Lesson Title
Exploring Great American Biotic Interchange Biodiversity
By Megan Higbee Hendrickson- Academy of the Holy Names
Driving Questions
How did the rising of the Isthmus of Panama effect biodiversity in North and South
America?
How can we use fossils to provide evidence of animal migration across the Panamanian
land bridge?
Intended Audience
Middle School
6th Grade Earth History
Time Frame
Three 85-minute blocks
Standards
NGSS Performance Expectations:
MS-LS4-1
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and
change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as
in the past.
MS-ESS2-3
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to
provide evidence of the past plate motions.
NGSS Disciplinary Core Ideas:
LS4.A
Evidence of Common Ancestry and Diversity
The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary
layers in which they are found of through radioactive dating) is known as the fossil record. It documents the
existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1)
ESS2.B
Plate Tectonics and Large-Scale System Interactions
Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates
have moved great distances, collided, and spread apart. (MS-ESS2-3)
NGSS Science and Engineering Practices:
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations,
distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
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Analyze and interpret data to provide evidence for phenomena.
ELA/Literacy Common Core Standards:
RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that
gained from reading a text on the same topic.
Resources & Materials
• Map of Panama and map of North and South America
• GABI Animal Inventory
• Student Interactive Notebooks
• 8 ½ x 11 white paper
• Markers, crayons, and colored pencils
• Biodiveristy wall plaque planning sheet
• iPads
Video:
National Geographic “Clash of the Americas”
Article:
Battle for the Americas
Websites:
National School Reform Faculty Text Rendering Protocol
Guiding questions
Key Academic and/or Scientific Language
Plate tectonics, paleontology, fossil, binomial nomenclature, classification of animals,
isthmus
Objectives
What knowledge and skills will students acquire?
Students will be able to:
• Use an interactive notebook to take Cornell notes
• Collaborate with peers during discussions
• Ask questions about process scientists use when identifying fossils and the process scientists use when
developing theories
• Create a scientific illustration
• Analyze information from video and print source on a topic
• Explain how animals are classified
• Summarize the events that occurred during GABI
Assessments
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Students notebooks will be assessed for completeness of notes
Articles should show evidence of deep reading. Students should demonstrate thoughtful contributions
during text rendering protocol
BioDiversty plaques will be assessed using a rubric
Students will take a unit assessment and complete three tasks on a think-tac-toe board covering topics
taught during our Earth History unit
Teaching phase
Block 1: Introduction to GABI
Driving questions:
Why are paleontologists interested in studying fossils in Panama?
What is the Great American Biotic Interchange (GABI)?
• Science Starter: What is a fossil? What does a fossil tell scientists about the past?
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(Science starter should be completed in the student’s notebook.) After students have
completed their responses have them discuss as a table group. Students should
select a spokesperson to share the table’s ideas out to the class.
Teacher Slide Show: “Biodiversity in Panama”
Read “Battle for Americas”
Distribute the article to the students. Allow students time to “actively” read the text. (A text that has been
actively read should show signs of comprehension that could include: highlighting, underlining, questions,
or ah-ha’s recorded in the margins on the text.)
Block 2: Text Rendering Protocol & Video
Driving Question:
How did the rising of the Isthmus of Panama change the biodiversity of North and South America?
How do scientists use data to dram conclusions about Earth’s history?
Text: Battle for the Americas
Text Rendering Protocol
Purpose:
To allow students to collaboratively construct meaning, and expand thinking about text or a document.
Roles:
• A facilitator (For this lesson the teacher should facilitate, as students become
familiar with the protocol they will be able to take over the role of facilitator.)
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A scribe to track the sentences, phrases, and words students find important. (In
addition to the scribe that records information on the projected copy of the article, I
have the students record the information on their individual articles to keep them
engaged in the text.)
Set Up:
Protocol Steps:
Round 1: Each student shares a sentence from the article that they found to be significant. (If this is the first time
using the protocol in class, the facilitator should model the process.) Each student will underline the sentence and
put the sharing students initials next to the sentence. (Note: Sentences cannot be repeated so you may have students
find a couple of sentences that they could use.)
Round 2: Each student shares a phrase that is significant.
