Biodiversity Basics Morocco-FinalDraft

Morocco’s
Biodiversity Basics
an Environmental Education Program of
Peace Corps Morocco Environment Sector

High Commission for Water and Forests and the
Fight Against Desertification
World Wildlife Fund
Adapted from Biodiversity Basics, © 1999,

a publication of World Wildlife Fund’s Windows on the Wild biodiversity education program.
For more information see <www.worldwildlife.org/windows>.
Morocco’s Biodiversity Basics
TABLE OF CONTENTS
About Morocco’s Biodiversity Basics ............................................................................. 3
Relevance of Biodiversity ............................................................................................................................ 3
Overview ..................................................................................................................................................... 3
Goals and Objectives .................................................................................................................................. 4
Concepts and Principals .............................................................................................................................. 4
Format .......................................................................................................................................... 4
Background Information ..................................................................................................... 5

What is Biodiversity? .................................................................................................................................. 5
Why is Biodiversity Important?................................................................................................................... 5
What is the Status of Biodiversity? ............................................................................................................. 5
How Can We Protect Biodiversity? ............................................................................................................. 6
Activities................................................................................................................................... 7
CHAPTER 1: What is Biodiversity? ............................................................................. 7
All the World’s a Web ..................................................................................................................... 7
What’s Your Biodiversity IQ? ....................................................................................................... 10
Inquiring Minds ............................................................................................................................. 18
Bled BioBlitz .................................................................................................................................. 26
The Gene Scene ............................................................................................................................ 36
CHAPTER 2: Why is Biodiversity Important? ........................................................... 54
Secret Services .............................................................................................................................. 54
Biodiversity Performs.................................................................................................................... 63
The Culture/Nature Connection ................................................................................................... 70
Diversity at Your Table .................................................................................................................. 81
The Spice of Life ............................................................................................................................ 88
CHAPTER 3: What’s the Status of Biodiversity? ...................................................... 94
The Case of the Atlas Cedar Forests ............................................................................................. 94
Mapping Morocco’s Protected Areas ......................................................................................... 102
Space for Species ........................................................................................................................ 120
Food for Thought ........................................................................................................................ 135
Getting Involved! .............................................................................................................. 142
2|T ab l e o f Co nt e nt s
ABOUT BIODIVERSITY BASICS
Relevance of Biodiversity
“Biodiversity represents the very foundation of human existence. Besides profound ethical and aesthetic
implications, it is clear that the loss of biodiversity has serious economic and social costs. The genes, species,
ecosystems and human knowledge that are being lost represent a living library of options available for and
adapting to local and global change. Biodiversity is part of our daily lives and livelihood and constitutes the
resources upon which families, communities, nations, and future generations depend.” (Global Biodiversity
Assessment, Summary for Policy Makers United Nations Environment Programme)
B iodiversity! At first the word may seem

complicated and not relevant or important for
study in Moroccan schools. However, this curriculum
Overview
Morocco’s Biodiversity Basics is adapted from World
Wildlife Fund’s Windows on the Wild: Biodiversity
seeks to prove otherwise. It asserts that you couldn’t Basics. The activities are targeted to grades five
choose a more engaging and stimulating topic – or through eight but several may be adapted for use at
other grade levels as well. The Morocco-specific
one as all-encompassing and important for
activities are not meant to cover every aspect of
Morocco’s future. biodiversity, but you should find plenty of
Biodiversity is the variety of life on Earth. It’s information to introduce the topic and take students
everything from the tiniest microbes to the tallest through levels of increasing complexity. The
trees, from creatures that spend their entire lives in activities may be completed in any order and may be
the ocean to those that soar high above the Earth’s used singly or in units. Use as many as you have time
for to supplement your teaching and bring
surface. It’s the word that is used to describe the
biodiversity to life for your students.
wealth of habitats that house all life forms and the Morocco’s Biodiversity Basics is built on a set of
interconnections that tie us together. All of Earth’s underlying principles about education. As you read
ecosystems and the living things that have evolved through the activities, you’ll see many familiar and
within them – including the fantastic range and perhaps unfamiliar strategies and approaches – from
expression of human cultures – are part of our constructivist education, which values prior
planet’s biodiversity. These simply summarized experiences and knowledge, to innovative
assessment strategies, group learning, problem-
express the species biodiversity, ecosystem
solving, interdisciplinary teaching, and experimental
biodiversity, cultural biodiversity, and genetic learning.
biodiversity that this curriculum seeks to explore Education should challenge students to think
with the students. critically and creatively about their world – to
Because the topic of biodiversity has so much question how and why we do things, and how we
breadth and depth it is a useful complement to might do them differently. It should promote
Moroccan traditional education. As a theme, positive change (both personally and within
communities), help students envision a better
biodiversity includes many disciplines and provides
society, increase respect and tolerance for others,
real-world contexts and issues that promote critical and build effective citizenship skills and stewardship.
and creative thinking skills, citizenship skills, and Staying true to WWF’s vision for Biodiversity Basics,
informed decision making. The subject of all the the Moroccan adaption has emphasized four
lessons in this curriculum is life centered on the overlapping themes: futures education (education
student. The biodiversity curriculum not only acts as that encourages students to envision a positive
future and the role they can play to make such a
a catalyst to learn about the topic of biodiversity, but
future happen); community action and service
also learn about self-directed learning and group learning (by getting involved in a community based
participation and project work. project, student’s invest energy in their community
3 |A b o u t B i o d i v e r s i t y B a s i c s
and see that they can help improve it’s condition); Windows on the Wild
education that examines “sustainability”; and Morocco’s Biodiversity Basics is adapted from World
creating a sense of wonder. Wildlife Fund’s (WWF) publication, Windows on the
Wild: Biodiversity Basics. Through the cooperative
Goals and Objectives
efforts of WWF, the Peace Corps Morocco
The goal in developing this booklet was to provide Environment Sector, and the Department of Waters
Moroccan educators with a well-developed resource and Forests, Morocco has joined now several other
to introduce student’s grades 5 through 8 to local countries to translate and publish its own version of
biodiversity concepts, issues, and conservation. this curriculum guide to exploring the web of life.
Upon completing the course, students should be If you are interested in teaching more about
able to: (1) possess a basic understanding of species, biodiversity, you may want to obtain a copy of the
ecosystem, and genetic diversity, (2) explain the role educator and student guides for Windows on the
biodiversity plays in ecosystem stability and health, Wild: Biodiversity Basics and/or other materials from
(3) report on the current status of the local WWF. The core of the Windows on the Wild (WOW)
environment, and (4) initiate, plan, and carry out a program is a series of modules on key topics related
community based biodiversity project. to biodiversity, including Biodiversity Basics, Wildlife
for Sale, Marine Biodiversity, and Building Better
Concepts and Principals Communities. Each module contains background
The conceptual framework for Morocco’s information, resource ideas and unit plans for the
Biodiversity Basics was developed and organized educator, as well as creative and challenging
around four major themes: interdisciplinary activities for students. WOW
What is Biodiversity? curriculum materials are designed to help students
Why is Biodiversity Important? explore the social, scientific, economic, and ethical
What’s the Status of Biodiversity? issues surrounding biodiversity and to give them the
How Can We Protect Biodiversity? knowledge and skills they need to build a more
The themes were chosen because they encompass sustainable future. Working with partners around
the essential components of quality environmental the world, WWF developed a Biodiversity Education
education materials: awareness, knowledge, Framework to help guide people in life-long learning
attitudes, skills, and participation. about biodiversity, sustainability, and conservation.
Format
Morocco’s Biodiversity Basics was designed to give
educators access to as much information as possible
in an easy-to-use format. You’ll find an overview of
Morocco biodiversity followed by 14 field-tested,
standards-led activities. While designed with specific
learning standards in mind (standards-led), the
activities also allow educators to help meet other
learning standards. Each activity provides basic
information and detailed procedures.
4|Ab o ut Bi od ive r si t y Ba si cs
BIODIVERSITY BACKGROUND MOROCCO

