EXPLORING BIODIVERSITY: A Guide for Educators Around the World

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q Talk again about the threats that your group discussed in Round 2 of the game and ask students to think of ways we can help reduce them. Some ideas are listed below. In yards or on farms: • Plant native plants and trees so that the land is more like wild animals’ habitat • Reduce the use of pesticides so that birds, insects, and other species can use habitats without the threat of being poisoned. Around the school and other buildings: • Convert part of your schoolyard or town park to a wildlife habitat. FINISHING UP Have the students write an interview between a journalist for BioTimes magazine (or some other title they come up with) and an animal or plant whose habitat has gotten smaller and smaller because of development. The interview could include questions such as these: So, why are you leaving home? Where do you think your travels will take you? What are your special habitat needs? How could people have reduced the damage this development has caused? Afterward, students can share their interviews by taking turns playing the roles of journalists and species being interviewed. • Put up boxes that birds can use for nesting. 56
SECTION 4 BIODIVERSITY CONSERVATION 8 Thinking About Tomorro w63 9 Community Connections .69 10 Taking Action . . . . . . . . . . .72 a
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 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: 7. Discuss protected area design: M
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
Page 89: For more information about the Expl
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EXPLORING BIODIVERSITY: A Guide for Educators Around the World

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