Diversity within a Class, math readiness (computations, measuring, comparing, transfer, and graphing), research skills.

Grade Level:  6-9

This lesson combines math practice with an exploration into the amazing diversity among the mammals of Texas.  Students will collect data, interpret graphs and charts, apply data to measurement through transfer, and create their own charts and graphs.  It is designed to go along with the Texas Mammals Box traveling lab offered to Region 17 science & math teachers through the NSRL at Texas University.

TEACHER'S NOTES:

Objectives:

• Given access to the NSRL Texas mammal data, students will collect comparative data and construct graphs and tables.  
  

• Given access to a list of Texas mammals, students will gain experience searching an online data base for target information. 
  

• While comparing this data, students will observe the diversity of the Mammals in Texas.
  

• Grades 7-9:  Given group discussion, students form hypotheses regarding circumstances that may dictate particular features of mammals.
  

Materials:  

• Scissors, string, glue, poster board, basic art supplies, metric rulers, paper & pencil.
  

• Computer set-up for small group or partner use.
  

• Optional:  overhead & sheets
  

Procedure:

Teachers:  Ahead of time, bring up the opening page for the Texas Mammals portion of the NSRL site.  Browse through the text regarding mammals in Texas.  (The main entry page for the Mammals of Texas site is here.)  You will notice links to each of the orders of mammals in Texas.  Another page of use in this process is the alphabetical list of Mammals of Texas.  You may want to choose species of mammals from either list for your students to use during this lesson.  Narrowing down the field is important because you will notice the many directions you could go with this project -- it could easily get overwhelming.  An easy way to narrow the field is to choose a species, highlight it, and use the "copy" button from the Edit choices, pasting within your word processor.  Continue this process as you progress through the orders of mammals.   When your word processing document is complete, print copies for your student groups.  The exciting part of this approach is that you can tailor the list to fit any area of Texas or to give an overview of the state -- or fit it to the abilities of your students.

The teacher initiates discussion by asking students to remember the diverse mammals studied in previous lessons.  Use samples of different mammals as props (provided by the NSRL Texas Mammals Box traveling lab), directing discussion toward the similarities and differences among animals in a class such as mammals.  Use specific examples.  Do not discuss the possible reasons for such features at this time.

Pass out the mammal list you compiled to the student groups.  Bring up the Texas Mammals portion of the NSRL site for your entire class to see.  Discuss the great diversity of mammals in Texas.  Look at all the Orders within Mammalia.  Direct the students to the alphabetical listing for Mammals of Texas.  Point out where they will find the animals from their group lists. Explain that scientists collect the specimens and carefully record every little detail for future use.  Direct the students to notice the features that scientists measure regarding length.  Explain that each group will chose an area of interest:  tail length, hind foot length, ear length, and body length (total minus tail), to compare different species of mammals. Remind each student group that they can't compare apples and oranges -- if they start with one feature, they have to stick with it.

**challenge students to try the body length (total minus tail) or do that as an additional math exercise later.  

Direct the students to make notes with scientific and common names, along with the measurements for the feature they chose to collect data on.  Emphasize that their job is to illustrate diversity among mammals in Texas.  When finished, each group should have data on 15-30 mammals species, depending on grade level and time constraints.  Student groups will construct a graph using the numerical data and string cut to match.  Stress careful measurement when transferring the data to string for the display.  It is harder than they think to be accurate.  The display will be graded on the following:

• Title (set by teacher)
  
• Correct number of examples (set by teacher)
  
• Chart with labels (set by teacher) using proper scientific terms
  
• Graphs with string showing differences of chosen measured feature
  
• Creative, neat design with drawings of bats
  

Grade 7-9 Enrichment -- After all displays are finished and posted on walls, teacher initiates discussion about diversity, in general.  Aim the students toward forming hypotheses regarding how and why mammals have such features.  Write all hypotheses on the board, stressing proper scientific format.  Guide the students toward thinking about design & function suiting needs. Discuss ways you may go about proving the students' hypotheses.

Assessment: 

The teacher will use discussion as an informal assessment of students' understanding of diversity.  The teacher will devise a rubric to grade finished display boards.