medical products, and is the potential source for
What is biodiversity? many more. Biodiversity provides products that help
Biodiversity is the variety of life on earth. There are to boost the economy. The natural world also offers
three levels of biodiversity: species diversity; us a place to relax and reflect. Many people believe
ecosystem diversity; and genetic diversity. Species that biodiversity is important not just because it is
diversity includes all living things from the tiniest valuable, but simply because it exists.
bacterium to the large Barbary sheep and the
individual oak tree. As of 2002, about 1.7 million What is the status of biodiversity?
species had been identified worldwide. It has been According to the world’s leading scientific and
estimated that the number of species on earth is environmental experts, loss of biodiversity is one of
somewhere between 10 million and 300 million. the most urgent environmental problems facing the
Biodiversity also includes ecosystem diversity, the planet. As human populations grow, they exert
habitats that house all life forms and the increasing pressure on natural resources—pressure
interconnections that tie living things together. that is endangering species and ecosystems around
Ecosystem diversity includes the deserts, coastal the world. Habitat loss, introduced species,
lands, forests, and all other environments where pollution, population growth, and over-consumption
species live. Ecosystems not only provide habitat for are the main threats to biodiversity. The extinction
species but also perform functions such as flood of any species brings the irreversible loss of unique
control and water purification. Biodiversity includes genetic codes and the potential loss of medicines,
the variety within species, which is determined by foods, products, and jobs. At the same time,
the genes. Genetic diversity makes every living thing degradation of natural systems threatens the very
unique. Each species is like a book of genetic services, such as water purification and nutrient
information, containing billions of genetic letters recycling, that support all life on earth.
that give it a particular code of life. Its traits are the
result of coded messages in the genes that are Morocco’s Biodiversity
passed from one generation to the next. When a Few in Morocco realize the relative richness in
species becomes extinct, all the information is lost. biodiversity their country contains. Morocco's
Genetic diversity is a safeguard against future biodiversity is second only to Turkey in the
problems, such as disease or natural disasters. Mediterranean region. Compared to the world, the
biodiversity Mediterranean region itself is among
Why is biodiversity important? the richest and also most critically threatened. For
Biodiversity is important for many reasons. It helps these reasons alone, Morocco has an important
maintain the atmosphere, keeps the soil fertile, responsibility to protect its natural heritage.
purifies water and provides other functions that Morocco also has a high rate of species
enable life to exist on this planet. Species are the endeminism, species that naturally only occur in one
structure of ecosystems that provide the services. area or region. The vascular flora endemic to
Remove enough bricks and the structure crumbles. Morocco numbers more than 800 species and
Species variety also may provide the ability to avert subspecies, representing about 18% of the entire
major disasters, such as crop failures from drought flora. There are also a large number of other
and disease. It provides a variety of resources and endemic species including the Barbary sheep,
products for humans, including many foods and Barbary macaque, and Barbary deer to name only a
few.
5|B i o d i v e r s it y B a c k g r o u n d M o r o c c o
We often discuss ecoregions when we talk There is no one way to address this challenge,
about a country’s ecosystem diversity. An ecoregion partially because there is no single reason why we
is a large unit of land or water that is characterized are losing biodiversity. There are several goals,
by a distinctive climate, ecological features, and however, which can be attained by people working
plant and animal communities. Morocco has 7 together. One proposal is to maintain a state of
distinct ecoregions, including: Mediterranean Conifer relative equilibrium with our environment, called
and Mixed Forests, Mediterranean Woodlands and sustainability. A society that reaches sustainability is
Forests, Mediterranean Acacia-Argania Dry one that is able to persist for many generations
Woodlands and Succulent Thickets, Mediterranean without producing significant amounts of pollution,
High Atlas Juniper Steppe, North Sahara Steppe and depleting natural resources, and causing a decline in
Woodlands, Atlantic Coastal Desert, and biodiversity. Many different points of view need to
Mediterranean Dry Woodlands and Steppe. Greater be taken into consideration before sustainability can
ecosystem diversity leads to greater species be achieved. Land-use planning is needed so that
diversity. space may continue to exist for species and
ecosystems. Reducing overall consumption of
People and Biodiversity natural species is essential. Also, restoration of
The people of Morocco make a significant impact on habitats is an important goal. Research must be
the landscape and its diversity. Harvesting fuel done rapidly to find out as much as possible about
wood, plowing the forests, herding and grazing what species exist, how they depend on their
sheep and goats, developing urban areas, building habitats, and how habitats can be managed to
roads, and conducting other human activities have ensure healthy populations. Legal protection is
drastically reduced size of habitats and in some cases necessary for some species. Stewardship of natural
the diversity therein. When people alter habitats resources should be considered when corporations
they kill and/or force out the organisms that live in make business decisions. Captive breeding can be
them, upset ecological relationships and reduce the used to increase the population of some species.
ecosystem’s ability to perform services like flood Gene banks are being developed to store seeds and
control, water purification, and nutrient recycling. plant parts to preserve biodiversity for future
Some of the habitats that originally occurred in our generations. Citizens can take action in their own
country can no longer be found in their natural and communities to solve biodiversity problems.
unaltered condition. However, we can help protect Educating people about the problem will lead to
biodiversity, a task that involves all of us. All species better understanding and solutions. Ensuring the
are significant, many in unknown but, perhaps, survival of species, genes, and ecosystems will
vitally important ways. We must value biodiversity require a combination of approaches, and the
and try to preserve it. collective thinking of people from all disciplines and
backgrounds. It will mean fostering compassion for
How can we protect biodiversity? other species, educating ourselves about the
One of the greatest challenges we face in protecting connections among all elements of biodiversity and
biodiversity is how to balance the needs of the coming to terms with the consequences of our
present without jeopardizing those of the future. behavior for other people and other species
.
6|Bi o d i ve r si t y Ba ckg r o u n d Mo r o cco

