EXPLORING BIODIVERSITY: A Guide for Educators Around the World

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a FINISHING UP As the project draws to an end, guide students in assessing the project itself, the process, and their feelings about the experience. A group discussion will allow students to reflect on their feelings and attitudes by providing the chance to listen to what others say about the project and the experiences they have had. To facilitate the discussion and assess your students’ projects, you could ask: • Did your project accomplish its goal and objectives? • What was the most successful part of your project? • What was the least successful part? • Who was influenced or motivated by your actions? • Whom might those people influence in turn? • If you were to repeat the project, what, if anything, would you do differently and why? • How do you feel about your involvement in the project? • How did the group work together to accomplish the stated objectives? • Have your feelings and opinions about the issue you worked on changed since you began the project? If so, how? • What did you learn during this project that you’ll be able to apply to other situations that you’d like to change? • Would you get involved in another environmental project? Why or why not? • What advice would you give to other students who are planning an action project? • Do you think it’s important for students to get involved in community issues? Why or why not? 76
SECTION 5 APPENDICES Appendix A: Extention Ideas .78 Appendix B: Glossary . . . . . . .80 /
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EXPLORING BIODIVERSITY: A Guide for
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Exploring Biodiversity is a joint p
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TABLE OF CONTENTS I. INTRODUCTION .
Page 7 and 8:
Exploring Biodiversity is packed wi
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of selecting activities to do with
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p SECTION 1 WHAT IS BIODIVERSITY? 1
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p Where Is the Diversity? Some area
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Malaria once infected nine out of t
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p WHAT TO DO 1. As a group, create
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ACTIVITY 2: THE WEB OF LIFE BACKGRO
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Encourage students to think creativ
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ACTIVITY 3: BIOBLITZ OBJECTIVES: Na
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6. Set the stage. Ask your students
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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: a decision-making process as possib
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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