EXPLORING BIODIVERSITY: A Guide for Educators Around the World

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p might be the case (trees provide food and shelter for many species, for example). What might happen if one of the big animals that eats other animals disappears? With fewer key predators, the animals the predators eat become more numerous, which can affect many other interactions in the system. Animals such as large predators that are important to the way the whole ecosystem works are examples of keystone species. What might be a keystone species in your local ecosystem? Discuss the status of ecosystems in your area–are they healthy or has there been some sort of disturbance to the system (pollution, deforestation, over-hunting)? If you want, go on an expedition to a natural area near your school. Ask students to see how many kinds of ecological connections they can observe. Use the list from “Eco-Connections” for guidance. After observing local ecosystems, you can play the game again or try it with a different ecosystem. Have your students choose from one of the following concluding exercises: • Write a paragraph that describes a connection that they noticed for the first time. • Write a paragraph that describes one connection they observed during the game. Then have them write a second paragraph that speculates on what the effects might be if one of the “connectors” were to suddenly disappear. • Write one or more paragraphs either supporting or refuting the following statement: People are a part of nature. Have them express their agreement or disagreement with the statement, along with examples that support their view. In Brazil, young people from fishing villages near the Marine Fishing Reserve of Corumbau are part of an environmental team that cultivates oysters to replenish the oyster populations their families depend on. By helping conserve biodiversity, they ensure their own future livelihoods as fishers. 18
ACTIVITY 3: BIOBLITZ OBJECTIVES: Name several native plants and animals and describe your local environment. Design and carry out a biological inventory of a natural area. SUBJECT: Science, Language Arts SKILLS: gathering (collecting, observing, researching), citizenship (working in a group), reporting AGES: 11+ TIME: two sessions and homework time MATERIALS: paper, pencil, chalkboard, plastic bags or containers (nets, sieves, scoops, jars, etc.) BACKGROUND You don’t have to travel to the wilderness to discover biodiversity. Just walk out the door and you’ll find an amazing diversity of life in backyards, vacant lots, streams and ponds, fields, gardens, roadsides, and other natural and developed areas. In this activity, your students will have a chance to explore the diversity of life in their community. They’ll also get an introduction to how scientists assess the biodiversity of an area—and why it’s so hard to count the species that live there. Activity adapted with permission from Biodiversity Basics, published by World Wildlife Fund as part of Windows on the Wild, an international biodiversity education program. ©1999. GETTING READY Copy the “Ecoregional Survey” questions on the chalkboard. You should take the survey yourself to generate possible answers. Check with a local naturalist, park guard, or other knowledgeable person in your area for answers if you are unsure. ECOREGIONAL SURVEY 1. What major habitat type do you live in? (e.g. temperate forest, temperate rain forest, grassland, shrubland, desert) 2. Name 3 native trees that grow in your area. Collect a leaf from each one. 3. Name 5 native edible plants that grow in your area and list the seasons in which they are available. 4. Name 1 poisonous plant in your area. 5. Name 10 native animals that live in your area. 6. Name 3 native animals that you can see in your area at any time of the year. 7. Name 3 migratory animals that live in your area and list the seasons you can see them. 8. How has your area changed in the past 25 years? (ask your parents or neighbors) 9. What species in your area—if any—are threatened? 10. What natural events or processes influence the land around your community? How have they affected the land? (earthquakes, volcanic eruptions, fires, flooding, etc.) 11. Are there any protected areas near your community? Why are they protected? 12. Name a non-native species that has created problems in your area. 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 and 10: of selecting activities to do with
Page 11 and 12: p SECTION 1 WHAT IS BIODIVERSITY? 1
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: Encourage students to think creativ
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
Page 63 and 64: a creating conservation corridors,
Page 65 and 66: a often boosts local economies by c
Page 67 and 68: ACTIVITY 8: THINKING ABOUT TOMORROW
Page 69 and 70: a WHAT TO DO 1. Create student grou
Page 71 and 72: a next round, but this time introdu
Page 73 and 74:
ACTIVITY 9: COMMUNITY CONNECTIONS O
Page 75 and 76:
a Tips for Interviewing • Careful
Page 77 and 78:
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
Page 83 and 84:
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
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EXPLORING BIODIVERSITY: A Guide for Educators Around the World

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