1-1 ALL THE WORLD’S A WEB
B
iodiversity is the variety of life around us . It’s everything that
living things do – the grand total of interactions of living things
AT A GLANCE among themselves and with their environment. These
Create a “word web” that interactions can be as simple as a moth’s dependence on one
illustrates the connections in species of plant for food, and the plant’s dependence on the
nature.
moth for pollination. At another level, the moth and the plant
OBJECTIVES also depend on all the elements that make up their ecosystem –
Define biodiversity and from clean water to the right climate. At still another level, this
create a word web that ecosystem interacts with other ecosystems to form a huge,
illustrates some of the
global, system of interacting parts.
complex connections in the
web of life. Discuss at least This introductory activity is a great way to start a biodiversity
one way biodiversity affect unit because it focuses on connections, which are the heart of
people’s lives. biodiversity. By making their own word webs using the words
provided, students can begin to consider the complex
VOCABULARY
biodiversity, ecosystem; plus
connections that characterize life on Earth. The activity can also
any unfamiliar words in the give you an idea of how your students are thinking about
“Web Words” list biodiversity before you start a unit.
TIME
one session Before You Begin
MATERIALS Write each of the key words on a sheet of paper, and put all the web
large sheets of paper (or a words on a chalkboard.
chalkboard), pencils, key
words and container
=
What to Do
1. Review vocabulary and divide the class into groups.

Go over any key words and web words that the students aren’t familiar
with, and then have someone from each group pick a key word from the
container. Tell the groups to write the key word in the center of a piece
of paper. Next give them time to create a web using as many of the web
words as possible. Encourage them to write the words that describe the
connections they are creating. Examples include verbs and phrases such
as influences, affects, benefits, is helped by, can lead to, and can cause.
2. Discuss the webs.

Each group should be able to explain the connections that they drew
between the key word and the web words, as well as between the
7| All t h e World ’s a Web

different web words. Ask if they noticed any similarities among different groups’ webs, and have them work as a
group to identify and write down two or more of these similarities. You might also want to have them write down
any differences they notice. Use their ideas to spur discussion.
3. Introduce biodiversity.
Write the word biodiversity where everyone can see it, and ask the students for their ideas on its meaning. Use the
help in the background information to help familiarize the students with the word. Biodiversity is the variety of life
on Earth, reflected in the variety of ecosystems and species, their processes and interactions, and the genetic
variation in and among species. Explain that biodiversity is the ultimate web because it includes all life on Earth.
4. Create new webs.

Have the groups try to create new webs as they had done before, but this time use the word biodiversity as the
key word. You can also use the key word nature if your students are having a difficult time understanding
biodiversity. They can add any new web words that they might think of. Again, have students share their ideas.
KEY WORDS WEB WORDS
human population growth

technology solutions education
Earth traditions
natural habitats pollution trucks
animals future generations
crops God atmosphere
plants survival
trash food trees
people medicine
agriculture money air
energy endangered species
soil water Culture
Trucks will grow

gives us Future Human
Technology Generations Population
create
Example of Word Web

Example of Word Web
Growth
needed by
needed by
Pollution
can cause the loss of
affects
Energy
is
Water
Food
Soil Natural
for
Air needed for Habitats

needed for
Survival
8|A l l th e Wo r ld ’ s a We b
Resources
Reso urces
Biodiversity by Dorthy Hinshaw Patent (Clarion Books, 1996).
The Diversity of Life by Edward O. Wilson (Harvard University Press, 1992).
Biodiversity! Exploring the Web of Life Education Kit (World Wildlife Fund, 1997).
Connections: The Living Planet by Milton McClaren and Bob Samples (Ginn Publishing, 1995).
Summary
Assessment
There is no direct assessment, but this activity can be used as an assessment for other activities. You can have
your students create webs after the conclusion of a unit to see if they understand the basic concept of biodiversity
and how it is linked to other issues. You can also use this as an assessment for several of the activities and units in
this module.
Field Notebooks
Have each student copy their group’s webs into their field notebooks. Each student should date the webs and
write any comments related to the activity.
9| All t h e World ’s a Web

1-2 WHAT’S YOUR BIODIVERSITY IQ?
D
id you know that there are insects that masquerade as plant
parts, birds that map their migration by the stars, and fungi
that find their way into your favorite foods? In Morocco
AT A GLANCE
Take a nature fact quiz to alone, there are more than 7,600 different species of plant and
find out how much you know animal life. When it comes to biodiversity, these and other
about biodiversity. fascinating facts show that truth really is stranger than fiction.
Have your students take the biodiversity quiz to learn about some
OBJECTIVES
of the exciting variety that biodiversity has to offer. In the
Define biodiversity; discuss
facts and issues related to process, they’ll learn about some important biodiversity basics.
biodiversity, and list reasons
why biodiversity is
important. Before You Begin
Educator locates the quiz and quiz answer sheet and organizes the room
VOCABULARY
for quiz competition facing the chalkboard.
biodiversity, ecosystems,
genes, migration, species
TIME What to Do
one session
MATERIALS 1. Divide into groups of 4 or 5.

copies of the quiz and quiz Divide into groups of four or five students. Have each group choose a
answer sheet, chalkboard leader/ announcer and a group name. Educator selects a chalkboard
scribe and/or writes the group names on the board.
2. Call out questions and record answers.

Educator calls out questions and repeats the multiple choice selections
for answers. Each group selects an answer and calls it out in turn. Scribe
records each group’s selection on the chalk board.
3. Announce answers.
After each group has selected an answer, the educator reveals the true
selection. The scribe records the point tallies on the board.
4. Complete the final tally.

After the final question and answer has been given, tally up each
individual group total points and record the winner. Discuss the
experience. How did they do? Were they surprised by any of the
answers? Which ones? You may want to suggest the students take the
newly learned facts home to their friends and family members.
10 | W h a t ’ s Y o u r B i o d i v e r s i t y I Q ?
5. Develop a class definition of biodiversity and a list of reasons it’s important.

