In this one-hour program, Jean-Michel Cousteau travels with his team to the Arctic and sub-Arctic to discover why some beluga groups are thriving and others are disappearing. The relationship between people and belugas is ancient. For more than 4,000 years, hunters of the north have depended on these whales for their own survival in a land with little to offer. These traditional cultures have now partnered with scientists and modern technology to protect the beluga, which, in turn, ensures their own future. Yet these efforts are only a small part of the story as new discoveries have raised troubling questions about the health of belugas and their long-term survival.

¡Aprende sobre la estructura y función de los organismos vivos dibujando un animal imaginario en el programa de juego de subir al escenario, SUPERVIVENCIA ANIMAL!

Los espectadores se convierten en participantes de un programa de juegos y tienen el desafío de dibujar un animal imaginario que podría vivir y sobrevivir en el desierto, el océano o la tundra ártica. Al dibujar el animal imaginario, los participantes escriben dos estructuras distintas y una función para cada una de las estructuras que lo ayudan a sobrevivir.

Objetivo de Aprendizaje:
Comparar las estructuras y funciones de diferentes especies que les ayudan a vivir y sobrevivir en un ambiente específico.

¡Aprende sobre las características físicas de los medioambientes y representa o actúen como los animales que viven allí!

Usted es el siguiente concursante en el juego de la demonstración SUPERVIVENCIA ANIMAL donde viajarás en un globo de aire caliente a la selva de América del Norte, la sabana de África, y luego tomaras un paseo submarino en el océano. Para jugar el juego, usted actuará como a un animal que viviría en cada ambiente, y después escribirá cómo las características físicas de cada ambiente ayudan a su animal a sobrevivir.

Objetivo de Aprendizaje: observar y describir las características físicas de los ambientes y cómo apoyan a las poblaciones y comunidades de plantas y animales dentro de un ecosistema.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Cholangiocarcinoma (CCA) is an aggressive form of cancer that forms in the biliary tract. CCA has high mortality and high rates of recurrence. While early diagnosis is critical, the molecular mechanisms by which CCA forms are poorly understood. A new study reports key interactions between three proteins during CCA development: TLR3, a mediator of both innate and adaptive immune responses and a promising target for anti-cancer therapy; IAP proteins that regulate apoptosis and orchestrate cancer cell death; and RIPK1, a multifunctional protein that regulates inflammation and cell death through apoptosis and necroptosis.TLR3 expression was found to be significantly higher in primary CCA tissue than in adjacent normal tissue. Meanwhile, Smac mimetic, an IAPs antagonist, sensitized CCA cell lines to TLR3 ligand, Poly(I:C)-induced apoptosis. This mode of cell death was switched to necroptosis in CCA cells expressing RIPK1, RIPK3, and MLKL..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

What is your one final driving question?    What do plants, animals, and people need to stay alive?Background information of this driving question:    What grade are you working?    I am working with kindergarten but this could also be used in a first grade class to teach them about needs and wants. Which standard are you targeting?    I am targeting a kindergarten life science standard.K.LS.3    Use observations to describe patterns of what plants and animals (including humans) need to survive.My grabber is a video from Peep and the Big Wide World. The name of the episode is “Peep Plants a Seed.” The video is about 8 minutes long. After they watch the video we will plant a bean seed.  Introductory Grabber:The teacher will start out by introducing the idea of things that are needed to survive for people and then showing the Peep video. The video is just about Peep learning how to plant a seed and take care of it. After the video the the teacher will ask about the video, and then introduce the plan of planting a bean seed. This is an effective way to to introduce the topic because they will already have an idea of how to take care of a plant and they will want to be able to experience the same as Peep.Link to the video and bean plant instructionshttps://m.youtube.com/watch?v=Yxs7P7LWzDghttp://www.greatgrubclub.com/grow-a-bean-plant#.WMlOuZH3ahA