Hormones on the Case! — Animal Behavior Investigations
Engage students in modeling hormonal pathways and redesigning zoo habitats to explore how stress impacts animal behavior and reproduction.
Cellular communication; Cortisol’s role in stress response and reproduction; Animal behavior and stress in captivity
Simulated urine testing; Cortisol cellular pathway modeling; Redesigning zoo enclosures to improve animal welfare and breeding
90
minutes
Students take on the role of scientists investigating why okapis at a zoo are not breeding. Through hands-on activities like simulated urine testing, modeling the cortisol cellular pathway, and redesigning zoo enclosures, they explore how stress hormones affect animal behavior and reproduction. This engaging, NGSS- and AP Biology–aligned lesson integrates storytelling, multimedia, and design thinking to connect cell communication with real-world animal welfare challenges.
Rebecca Calisi Rodríguez’s research on pigeons, like her life, is one of charting an original path. Her experiences as a Mexican-Italian-American woman, professor, artist and mother have provided her with fascinating and unusual perspectives to study the biology of parental behavior. And in so doing, she is redefining what it means to be a scientist.
Students are introduced to okapis and watch a segment of the film Charting an Original Path to learn that the okapis at the local zoo are not breeding. They test simulated okapi urine samples for the stress hormone cortisol before analyzing their zoo enclosure and brainstorming factors contributing to their stress. They then watch a TED-Ed video to understand the cortisol cellular pathway and model the pathway steps with hands-on manipulatives. As a capstone to this case study, students redesign the okapi zoo enclosure to reduce their stress levels and encourage breeding.
Subject Areas:
Prior Knowledge:
Learning Objectives:
Materials Needed:
Lesson Activities: Download Lesson
Play the video Okapi Calf at the Bronx Zoo. As students watch the video, ask questions and elicit verbal responses:
Distribute the Okapi Breeding Case Study Student Worksheet (1 per student) and read the introductory paragraph on the student worksheet aloud to the class.
Play the first 2 minutes and 9 seconds of the film Charting an Original Path, stop after Dr. Rebecca Calisi Rodríguez says, “So, that was my very glamorous job,”.
To better understand the mystery we are trying to solve, ask the driving question to the class: “Why are the okapis at the local zoo not breeding?” Teachers may also want to write the driving question on the board.
Read question 1 to the class. If students are not familiar with hormones, provide a simple definition: a chemical messenger secreted by endocrine cells (usually in the brain) that travels primarily through the bloodstream to target cells to elicit a cellular response. Teachers may also want to have students point to where they think their adrenal glands are located and then show them that they are located in the lower back, above their kidneys.
Materials Needed:
Setup:
The pH of each sample should be 7 or higher to represent elevated cortisol levels (60-140 mg/24 hr) and vary between the groups. Fill each cup halfway full with the NaOH solution, add 1 drop of yellow food coloring, and label each cup with a different number.
Instructions:
Have each student group dip the “cortisol test strips” (I.e., pH paper) into the simulated okapi urine samples and use the Urine Cortisol Level Chart to interpret and record their results in the student worksheet. Have each group share aloud what value they got with the class so everyone understands that the okapis at the local zoo have high cortisol levels, indicating they are stressed.
Distribute the Zoo Image to each pair of students to answer question 3 individually, or project the image on a screen for class viewing, then have students work with a partner to answer question 4. As students work, remind them to recall the videos for ideas and to re-read the opening paragraph of the student worksheet.
Ask students to share their ideas from questions 3 and 4 and generate a class list on the board of noticings about factors contributing to the okapis’ stress at the zoo. Examples include: a small enclosure, predators nearby, no water, little vegetation, many people around, too many okapi within the enclosure, and no enrichments to spark curiosity and play.
Play the video How to make your stress work for you and have students answer questions 5A-C as they watch the video, then briefly go over their responses afterward.