Explain to the students that the quiz was designed to point out some interesting facts about the natural world, as
well as to introduce the concept of biodiversity. Ask the students what they think biodiversity means, and have
them write their ideas on the chalkboard. Then use the background information to explain the three levels of
biodiversity (genes, species, and ecosystems).
Next, have the students use the information on the board and in the quiz to list reasons biodiversity is
important. Afterward, combine their group lists to form a single class list. Your class list might include food,
clothing, housing, ecosystem services, natural beauty,
and tourism potential.
Mini-Glossary
gene: a segment of DNA that includes the coded information in
an organism’s cells that makes each species and individual
unique. Genes contain the hereditary characteristics that are
transmitted from one generation to the next and partially
determine how organisms look and behave. Genes are
responsible for features such as hair color and texture and
resistance to disease.
species: a group of organisms that have a unique set of
characteristics (like body shape and behavior) that distinguishes
them from other organisms.
ecosystem: a community of plants, animals, and

Resources microorganisms that are linked by energy and nutrient flows
that interact with each other and with the physical environment.
Sand dunes, Alfa and Rosemary steppe, conifer forests, and a
1996 World Almanac (World Almanac Books, 1996). rotting log are all examples of ecosystems.
Encyclopedia of Insects by Christopher O’Toole (Andromeda Oxford Limited, 1995).
Flora and Ecosystems of Morocco: Evaluation and Presentation of Biodiversity by Abdelmalik Benabid
“The Moroccan Natural Environment,” by Michael Toomey (Peace Corps Morocco Environmental Training
Resource, 2006).
Summary
Assessment
Assessment
If used as an introductory activity, there is no assessment. If used at the end of a unit, the quiz itself can be an
assessment tool if you add the questions that best reflect your teaching.
Field Notebooks
Either at the beginning or end of the unit, the quiz can serve as a documentation of the students’ general
knowledge of biodiversity. Have the student’s note why they answered as they did and record their own definition
of biodiversity in their field notebooks.
Extensions
Write each letter of the alphabet on a separate slip of paper. Fold the slips, put them into a container, and have
each student pick one. Then have each student write a poem or limerick about an animal, plant, or other life form
that starts with his or her letter. Ask the student how they think their animal functions in the ecosystem to
reinforce lesson learned. Then have the students draw pictures to go along with their writings and put them all
together in a book. You can also have the students present their poems to younger students.
Student Pages
WHAT’S YOUR BIODIVERSITY IQ?

ACTIVITY 1-2
Here’s your chance to find out what you know about Morocco’s and the world’s diverse
plants, animals, and natural places. For each question, indicate all the correct answers.
1. Which of the following could the Olympic

Gold-medalist Hichum Geruj outrun in a
1500-meter race? 5. The Canary Islands, just off the shore of the
a. Cheetah Morocco and Mauritania, are named after
b. Wart hog the Berber word for what plant?
c. Three-toed sloth a. Argania spinosa – Argan tree
d. Domestic cat b. Opuntia ficus-indica – Indian fig/Prickly
e. Wild turkey Pear
c. Balanites aegyptiaca – Desert date
2. Quercus suber – Cork oak, a tree that is d. Acacia raddiana – Acacia tree
found in the Middle Atlas and Rif Mountains
in Morocco, can have its valuable bark 6. Of the 4500 plants identified in Morocco,
harvested on what length cycle? what percent are found only in Morocco?
a. once every 3 years a. 8%
b. once every 6 years b. 13%
c. once every 10 years c. 18%
d. once every 20 years d. 23%
3. Which is the most common tree in Morocco 7. According to legend, foreign ownership of
(largest number of growing individuals)? this territory will end when the Barbary
a. Quercus ilex var. rotundifolia - Holm’s macaque dies out?
Oak a. Ceuta/Sebta
b. Cedrus atlantica – Atlas Cedar b. Canary Islands
c. Olea europea – Olive tree c. Melilla
d. Argania spinosa – Argan d. Gibraltar
4. Which of the following best describes 8. Which of the following can be considered an
biodiversity? enemy to coral reefs?
a. endangered species a. starfish
b. different kinds of planets in the solar b. jewelry
system c. sunken treasures
c. the variety of life on all the Earth d. divers
d. a bunch of biographies about famous
biologists
9. What’s the most serious threat to 13. If you decided to throw a party to celebrate
biodiversity? the diversity of life on the Earth and wanted
a. sharks to send an invitation to each species, how
b. habitat loss many invitations would you need?
c. tourists a. 150
d. pollution b. about 3,000
c. 652,983
10. Which of the following are true statements d. more than 1.5 million
about camels?
a. They store water in their humps.
b. During cooler weather, they can go up 14. Which of the following are endangered
to two months without drinking. animals found in Morocco?
c. They played a key role in opening up a. Addax (Addax nasomaculatus)
trade across the deserts of Asia and b. Hoogstraal's Gerbil (Gerbillus
Africa. hoogstraali)
d. They provide people with milk, meat, c. Mediterranean Monk Seal (Monachus
cooking fuel (in the form of dried monachus)
dung), wool, and leather. d. Cuvier's Gazelle (Gazella cuvieri)
11. Without fungi and bacteria, which of the 15. Which of the following is included in
following would you not be able to do? biodiversity?
a. bake bread a. the color of your eyes
b. live in a world free of dead things lying b. the creatures in your neighborhood soil
all over the place c. Antarctica
c. eat yogurt d. your classmates
d. cure many diseases using antibiotics
16. If there was a prize for “the strongest
12. Which of the following statements are true? creature for its size,” which of the following
a. Potatoes originated in Ireland. would win?
b. More than 5,000 different kinds of a. gorillas
potatoes have been identified in South b. chickens
America’s Andes Mountains. c. ants
c. The French fry, invented by Madame d. turtles
Bonaparte during the French
Revolution, became one of Napoleon’s 17. Which of the following would not exist if
favorite snacks. there were no bees?
d. The early ancestors of the potatoes we a. almonds
eat today we multicolored on the b. honey
inside and out. c. cucumbers
d. apples
19. How many threatened species are on the

18. Which of the following is an example of an edge of extinction in Morocco?
ecosystem service? a. 5
a. a ladybug that protects your vegetables b. 10
by eating insect pests c. 28
b. a person who plows your land for d. 517
money
c. a wetland that filters dirty water 20. Why is important to protect such species as
d. an ocean that controls the Earth’s the Barbary macaque found in Middle Atlas
climate forests?
a. The species is an indicator of how
healthy is the forest and how well it is
being conserved.
b. The Barbary macaque is the only
species of primate currently living in
Northern Africa (actually only in
Morocco and Algeria).
c. It is an animal that is interesting to
study by all people, but it is particularly
interesting for tourists to visit in the
wild.
d. The Barbary macaques need to
reproduce to be captured and sold to
people in the cities.
WHAT’S YOUR BIODIVERSITY IQ?

