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ACTIVITY 7<br />
LESSON PLAN<br />
DATE:<br />
TOPIC: Geographical Issue: Threatened Habitats (Rhino Poaching)<br />
TIME:<br />
INSTRUCTOR (S):<br />
FOCUS: Spatial Dimension (Why are rhino’s being killed by poachers?)<br />
STUDENTS WILL BE ENGAGED VIA:<br />
x <strong>Teacher</strong> driven x Individual<br />
Student driven x Pairs<br />
Peer Tutoring<br />
Discussion<br />
x Lecture<br />
Stations<br />
Groups<br />
Teams<br />
Simulation<br />
Hands on<br />
x Identification<br />
x Problem Solving<br />
Storytelling<br />
Games<br />
Synthesis<br />
Analysis<br />
Experiments<br />
Technology<br />
Puzzles<br />
OTHER:<br />
OBJECTIVE(S): Students will learn about: the demand for rhino horn and why it is difficult to stop. They will analyse the complexity of<br />
rhino horn demand.<br />
PREPARATION: Familiarise yourself with this lesson by:<br />
1. Read the BACKGROUND INFORMATION below.<br />
2. Watch the IAPF school video blog 4 (http://goo.gl/aTDJ3a) (21.40 minutes)<br />
This video is an indepth look into rhino horn demand. It follows IAPF CEO Damien Mander through Vietnam’s black markets.<br />
TIME INSTRUCTION/METHODS MATERIALS<br />
5 minutes Instructor: Settle the class by having an alphabetical seating plan, get silence, take the<br />
roll and inform the students of classroom standards. Introduce the lesson: Today’s Lesson:<br />
students will see the spatial dimension why the African savanna habitat (and in turn, the<br />
Rhinos) need conservation.<br />
• Students<br />
Activity <strong>Book</strong><br />
(Page 19)<br />
15 minutes Instructor: Ask students to open up to Activity 7 and watch the IAPF’s Video Blog 4. • IAPF Video<br />
Blog 4<br />
10 minutes Instructor: Select students to read out different paragraphs of the activity. Discuss and<br />
answer Question 1 and 2.<br />
25 minutes Instructor: Read out Question 3 and the accompanying information.<br />
End of Lesson<br />
This will be a challenging question for students. Students need to think about what it<br />
would be like to be told to ‘give up’ something they believe is essential for their: health,<br />
heritage, education, family values, culture and taste preference (eg: meat). Despite, there<br />
being substitutes and alternatives to eating meat (eg: micro-protein Quorn products from<br />
Coles and Woolworth’s supermarkets, soy, tofu, lentils, iron supplements and so on).<br />
The reason for this comparison is to demonstrate to the students that it’s not straight<br />
forward to tell another culture to stop their cultural behaviours, irrespective of there being<br />
substitutes and alternatives in the world to meet their needs (eg: pharmacaeuticals).<br />
Students then must attempt to answer Question 3.<br />
Dismissing the Class: Finish the lesson with students standing behind their desks, rubbish<br />
off floor and quiet. Dismiss when this is done.<br />
• Google ‘Quorn’<br />
products to<br />
show the<br />
students<br />
alternatives to<br />
meat.<br />
BACKGROUND INFORMATION<br />
Wealthy Asian people use rhino horn as a key ingredient in their traditional medicine and as a status good to show off<br />
their wealth to their freinds and family - as a Westener would do buying a Ferrari or Porshe - such as having rhino-hornsnorting<br />
parties, rhino horn ash-trays or mantle piece ornaments. Others from the Middle East are using the rhino horn<br />
as dagger handles and ornaments and fund their purchase of weapons for terrorism operations. The international organisation<br />
C.I.T.E.S. (Convention on International Trade in Endangered Species) banned the trade in rhino horn to protect<br />
the species from extinction (1977) (see Activity 15 for additional C.I.T.E.S. information). However, rich foreign syndicates<br />
continue to smuggle in weapons and bribe corrupt officials and locals to poach the rhino horn to feed the illegal black<br />
market.<br />
Page 25
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