Materials Needed:
Setup:
Print and gather modeling components for the cortisol pathway modeling activity (whiteboard, markers, cutouts, pom poms, yarn, and scissors). The cortisol pathway cutouts should be pre-cut into pieces if teachers want to save class time.
Instructions:
Distribute the HPA-axis modeling components, scissors for cutting the yarn (blood vessels), markers, and a whiteboard to each group. Give the students 10-15 minutes to use the materials to generate their models of the HPA-axis impacting the okapis’ cortisol levels and affecting their breeding. Models should also include a written explanation on the whiteboards, and students should draw arrows up or down for the list of effects of prolonged high cortisol levels.
Have the students do a short Gallery Walk: an interactive teaching strategy where students move around to other groups to observe their models and consider ways to refine their group’s ideas. Then return to their original model, discuss ways to improve it, and make those changes to their model.
Randomly select one group to present their model to the class for a Consensus Board Meeting: a collaborative teaching strategy where students discuss and offer different perspectives to reach a unified understanding of a topic. Use this class meeting as an opportunity to answer questions and clarify misunderstandings about the components of the HPA-axis that contribute to the okapis’ stress levels. The goal is to have the students transfer the correct hormones (pom poms) according to the table and use blood vessels (red yarn) to deliver the hormones. Students should first release CRH from the hypothalamus (pink pom pom), then have it arrive at the pituitary gland and release ACTH (blue pom poms), and have ACTH bind to the intracellular receptors of the body cell to induce the release of cortisol (yellow pom poms). Students can place the okapi cutouts and stress meter where they think it is appropriate to communicate the pathway. All the categories for the effects of prolonged high cortisol levels have arrows up, except the last category, immune response to fighting infections. If the arrow activity is beyond the scope of content taught in a course, teachers can eliminate this component of the model.
Students should then individually record their final models on the student worksheet.
Materials Needed:
Instructions:
Play the rest of the video, Charting an Original Path.
Distribute the materials for the okapi zoo redesign activity (a large sheet of paper, markers, and colored pencils or crayons per group). Student groups should produce detailed drawings with written explanations of the changes made to the zoo layout. Play zoo-themed background music while the students work on their designs: Relaxing Planet Zoo Music.
Display the okapi zoo redesign drawings around the classroom and allow students time to view their classmates’ representations.
Students are introduced to the Mexican boulder spiny lizard and are asked to predict if males or females are the “flashier sex” before watching a segment of the film Charting an Original Path. They then read about other interesting courtship encounters and create visual displays showcasing the pairings. Students complete this case study by analyzing primary research abstracts and modeling with hands-on manipulatives how nature (hormone levels) and nurture (parasitic nematode load) contribute to gular coloration in female Mexican boulder spiny lizards during the breeding season.
Students analyze video footage of an adult pigeon feeding its baby and watch a segment of the film Charting an Original Path to learn that pigeons produce crop milk. They then predict which pigeon family members can generate the lactation hormone prolactin before performing a simulated pigeon brain biopsy and ELISA test to uncover that both parents lactate. Next, they model gene expression of the prolactin gene with a card sorting activity. The case study concludes with students creating visual snapshots of other non-mammalian lactating animals after watching short video clips.
More Info:
The Okapi Breeding Case Study (Core Lesson) has students creating final models of the cortisol cellular pathway and redesigning an okapi zoo enclosure.
The Lizard Courtship Case Study (Extension) has students showcasing diverse courtships and modeling the impact of nature and nurture on gular coloration in female Mexican boulder spiny lizards.
The Pigeon Parental Care Case Study (Extension) has students sequencing and describing the steps to gene activation and creating snapshots of non-mammalian lactating organisms.
My students were engaged during the case studies and enjoyed the interactive approach to learning as they extended their understanding of biological concepts. Students learned…
Lesson Plan created by Rebecca Brewer—Science Communication Lab Teacher Ambassador
Images created by Rebecca Brewer in BioRender and Canva
NGSS:
AP Biology:
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