---A
---Answers---
nswers---
1. Which of the following could the Olympic 4. Which of the following best describes
Gold-medalist Hichum Geruj outrun in a biodiversity?
1500-meter race?
c, e Lots of animals are quick on c The variety of life on the Earth
their feet (or wings, or scales, or includes plants, animals,
fins), but speed doesn’t necessarily microorganisms, ecosystems,
count for much these days in the genes, cultural diversity, and more.
race for survival. Cheetahs, for
example, are the fastest land 5. The Canary Islands, just off the shore of the
animals in the world- but they are Morocco and Mauratania, are named after
among the most endangered. the Berber word for what plant?
b Opuntia ficus-indica – “Indian
2. Quercus suber – Cork oak, a tree that is fig” of the Opuntia genus of cacti
found in the Middle Atlas and Rif Mountains (aka prickly pear cactus) are called
in Morocco, can have its valuable bark Qanari in Tashelheit. The heavily-
harvested on what length cycle? seeded Indian figs are harvested in
c Cork oak may be harvested early summer and are sold by the
once every ten years while still thousands. Brought to Morocco by
retaining health of the tree. The early Spanish explorers from the
first harvest can be taken on a 25- “new world” or the Americas, it is
year old tree. widely distributed in current day
Morocco.
3. Which is the most common tree in Morocco
(largest number of growing individuals)? 6. Of the 4500 plants identified in Morocco,
what percent are found only in Morocco?
a Holm’s Oak forests cover c 18% At least, 800 species and
1,360,000 ha of Moroccan soil. sub-species of plants are found
23.4% of forests can call only in Morocco and in no other
themselves a Holm oak. Argan, place on the Earth.
however, is not too far behind with
14.3% of forested areas. 7. According to legend, foreign ownership of
this territory will end when the Barbary
macaque dies out?
d Gibraltar – According to legend,
loss of the symbolic Barbary
macaque would signal the end of
British dominion over this territory.
8. Which of the following can be considered an

enemy to coral reefs? 10. Which of the following are true statements
a, b, d Coral reefs, among the about camels?
most diverse habitats in the world, b, c, d Contrary to popular belief,
are capable of supporting more camels store fat - not water - in
than 3,000 species of fish and their humps. And in the cooler
other marine life. But these lush months they can actually go for
underwater ecosystems are facing three months without drinking.
serious threats. For example Camels have been important to
outbreaks of the predatory crown- desert peoples for thousands of
of-thorns starfish, which relies on years. Camels are a good example
coral for food, are a naturally of the many creatures around the
occurring phenomenon. However, world that have helped shape
human activity has impaired the human culture.
coral’s ability to recover from the
damage, and may have reduced 11. Without fungi or bacteria which of the
the number of predators to the following would you not be able to do?
crown-of-thorns. Other threats to a, b, c, d Though some human
coral reefs include global warming, diseases are caused by bad fungi
coral poachers who supply jewelry and bacteria, the world could not
makers, people who buy coral function without these humble life
jewelry, and divers who don’t treat forms. Fungi and bacteria play a
coral reefs gently. key role in breaking down organic
matter and recycling it back into
9. What’s the most serious threat to usable nutrients. Without them,
biodiversity? dead things would definitely pile
b Loss of habitats. So how are up! Without fungi we wouldn’t
we losing habitats? All over the many of our medication and many
world they are being turned into of our important foods.
agricultural land, harvested for
wood and fuel, and destroyed and 12. Which of the following statements are true?
changed to build roads, schools, b, d The potato actually
housing, and other human originated in South America. In
developments. Because the human Peru, some family farmers grow as
population is growing so quickly many as 12 kinds of potatoes. Can
and consuming so many natural you imagine eating purple potato
resources, habitat loss is occurring chips or red fries? It’s sure possible
at a rapid pace. with the thousands of kinds of
potatoes out there. Most potatoes
grown, however, are limited to 4
or five types.
13. If you decided to throw a party to celebrate 17. Which of the following would not exist if
the diversity of life on the Earth and wanted there were no bees?
to send an invitation to each species, how a, b, c, d Bees are worth billions of
many invitations would you need? dollars to the agriculture industry.
d But scientists have estimated Each year bees pollinate millions of
that as many as 100 million species acres of almond and apple trees,
may exist – they just haven’t cucumbers, watermelons, avocados,
gotten around to identifying all of plums, pears, cherries, carrots, and
them yet. melons.
14. Which of the following are endangered 18. Which of the following is an example of an
animals found in Morocco? ecosystem service?
a, b, c, d All are listed on the a, c, d Ecosystem services include the
endangered species list and found “free services” provided by
in Morocco. The gerbil is found ecosystems around the world – and
only in Morocco, and the Cuvier’s which most of us take for granted. For
gazelle is found only in North example, wetlands help control
Africa. floods, filter pollutants from water,
and provide a habitat for all kinds of
15. Which of the following is included in birds, fish, and other animals.
biodiversity?
a, b, c, d Biodiversity describes the 19. How many threatened species are on the
incredible variety of life on earth – edge of extinction in Morocco?
and that includes diversity among c According to a 2002 survey, 28
genes (which include inherited traits animals, including 16 mammals, 9
like the color of your eyes), species birds, 2 reptiles, and 1 fish were listed
(from huge whales to tiny soil as threatened and living in Morocco.
creatures), and ecosystems (from lush
equatorial rainforests to the Earth’s 20. Why is important to protect such species as
icy poles). the Barbary macaque found in Middle Atlas
forests?
a, b, c There are many reasons why
16. If there was a prize for “the strongest we should preserve a species, but the
creature for it’s size,” which of the following sale of Barbary macaques to people in
would win? cities, whatever the reason, is not a
c An ant can carry a load up to 50 good idea. These animals are unhappy
times its body weight. and unhealthy out of their natural
surroundings, making them act out
aggressively toward their owner’s and
other people injuring and sometimes
spreading serious diseases.
1-3 INQUIRING MINDS
S
omewhere within each of us there’s an “inner scientist”. This
built in scientist is naturally curious about the universe and
AT A GLANCE how it works. It’s the part of us that wonders about all sorts
Focus on scientific inquiry by of things, from how a baby goat knows its mother to whether
asking questions, reading there is life on other planets.
about scientific discoveries,
making observations, and This activity will help your students get in touch with their
designing an investigation own inner scientists. It’s designed to help them understand the
important role that good questions, good observations, and good
OBJECTIVES thinking play in the process of scientific inquiry. It also
Describe the process of
encourages students to look around at our diverse planet, ask
scientific inquiry. Explain
how good questions and questions about it and the life it harbors, and make their own
accurate observations can discoveries.
lead to new discoveries in
science. Develop a
hypothesis and an Before You Begin -
investigation to test it.
Part 1
VOCABULARY Students will work in groups of six or seven. Gather scissors, markers,
hypothesis, scientific inquiry glue, and atleast one large sheet of paper for each group (or divide the
chalkboard and center discussion around the chalkboard).
TIME
three sessions What to Do —
Part 1
MATERIALS
large sheets of paper (or a
chalkboard), pencils
How a Question Can Lead to Discovery
1. Solicit student questions.
Start by asking the following (or similar) questions: Have you ever
wondered why the sky is blue? Or how many stars there are in the night
sky? Or how a baby goat knows his mother goat? Then point out that it
seems to be human nature to wonder about things. Then have students
share some of the questions they have always had about birds, animals,
plants, or other natural phenomena they’ve seen or heard about.
Remind them that questions about people and human behavior can fall
into this category, too, because humans are part of nature and greatly
influenced by (and have a great influence on) the natural world around
them.
18 | I n q u i r i n g M i n d s
2. List student questions.

