For+the+teacher+3+aprile+2016+N-M+2

**1. Discuss how animals know when to .**

Ask: //How do animals know when to migrate?// Explain to students that they will learn about internal and external signals that cue animals to migrate. Review with students what most animals need to survive: air, water, food, and the ability to. Tell students that there are many reasons that animals begin their season of migration. Each animal might have one or more cues that trigger the movement. Scientists are still studying the complex ways that animals know when to start moving.


 * 2. Have students brainstorm possible s.**

Divide students into groups of three. Ask each group to brainstorm any changes in the environment that might signal to a species that it is time to migrate, such as length of day, changes in, changes in and , other species' behavior, and human impacts. Have each group generate a list. Then discuss and compile a class list on the board.


 * 3. Build background on internal and external migration cues.**

Distribute a copy of the worksheet to each student. Preview the worksheet by reading aloud the directions. Then have students follow along as you introduce the information on external and internal migration cues. Allow students to ask any questions they may have about migration cues.


 * 4. Introduce the video clips from //Great Migrations.//**

Divide students into six small groups. Tell students they will watch five video clips from the series //Great Migrations// in order to observe and understand the natural cues that trigger migration in different species. Encourage them to listen for information about internal and external cues as they watch the video clips.


 * 5. Watch a video clip from //Great Migrations// and have groups find additional facts.**

Show students the video clip “Wildebeest Migration.” Then have small groups identify internal and external migration cues for that species. If time allows, have groups also use the National Geographic Animals: Wildebeest web page to find additional facts about the migration cues for wildebeest. Allow students enough time to complete the row for that species in the.

Show students “Red Crab Mothers” and "Red Crab Eggs" and allow them time to complete the second row in the worksheet, including time to use the National Geographic Animals website to find additional facts about the species. Repeat the same process for the video clips “Sperm Whale Migration" and "Monarch Migration." (Red Crab marathon)
 * 6. Repeat the process with four additional video clips.**


 * 7. Have students complete the second worksheet.**

Distribute copies of the worksheet ? to each student and have students complete it independently.


 * 8. Have a whole-class discussion about what triggers migration.**

Discuss students’ as a class. 

Informal Assessment
Have students return to their six small groups. Assign each group one question from the worksheet What Spurs Migration? Allow groups time to discuss their question. Then have each group present their answer to the class. Allow time for questions and answers after each presentation. 

Extending the Learning
Explain to students that some animals react to the amount of sunlight in the day. Others react to the changing temperature or precipitation of the shifting seasons. In summer, many animals migrate higher in elevation or latitude because the lower elevations and latitudes are too hot and dry to produce enough water and food. The higher elevations and latitudes offer a cooler climate with more food and water available. In the winter the reverse is true. Have students look at the MapMaker Interactive with the data layers of Precipitation/Rainfall and Surface Air Temperature checked. Then have students use the National Geographic Animals website to compare the interactive map to the maps of these species' ranges: monarch butterflies, wildebeests, and sperm whales. Ask: //What connection, if any, do you see between temperature or precipitation and the direction of the migration routes?//
 * 1) [[file:mrskachmar/0739a_worksheet-species-that-migrate.pdf|0739a_worksheet-species-that-migrate.pdf]]
 * 2) [[file:mrskachmar/0739b_worksheet-compare-migratory-species 2.pdf|0739b_worksheet-compare-migratory-species 2.pdf]]

http://education.nationalgeographic.org/activity/why-animals-migrate/ http://education.nationalgeographic.org/activity/many-moves-of-migration/ http://education.nationalgeographic.org/activity/internal-and-external-migration-cues/ http://education.nationalgeographic.org/activity/animal-navigation/  http://education.nationalgeographic.org/activity/latitude-longitude-temperature/ http://animals.nationalgeographic.com/animals/mammals/sperm-whale/ http://animals.nationalgeographic.com/animals/mammals/humpback-whale/ http://animals.nationalgeographic.com/animals/mammals/killer-whale/ http://animals.nationalgeographic.com/animals/mammals/gray-whale/ http://animals.nationalgeographic.com/animals/mammals/beluga-whale/ http://animals.nationalgeographic.com/animals/bugs/cicada/ http://animals.nationalgeographic.com/animals/mammals/narwhal/ http://animals.nationalgeographic.com/animals/mammals/blue-whale/ http://animals.nationalgeographic.com/animals/mammals/american-bison/