Round 3: Each student shares a word that they found significant.
Round 4: The group discusses what they have heard and what it says about the document.
Round 5: The group shares the new words and any new insights about the document.
Round 6: The group debriefs the text rendering process.
Student watch “Clash of the Americas”
While watching the videos students should take Cornell notes in their interactive notebook. At the conclusion of the
video students should complete the reflection portion of their notes, if time is short, students may complete their
reflections for homework.
Block 3: Creating a Biodiversity Wall
Driving Questions:
What is biodiversity?
What species were introduced to North and South America as a result of the closing of the land bridge?
• Numbered Heads together warm-up focusing on question “What animals crossed
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GABI into either North or South America? Use your video notes and article to
support your discussions.”
Share pictures of the BioDiversity wall as seen in BioMuseo. Discuss the significance
of the colors of the cards. Determine a definition for biodiversity.
Distribute a GABI animal inventory to students and discuss the animals found on the
list. Point out significant migrators from both the north and south.
Distribute a Biodiversity wall plaque-planning sheet to students. Discuss the color
key found on the planning sheet and allow students to select their GABI animal.
(Students could be assigned animals randomly by allowing them to draw an animal
off the list from a bag, or by assigning a number to each animal and allowing
students to choose a number.)
Have students use their iPads to look up information on their animal. Students
could record some or all of the following information: scientific name, common
name, diet, habitat, origin, lifespan, and size.
Students should create an illustration of their animal and fill in the border and
background using the color key on their planning sheet.
Student illustrations should be displayed in a common space, such as a hallway,
lunchroom, or commons. Display can be organized by direction of animal migration
or animal classification.
Reading | Writing | Speaking | Listening Strategies
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Use text and video sources to ask questions
Participate effectively in discussion
Present information and supporting evidence
Draw evidence from informational text
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Determine central ideas from text
Write an argument to support a claim
Listen and participate in discussion about non-fiction text
Listen to content presented in video format
Compare and contrast content from text and video source on a similar topic
Learning Progression
Prior Knowledge
• How to use Cornell notes during an informational video
• What are the science and engineering practices
• Strategies to read non-fiction text
• How to use iPad to obtain information from internet
Current Knowledge
• How to determine main idea
• How to determine evidence and supporting information
• How to actively participate in discussion
Future Skills
• How to obtain information from non-fiction text and video sources
• How to construct answers to scientific questions
• How to determine importance of historical events
South American Invasions of North America
Bufonidae (Bufo Toads)
Conuropsis carolinensis (Carolina Parakeet)
Dasypus Bellus (Beautiful Armadillo)
Dasypus novemcinctus (Nine Banded Armadillo)
Desmodus archaeodaptes (Vampire Bats)
Desmodus stocki (Common Vampire Bat)
Didelphis virginiana (Virginia Opossum)
Erethizon dorsatum (North American Porcupine)
Eremotherium eomigrans (Giant Sloth)
Erethizon kleini (Porcupine)
Eremotherium laurillardi (Giant Sloth)
Erethizon poyeri (Porcupine)
Glossotherium (Ground Sloth-“Tongue Beast”)