Make a list of students’ questions on the chalkboard. 5. Discuss the discoveries within the teams.
You might want to include a few of the following to After each team has heard and understood an
get them started: Do fish sleep? Where do amazing discovery, explain that each team should
butterflies go when it rains? Why are rainbows made discuss what each of the scientists did to make their
up of certain colors? Do animals dream? Why is the discovery. Have each of the team leaders call on the
ocean salty? Why did the dinosaurs become extinct? team members and direct a team discussion
describing, for the rest of the team, the discovery he
3. Introduce the concept of scientific inquiry. or she heard about. Then have the students use the
Point out that most scientific discoveries, from the following questions to lead a discussion about the
mundane to the sensational, are rooted in the fact discovery (these questions may be written on the
that somebody wondered about something and chalkboard by the educator). During the team
posed a question about it. But getting from the discussion, the recorder’s job is to try to capture as
initial question to the discovery often requires going many response’s as possible.
through a careful process, one that can involve many
steps and many people.
Then explain that scientists answer questions • What are the questions that started the
by using a process called scientific inquiry. Point out process of each discovery?
that scientific inquiry can lead to some incredible • What were the types of tests the scientists
discoveries. In many cases these discoveries used to find out answers to their questions?
dramatically affect people’s understanding of how • What were some observations that were
the world (or even the universe) works. In other made? Did these results support the ideas
cases the discoveries may seem obscure and behind the original question?
pertinent only to scientists interested in a very • Besides observing, what were some other
specialized field. But even the most mundane approaches or steps that the scientists used
discoveries can lead to other seemingly more to answer their questions or learn
“earthshaking” ones. something new?
• How did the final results lead to the
4. Create teams to investigate “Amazing conclusion? What was the final conclusion?
Discoveries in Science and Development.” What other questions were generated as a
Tell the students that they will be working in teams result of the final conclusion? Is it possible
to take a look at some of the questions scientists that there are other solutions to the original
have asked that have led to important or interesting observation or question?
discoveries. Then divide the class into teams of six or
seven. Next, have each team select a leader who will As the students are discussing their stories, go
help lead a team discussion, a spokesperson who will around to each team and make sure the students are
report on the team’s discussion, and a recorder who identifying elements of the scientific inquiry process
will take notes during the discussion. Finally, select in each story.
one student to read aloud to the group one amazing
discovery. Reread aloud the text for the students if 6. Prepare team presentations.
the students need help for better comprehension. Give the teams time to work together to create a
short presentation about their discussion of how the
discoveries were made. As part of the presentation,
have them create a diagram or other visual aid that
shows the steps the scientists took when trying to
answer a question or solve a problem. (Provide from the first step and place the second step at the
large sheets of paper, markers, and other materials end of the arrow. Again ask for students’ opinions.
as needed.) Remind the students that not every Continue in this process until all the steps have
scientist will follow the same path. Tell them to look been placed in order. Then allow the students to
for the steps that the scientist took to make his or draw in more arrows to show other options about
her discovery. how the steps might be arranged.
7. Use the team presentations to identify

different aspects of the scientific inquiry process.
Have each team present what it came up with and
leave its visual aid about the process of scientific
inquiry at the front of the class. Afterward have the
students look over each team’s information. While
they are looking, launch a class discussion by asking
the following questions:
• In the steps that the scientists took to make

their discoveries, how are the scientists’
processes the same?
• How are the scientists’ processes different?
As the students’ discuss ways that the scientists’

processes were the same and different, they should
begin to consolidate their ideas about how the
scientists made their discoveries. On blank pieces of
paper, write short descriptions of each of the steps
the students identify as part of the scientific inquiry
process. (Put only one step on a piece of paper. For
example, one paper might say “making
observations” and another might be “forming
hypothesis.”) Tape each of the responses on the wall
as students come up with them, but don’t put any in
THE ROAD TO DISCOVERY
DISCOVERY
order yet.
Emphasize that not all scientists use all the
8. Arrange student ideas into steps reflecting steps of scientific inquiry every time they try to
one or more ways scientists make discoveries. answer a scientific question. A scientist’s particular
When you have taped all the ideas to the wall, ask process depends on what he or she is trying to find
the students how the ideas could be arranged. You out, what materials are available, and many other
might want to start by asking for a volunteer to issues. Regardless of specifics, all scientists rely on
identify a logical first step in the process of scientific observation, critical thinking, creativity, and analysis
inquiry. Have the student come up to the wall and to solve problems and answer questions. Science
place the paper where you would like your diagram also involves a lot of trial and error and learning
to begin. Then ask, “Does anyone have any different from the work of others.
ideas for the first step? If so, what are some other
options?” Next have a volunteer select a possible
next step, then have this student draw an arrow
What to Do - Part 2
come up with objective alternatives to the subjective

Making Your Own Discoveries statements.
Now that your students are familiar with the • The weak land cannot support another
process of scientific inquiry, you might want them to precious living thing. (subjective because it
give it a try. includes value judgments and information
that is not merely factual; example “weak
Option #1: Focus on observation.
observation. land” and “precious living thing”)
Tell the students that one of the most important • The cow ate grass. (objective because it is a
skills a scientist uses is the skill of observation. That’s simple statement of fact)
because much of the work a scientist does is based • I laughed as I saw the animals play in the
on what he or she can observe. Explain that, in falling rain in the dry desert. (subjective
general, scientists try to be as objective as possible because it includes personal feelings and
in their observations. It’s important to remind makes assumptions about the feelings of
students; however, that no one is completely the animal being observed)
objective, although scientists do try to be as • The snake was as large as a house.
unbiased as possible. (subjective because the snake’s length is
Using the chart as a guide, ask the students for being compared to an object rather than
their input on what constitutes an objective, as giving specific measurements)
opposed to a subjective, observation. (You might • At 9:02 a baby goat left the heard and was
want to draw this chart on the board and have eaten by a jackal. (objective because it is a
students fill it in.) factual statement that provided specific
information)
Objective Subjective
• My favorite bee hive usually swarms on hot
Observations Observations
spring afternoons. (subjective because
include facts only may include
“favorite” indicates bias; the statement
information not from
indicates a generality based on unmeasured
facts
past activity. The timing for the bee swarm
don’t include personal may include personal
has not been objectively tested)
feelings feelings
don’t include value may include value
After discussing the statements, ask the
judgments judgments
students why it’s important that scientific
don’t make assumptions may make assumptions
observations be based more on objectivity than
often include specific may compare sizes to
subjectivity. (Science, by its nature, deals with
measurements or details other things rather
than specific factual information. Subjective observations aren’t
measurements solely, or even at all factual, and they can therefore
vary widely from person to person. Science relies on
are as unbiased as are often biased
possible information that’s specific and consistent from one
observer to the next; without such information,
scientists wouldn’t be able to arrive at factual
To help your students understand the difference
between objective and subjective observations, read conclusions, and other scientists wouldn’t be able to
use those conclusions to support other conclusions.)
the following statements one at a time. Stop after
each one and discuss whether the statement is Point out that there’s nothing wrong with subjective
subjective or objective, and why. Have students observations. In fact, they are a valuable part of the
work that artists, writers, poets, and many others
do. But scientific knowledge would not exist without

