Serengeti Wildebeest Migration Map

Contributor
Tanzania Tourist Board
Type Category
Instructional Materials
Types
Phenomenon
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

Reviews

Description

 

This map of Serengeti National Park in Tanzania provides data about the seasonal migration of wildebeest over hundreds of miles. Students will make observations about the map , record their questions, and think about why this migration might be happening. (To get to the map, choose Serengeti under the Destinations Tab.)

Intended Audience

Learner
Educational Level
  • Elementary School
  • Grade 3
Language
English
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

Performance Expectations

3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.

Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.

This resource was not designed to build towards this performance expectation, but can be used to build towards it using the suggestions provided below.

Comments about Including the Performance Expectation
Students observe the map of seasonal wildebeest migration in the Serengeti, record their questions, and think about why this migration might be happening. The teacher can ask students to review what animals need to survive. “What events are occurring in the Serengeti that might cause animals to move? What additional information do we need to figure this out?” Based on student questions and ideas, the teacher can provide students with the additional information they think they need. This might include seasonal precipitation maps, landform maps, information about wildebeest, maps of other animals that migrate in the Serengeti, etc. Information on rainfall can be found at: http://sdwebx.worldbank.org/climateportal/index.cfm?page=country_historical_climate&ThisCCode=TZA. By clicking on different locations on the map, students will see that there is more rain in the north during July. (Students should not be provided with readings about the wildebeest migration yet--we want them to figure it out for themselves.) Students will then use this additional information to construct explanations about why the wildebeest migrate in this pattern every year. The teacher can facilitate a science talk to allow students to share their explanations and engage in an argument to determine the best explanations to answer the question. Finally, the teacher can provide books/readings to students that explain the causes of the annual wildebeest migrations, and students can compare their explanations with this new information. To extend the learning, students can research other animals that move to new locations when the environment changes due to changes in temperature, availability of resources, and/or physical characteristics. The class can create a chart to record each animal, the environmental change, why they migrate, and where they migrate to.

Science and Engineering Practices

This resource appears to be designed to build towards this science and engineering practice, though the resource developer has not explicitly stated so.

Comments about Including the Science and Engineering Practice
Students can use their observations to construct an explanation giving reasons why the wildebeest migrate in the Serengeti. Depending on students’ experience with constructing explanations, this can be done as a whole class, in small groups, or individually.

Disciplinary Core Ideas

This resource appears to be designed to build towards this disciplinary core idea, though the resource developer has not explicitly stated so.

Comments about Including the Disciplinary Core Idea
The teacher can ask students what animals need to survive. (This should be a review.) What happens when the environment changes so that animals no longer can get what they need? In this case, what do you think would happen if the wildebeest did not migrate? [They would probably die.]

Crosscutting Concepts

This resource appears to be designed to build towards this crosscutting concept, though the resource developer has not explicitly stated so.

Comments about Including the Crosscutting Concept
As students make observations, the teacher can ask “What patterns do you notice?” [The migration patterns of wildebeest (and other animals), seasonal temperature and precipitation patterns, etc.]

Resource Quality

  • Alignment to the Dimensions of the NGSS: - none -

  • Instructional Supports: - none -

  • Monitoring Student Progress: - none -

  • Quality of Technological Interactivity: - none -