Virtual Galápagos
Island Morphology
Tortoise Curriculum: Unit 2
Stage 1 - Desired Results
Essential Question:
- Why do tortoises that live in nearby proximity on the Galápagos Islands have different shell shapes, namely domed and saddleback, and how might these differences come about over time and in relation to place?
Questions for Students:
- Why do the different sizes of the islands matter?
- How does weather impact the islands?
- Why are the vegetation zones important?
Next Generation Science Standards:
3-ESS2: Obtain and combine information to describe climates in different regions of the world
3-ESS2.D: Weather and Climate: Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.
3-ESS2-1: Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.
3-ESS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
Galápagos Contextualized Curriculum Standards
Axis: Island sustainable economy; 1. ESSENTIAL THEME: Food, nutrition and food security; natural sciences
CN.2.4.10. Investigate, through experimentation, and describe the characteristics and formation of the soil; recognize it as a natural resource.
CN.2.4.12. Observe and describe the water cycle in nature and recognize that water is an essential resource for life.
Axis: Interdependence and harmony in nature (cosmovivencia); 5. ESSENTIAL THEME: Cosmos, biodiversity and territory; Natural Science
CN.2.3.10. Investigate and describe the transformations of energy and explore, in the
locality, its uses in daily life.
3-ESS2: Obtain and combine information to describe climates in different regions of the world
3-ESS2.D: Weather and Climate: Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.
3-ESS2-1: Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.
3-ESS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
Galápagos Contextualized Curriculum Standards
Axis: Island sustainable economy; 1. ESSENTIAL THEME: Food, nutrition and food security; natural sciences
CN.2.4.10. Investigate, through experimentation, and describe the characteristics and formation of the soil; recognize it as a natural resource.
CN.2.4.12. Observe and describe the water cycle in nature and recognize that water is an essential resource for life.
Axis: Interdependence and harmony in nature (cosmovivencia); 5. ESSENTIAL THEME: Cosmos, biodiversity and territory; Natural Science
CN.2.3.10. Investigate and describe the transformations of energy and explore, in the
locality, its uses in daily life.
Factual Knowledge
Students will know:
- The diet of the saddleback and domed tortoise varies based on island
- The island age and vegetation determines the presence of either saddleback or domed tortoise
Procedural Knowledge
Students will be able to:
- Draw a model of how mantle plumes form islands.
- Argue which tortoise belongs to which vegetation zone.
- Explain what arid, scalesia and pampa vegetation zones are
Conceptual Knowledge
Students will understand:
- Definitions of new terms mentioned throughout the module.
- How the different terrains, vegetation zones, and climate impact the tortoises and where they would be best adapted to live.
Stage 2 - Assessment Evidence
Performance Tasks:
- Students will draw a model of the mantle plume and island formation.
- Students will argue which vegetation zone is best suited for each tortoise.
Mantle Plume Model is where students will generate a model that illustrates how a mantle plume forms islands as molten rock surfaces from the core mantle boundary and then cools.
Galápagos Real Estate Activity is where they use a map of vegetation/climate zones in the archipelago to identify where Becki and where Tomás could live, and also to observe that larger islands have multiple vegetation zones, whereas smaller ones are arid only.
Extensions and Differentiation Considerations
Island biogeography simulation: This resource allows the user to manipulate different variables such as size of the island and distance from the mainland.
Island biogeography hands-on lab: This lab can be modified to also provide another tactile opportunity to engage with the island biodiversity and species colonization.
For students with physical limitations, they can create their own shell using classroom materials and test the shell’s ability to move on inclines or flat surfaces. Students can also use a heavy container to test a shell’s ability to move on different surfaces. The goal of this activity is for the student to understand that a tortoise has a hard time walking on different terrain and emphasize the weight of their shells.
Island biogeography simulation: This resource allows the user to manipulate different variables such as size of the island and distance from the mainland.
Island biogeography hands-on lab: This lab can be modified to also provide another tactile opportunity to engage with the island biodiversity and species colonization.
For students with physical limitations, they can create their own shell using classroom materials and test the shell’s ability to move on inclines or flat surfaces. Students can also use a heavy container to test a shell’s ability to move on different surfaces. The goal of this activity is for the student to understand that a tortoise has a hard time walking on different terrain and emphasize the weight of their shells.
Stage 3 - learning plan
Learning Activities
- Students will be able to compare and contrast the different island terrains from the younger (Fernandina) to older (Santa Cruz) islands in the Galápagos.
- Students will be able to apply what they learned about mantle plumes to create their own model of how mantle plumes form new islands.
- Students will be able to identify vegetation zones to make connections with the diets of saddleback versus domed shelled tortoises to predict population locations.
- Students will be familiar with arid and pampas as climate zones that determine, in part, the vegetative landscape of the region. Students will also be introduced to how wind direction and levels of moisture dictates vegetation.
Lesson Descriptions
Lesson 1: Island Terrain and Formation →
Students compare and contrast the different island terrains in Santa Cruz versus Fernandina. Then students will be introduced to the mantle plume theory and create their own model of how mantle plumes form new islands.
Lesson 2: Island Currents and Climate →
Students will gather knowledge about arid, scalescia, and pampa vegetation zones and which type of tortoise (with domed shells or saddleback-shaped shells) is better suited for which vegetation zone/ environment. Students will learn which island has the different vegetation zones and where on the islands the vegetation zones occur relative to wind direction, and taking into account island size.
Lesson 1: Island Terrain and Formation →
Students compare and contrast the different island terrains in Santa Cruz versus Fernandina. Then students will be introduced to the mantle plume theory and create their own model of how mantle plumes form new islands.
Lesson 2: Island Currents and Climate →
Students will gather knowledge about arid, scalescia, and pampa vegetation zones and which type of tortoise (with domed shells or saddleback-shaped shells) is better suited for which vegetation zone/ environment. Students will learn which island has the different vegetation zones and where on the islands the vegetation zones occur relative to wind direction, and taking into account island size.
This unit was designed by Ashley Vescio and Shannon Jedreicich, and edited by Ava Wojtaszek and Sarah Jekel.
You can download the unit plan here:
Virtual Galápagos
virtualgalapagos.colgate.edu