objectivity and facts supported by evidence. Option #2:
#2: Write a hypothesis
hypothesis and
After discussing objectivity and subjectivity, you conduct an investigation.
investigation.
might also want to conduct one or more brief
Conducting an investigation as a class (or as teams)
observation activities. Before getting started,
will help reinforce in students how the process of
brainstorm some of the characteristics of good
scientific inquiry works. You can start by having your
observers. (They focus on their surroundings, take in
students make observations- preferably outside-
details, remember what they see, look in more than
that lead to questions. Have the students use the
one direction, look for change over time, can
questions they come up with to develop a
describe to others what they see, and so on). Then
hypothesis that they can test, or you can present
try one or more of the following ideas with the
your group with the following prompts to focus their
students:
thinking. Have each student or team choose one of
the writing prompts.
• Observe a burning candle, flock of sheep or
goats, or a beehive for five minutes. Write 1. Write a testable hypothesis the focuses on
down everything that you notice. the food an organism eats. (Examples of
• Look at a photo or a drawing of an animal questions leading to such a hypothesis
or a natural scene for 30 seconds. Then include the following: Do goats choose to
write down everything that you remember graze one type of plant over another? What
about it. types of things do chickens peck at? Will
• Observe one or more natural objects frogs eat prey that is not moving?)
outside, such as trees, flowers, or other 2. Write a testable hypothesis to determine
stationary objects. Write down what you how organisms use different areas of their
notice about the object or objects. habitat. (Examples of questions leading to
• Go outside for 10 minutes and make 25 such a hypothesis include the following:
observations. Highlight any observations Where do sparrows build their nests? Does
that surprised you. Share the results to see the location of food in a habitat determine
how many people noticed the same things. whether an animal will eat it? Where do
• Select something outside to observe animals go when it rains?)
overtime. Record your observations in a 3. Write a testable hypothesis to determine
notebook and make sketches to illustrate how an organism’s special adaptations help
what you see. Describe any changes that it survive. (Examples of questions leading to
you notice over time. such a hypothesis include the following:
Which body parts do insects use to escape
Afterward have volunteers share their from predators? Does the shape or a bird’s
observations. Ask if others noticed anything foot help in feeding?)
else. Also ask if the observations were subjective
in any way.
Resources
Eco-Inquiry by Kathleen Hogan (Kendall/Hunt Publishing, 1994).
Everyday Wonders by Barry Evans (Contemporary Books, 1993).
“Abstract 1: SSS first light from Dome C Antarctica” by Merieme Chadid, Jean Vernin, Herve Trinquet et al. (Web
Resource accessed August 2007).
“Into the Mouth of Scientific History: Two Dinosaurs Found in Morocco,” The New York Times, May 1996.
“Benguerir meteorite: First declaration of a celestial body by a Moroccan university,” Press cutting, December 16,
2004.
Summary
Assessment
If students developed a hypothesis and tested it in Option #2 in Part 2, this activity can be used as the assessment.
If not, you may want to test their knowledge and skills in using scientific inquiry. In this case have each student
choose one of the questions they listed in step 1 of Part 1 and turn the question into a hypothesis. Then have each
student develop a plan to test his or her hypothesis with one or more experiments. Finally have each student
identify the elements of scientific inquiry in his or her plan.
Unsatisfactory (1) – Student does not complete the plan or identify elements of the scientific inquiry process.
Satisfactory (5) – Student completes the plan and is able to label appropriate parts of the scientific inquiry process.
Excellent (10) – Student develops a thorough study of the question and includes all components of the scientific inquiry in his or her
plan.
Field Notebooks
Have students take notes during the presentation and include the diagram of scientific inquiry developed in Part 1
as well as the notes during Part 2 on observations and their mini investigation.
Extensions
Remind students that there are many ideas that are now widely accepted in the scientific community that were
once though of as unlikely, impossible or ridiculous – often by scientists and non-scientists alike. Examples include
the idea of the sun (rather than the Earth) as the center of the solar system and the fact that the Earth is round.
Have the students brainstorm a list of modern ideas that may one day be proven to be true or highly likely,
despite current skepticism.
Student Pages
AMAZING DISCOVERIES IN SCIENCE

ACTIVITY 1-3
1. Where do the rocks come from that fall from the sky?
A Moroccan scientist, Hasnaa Chennaoui, has been asking these questions for a long time. As a member of the
Meteorological Society, an international scientific organization, she travels all over the world identifying and
researching these strange rocks called meteorites that fall into Earth from far reaches in space. Meteorites
normally orbit in the solar system without disruption; however, every so often one is thrown off and sent in a
trajectory toward another planet like the Earth. The gravity pulls this rock through the atmosphere landing with
much force. When Hasnaa Chennaoui’s finds one of these special rocks, she starts to question their age, origin, and
their mysterious chemical make-up.
On Monday November 22, 2004 at 11:45 in the area of Benguerir, in Sebt de Brikiine, Hasnaa Chennaoui was
doing just this on a newly fallen meteorite in her own country. The fall of 3 meteorites were observed by several
people who described a deafing noise of thunder followed by noises of bursting. These noises were heard at least
at twenty kilometers around. In the town of Benguerir, noise even shook the windows. Two of these meteorites
impacted on plowed ground, and one landed on a hard rock surface breaking the rock. Within three weeks the
composition and type of meteorite was identified in a laboratory in France. Dr. Hasnaa Chennaoui announced to
the scientific world her discovery, and it will go down in history as the first announced meteorite in Morocco. Also
the research done on these special rocks will help us better understand the complexity of outer space.
2. How do the figs get so big and sweet?