Glyptotherium (Armadillo Like)
Hylidae (Tree Frogs)
Leptodactylid (Southern Frogs)
Microhylid (Narrow-Mouthed Frogs)
Megalonyx jeffersonii (Jefferson’s Ground Sloth)
Molossidae (Free Tailed Bats)
Mormoops megalophylla (Ghost Faced Bat)
Neochoerus aesopi (Capybara like)
Neochoerus pinckneyi (Capybara like)
Nothrotheripos shastensis (Sloth)
Nothrotheripos texanus (Sloth)
Pachyarmatherium leiseyi (Armadillo Like)
Pampatheres Holmesina (Armadillo Like)
Pampatheres Plaina (Armadillo Like)
Paramylodon (Harlan’s Ground Sloth)
Pliometanastes protistus (Land Sloth)
Rhynchopsitta pachyrhyncha (Thick-Billed parrot)
Thraupidae (Tanager)
Thinobadistes segnis (Ground Sloth)
Titanis walleri (Terror Bird)
Tityridae (Suboscine Birds)
Tyranni (Suboscine birds)
Trochilidae (Hummingbird)
Tyrannidea (Flycatcher)
North American invasions of South America
Antifer (“little deer”)
Arctotherium (Short faced bear)
Atelocynus (short-eared dog)
Bassaricyon (olingo)
Blastocerus (Marsh deer)
Bolitoglossa (Tropical Climbing Salamanders)
Bothriechis schlegelii (Pit Viper)
Bothrops wagler (Lancehead)
Canis dirus (Dire wolf)
Catagonus wagneri (Chacoan Peccary)
Cerdocyon (Crab-eating fox)
Chapalmalania (Giant panda type extinct animal, distant relative to
raccoon)
Chelydra acutirostris (Snapping Turtles)
Chilonatalus micropus (Cuban funnel-eared bat)
Chrysocyon (maned-wolf)
Conepatus chinga (Hog-nosed skunk)
Conepatus humboldtii
Conepatus semistriatus
Cricetidae (rodent family including hamsters, voles, and lemmings)
Crotalus durissus (South American Rattlesnake)
Cryptotis (Small eared Shrew)
Cuvieronius hyodon (Extinct Gompothere)
Dusicyon australis (Falkland Island wolf)
Eira barbara (Tayra)
Emberizidae (Buntings)
Equus ferus (Ancient horse)
Galictis vittata (Couth American greater grison)
Hemiauchenia (Extinct cammelid)
Heteromyid mice (Heteromys)
Hippidion (“little horse”)
Hippocamelus (High altitude deer)
Homotherium (Scimitar-toothed cat)
Lachesis (Bushmaster)
Lama guanicoe (Guanicoe)
Leopardus pardalis (Ocelot)
Leopardus wiedii (Margay)
Leptomicrurus (Coral Snake)
Lontra (River Otter)
Lycalopex (south American fox)
Lyncodon (Patagonian weasel)
Mazama (Brocket deer)
Microsciurus (dwarf squirrel)
Nasua (Coatimundi)
Nasuella (mountain coati)
Natalus espiritosantensis (Brazilian funnel-eared bat)
Natalus tumidirostris (Trinidadian funnel-eared bat)
Odocoileus (White-tailed deer)
Oedipina (Lung-less Salamanders)
Orthogeomys thaeleri (Geomyid pocket gopher)
Ozotoceros (Pampas deer)
Palaeolama (Extinct stout-legged llama)
Panthera leo atrox (American Lion or American Cave Lion)
Panthera onca (Jaguar)
Pecari maximus (Giant Peccary)
Pecari tajacu (Collared Peccary)
Potos flavus (kinkajou)
Procyon(raccoons)
Protocyon (omnivorous canid)
Pteronura (Giant Otter)
Pudu (small deer)
Puma concolor (cougar)
Puma yagouaroundi (Eyra cat)
Ranidae (True Frogs)
Rhinoclemmys (Wood Turtle)
Sciurus (tree squirrel)
Sciurillus (neotropical pygmy squirrel)
Sigmodontinae (rats and mice)
Smilodon fatalis (Saber toothed cat-most well known species)
Smilodon gracilis (Saber toothed cat)
Smilodon populator
Speothos (bush dog)
Stegomastodon (Extinct elephant relative)
Stegomastodon platensis
Sylvilagus brasiliensis (Brazilian cottontail)
Sylvilagus floridanus (Eastern cottontail)
Sylvilagus varynaensis (Venezuelan lowland rabbit)
Tapirus bairdii (Baird’s tapir)
Tapirus kabomani (Little black tapir)
Tapirus pinchaque (Mountain tapir)
Tapirus terrestris (Brazilian tapir)
Tayassu pecari (White-lipped Peccary)
Theriodictis (small hypercarniverous fox)
Trachemys (Slider Turtle)
Tremarctos ornatus (Spectacled Bear)
Trogons (Trogon)
Urocyon cinereoargenteus (Gray fox)
Vespertilionid (Common bat or Evening bat)
Vicugna vicugna (Vicuna)
Vulturidae ciconiidae (Condor)
Vulturidae gryphus (Andean Condor)
Xenosmilus (extinct saber-toothed cat)