EXPLORING BIODIVERSITY: A Guide for Educators Around the World

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Environmental education has five objectives: • Awareness of and sensitivity to environmental problems • Basic knowledge and understanding of how the environment functions • Positive attitudes and values towards the environment • Skills to identify, investigate, and resolve environmental problems • Active participation in environmental protection The guide also explores pathways to sustainability—meeting the needs of the present without compromising our ability to meet the needs of the future. The activities in this guide encourage students to consider the perspective of other individuals, communities, and cultures, and to look forward to assess the way that our actions affect the lives of people and other species all over the world. Students are challenged to think about fairness, individual and community responsibility, and other concerns that are critical to our understanding of sustainability. Specifically, education for sustainability explores the relationships among ecological integrity, economic prosperity, and social equity. 5
p SECTION 1 WHAT IS BIODIVERSITY? 1 All the World’s a Web . . . . .12 2 The Web of Life . . . . . . . . . . .15 3 Bioblitz . . . . . . . . . . . . . . . . .19
Page 1 and 2: EXPLORING BIODIVERSITY: A Guide for
Page 3 and 4: Exploring Biodiversity is a joint p
Page 5 and 6: TABLE OF CONTENTS I. INTRODUCTION .
Page 7 and 8: Exploring Biodiversity is packed wi
Page 9: of selecting activities to do with
Page 13 and 14: p Where Is the Diversity? Some area
Page 15 and 16: Malaria once infected nine out of t
Page 17 and 18: p WHAT TO DO 1. As a group, create
Page 19 and 20: ACTIVITY 2: THE WEB OF LIFE BACKGRO
Page 21 and 22: Encourage students to think creativ
Page 23 and 24: ACTIVITY 3: BIOBLITZ OBJECTIVES: Na
Page 25 and 26: 6. Set the stage. Ask your students
Page 27 and 28: SECTION 2 BIODIVERSITY CONNECTIONS
Page 29 and 30: Intensive agricultural production o
Page 31 and 32: The Nature Connection The desire of
Page 33 and 34: 3. Put up the statements and read e
Page 35 and 36: • Will photographs and films that
Page 37 and 38: ACTIVITY 5: BIODIVERSITY PERFORMS O
Page 39 and 40: Plants convert the sun’s energy i
Page 41 and 42: q SECTION 3 THE STATE OF BIODIVERSI
Page 43 and 44: q important differences, however, b
Page 45 and 46: chemical fertilisers to remain prod
Page 47 and 48: Ironically, this “greenhouse effe
Page 49 and 50: Aliens Are Among Us! Another contri
Page 51 and 52: q WHAT TO DO 1. Explain what “thr
Page 53 and 54: q teristics that might make species
Page 55 and 56: q clothing) to mark the boundaries.
Page 57 and 58: q Ask the students why animals need
Page 59 and 60: 7. Discuss protected area design: M
Page 61 and 62:
SECTION 4 BIODIVERSITY CONSERVATION
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a creating conservation corridors,
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a often boosts local economies by c
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ACTIVITY 8: THINKING ABOUT TOMORROW
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a WHAT TO DO 1. Create student grou
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a next round, but this time introdu
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ACTIVITY 9: COMMUNITY CONNECTIONS O
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a Tips for Interviewing • Careful
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a WHAT TO DO 1. Explore project top
Page 79 and 80:
a decision-making process as possib
Page 81 and 82:
SECTION 5 APPENDICES Appendix A: Ex
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organic garden or compost pile; imp
Page 85 and 86:
extinct: refers to a species that n
Page 87 and 88:
pollination: the process by which p
Page 89:
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EXPLORING BIODIVERSITY: A Guide for Educators Around the World

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