problem solve (PS-2, PS-3, PS-5) Alaska State Standards: Science 9-10 The student demonstrates an understanding of the processes of science (SA1.1-2) The student demonstrates an understanding of the attitudes and approaches to scientific inquiry (SA2.1) The student demonstrates an understanding that solving problems involves different ways of thinking (SE2.1) The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social and personal perspectives (SF1.1) Alaska Content Standards for English/Language Arts Standard A: A student should be able to speak and write well for a variety of purposes and audiences Standard C: A student should be able to identify and select from multiple strategies in order to complete projects independently and cooperatively. Standard D: A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information. NSES National Science Standards Standard C: Life Science 6; Students will understand the behavior of organisms Wood Bison Behavior Lesson Page 26