Farmers in America thought that the rich soil and the climate of California would be perfect for growing figs (not
normally found in America). Farmers therefore brought a large, sweet variety from Turkey and the trees began to
grow, then a mystery followed. The trees grew large and healthy, but the figs themselves withered and fell to the
ground soon after they started to develop. An American scientist, George Roeding, began working on the problem.
First, he went to the area in Turkey where the fig trees had come from. There he found the male fig trees with the
inedible fruit interspersed with fruiting female trees. It turned out that without the pollen from these male trees,
the fruits on the female tree would not ripen. So Roeding returned to California and tried pollinating the fruit on
the female trees by hand. The fruit ripened, but pollinating it took too much time and effort. He had to go back to
Turkey to find out how the fruit got so big and sweet without people to pollinate it.
Roeding discovered that in nature a tiny wasp carries the pollen from the male trees to the female trees,
doing all the work he had done. He brought some of the moths to America, and they went right to work. However,
after all his work, Roeding was discovering the problems with introducing a species native to another land into an
environment where the natural ecosystem services that normally make the species successful do not exist. The
problem with non-native species like the fig tree and the wasp in America is they can have unintended
consequences both good and bad in their introduced environment.
3. Are there other stars like our sun in other solar systems?
Merieme Chadid is a Moroccan astronomer and researcher for Concordia Research station in Antarctica. She is
considered the first astronomer in the world to install a large astronomical observatory in Antarctica. Her work is
not easy. It requires knowledge of complex scientific and mathematical concepts as well as the ability to withstand
working in -54®C. She wears special polar clothing and must always cover her hands. Touching the metal
instruments on her telescope will quickly turn her fingers blue in 2 minutes.
But she endures all this for the unique opportunity to be able to see into the heavens through her new
observatory. She can see planets and stars that only can be seen from the bottom of the Earth. Her studies
particularly are looking at the brightest star in the Blazhko solar system which is many light years away from our
solar system. This star can only be studied from this special observatory for a short period (41 days) in July and
August. For these rare views Merieme Chadid is willing to endure the cold to see if she can make a unique
discovery about the nature of stars in worlds very far from our own.
4. What was animal life like in Morocco 100 million years ago?
Exploring the Sahara in southeastern Morocco, paleontologists have found the fossil remains of two huge meat
eating dinosaurs. The discovery is seen as a major step in uncovering Africa's fossil past. The most spectacular
discovery of the finds is the gigantic skull and sharp teeth of a meat-eating creature that lived 90 million years ago
and measured 13 meters from snout to the tip of its tail. The skull, with a length of 1.6 meters, may be larger than
the largest skull of a Tyrannosaurus rex, which lived 70 million years ago in North America and had long been
considered the largest known terrestrial carnivore.
At the time these two predators lived in Africa about 90 million years ago, Earth's land had become a
patchwork of isolated continents. The single supercontinent in existence when dinosaurs first appeared 230 million
years ago divided into northern and southern land masses. By looking at the similarities and characteristics of the
animals, the scientists have been able to predict how the land might have been back when the dinosaurs roamed
the land. The new discoveries were made in the Kem Kem region of Morocco, a hot, dry land of red sandstone near
the border with Algeria and in sight of the Atlas Mountains. Dr. Paul C. Soreno, the scientist that made the
discovery of the dinosaur, determined that in the time of the dinosaurs, this region of the Sahara was a vast flood
plain with rivers edged by coniferous trees, and he hoped that it would be rich in fossils from that period.
5. Why did the apple fall to the ground?

That was the question that occurred to Isaac Newton one summer day in the 1660s. Sitting in his garden under an
apple tree, Newton was in a thoughtful mood. When he saw an apple fall from the tree – as he no doubt had seen
many times before – something seemed to click in his curious brain. Why, he wondered, did the apple fall to the
ground instead of flying off sideways or even drifting off into space? At that moment Newton came up with the
possible answer that was to change science forever. He decided that the Earth itself must somehow have
“attracted” the apple.
In this way Newton discovered the concept of gravity. But his momentous discovery didn’t end with the
apple. He figured that gravity was a force found throughout the universe, and he used his ideas about this force to
consider, among other things, the distances between planets and how the moon stays in orbit around the Earth.
Also the concept of “gravity” did not end with Newton. Later, Einstein discovered things that in some ways proved
that Newton was wrong. Sometimes things discovered in science are later rediscovered showing the world the first
discovery was not all true. Discoveries in science are therefore judged on their usefulness, sometimes leading to
new discoveries, rather than being judged on their truthfulness. Questioning in all of science is important, no
matter how famous the discovery.
1-4 BLED BIOBLITZ

ou don’t have to travel far or explore exotic locations to find
AT A GLANCE
Y biodiversity. Biodiversity can be found in the most normal of
places, even outside your classroom. You will be amazed at
Answer an ecoregional the variety of life that surrounds you everyday.
survey and then take a Morocco is especially unique because communities and
firsthand look at biodiversity
in your community. schools are often found in the countryside, adjacent or on top of
mountains, or near rivers or ocean estuaries. In each of these
OBJECTIVES unique environments, humans are but one of countless
Name several native plants components in the web of life. This activity will give your students
and animals and describe
a chance to explore the diversity of life in their community.
your local environment.
Design and conduct a They’ll also get an introduction to how scientists size up the
biological inventory of a biodiversity of an area—and why it’s so hard to count the species
natural area. that live there.
VOCABULARY Before You Begin -

ecoregion, migration, native
Part 1
species, survey
TIME You’ll need a copy of the “Ecoregional Survey” for each student, (or a
two sessions dictated version for their field notebooks). Also it might be beneficial to
acquire additional information from local area brochures or field guides
MATERIALS or local specialists from the Water and Forests Department to help both
Part 1- copies of you the educator and the students in filling out the survey correctly.
“Ecoregional Survey” any
local resource materials or
field guides
What to Do —
Part 2- copies of “BioBlitz Part 1
Survey”
An Ecoregional Survey
In this part of the activity, your students will get a chance to complete
an “ecoregional survey.” It is designed to get them thinking about their
local area, the plants and animals that live there, and some of the
factors that may affect where and how plants and animals live in your
region. Because some of the questions can require a good amount of
research, Part 1 can be turned into a long term project. Student groups
can be assigned a particular set of questions or the entire survey to
answer. Most of the answers can be obtained by consulting the Water
and Forests Department if they are able to make a guest visit.
26 | B l e d B i o B l i t z
1. Take the ecoregional survey.

Give a copy of the “Ecoregional Survey” to each 3. Set a time limit on their research.
student and review any unfamiliar terms, such as Give the students at least two days to find answers
native and introduced species. Then give students to the questions. If you plan on doing the entire
about 10 minutes to complete the survey. (If no “BioBlitz” activity, this is a good place to stop and
photocopies are available, the survey can be skip ahead to Part 2. Research for the “Ecoregional
dictated, and the students record their answers in a Survey” should be done as homework on the days
notebook.) Afterward ask the students how they you spend on Part 2, the “BioBlitz Survey.” By the
think they did. (Don’t share possible answers at this third day, Part 2 should be completed. You can go
point.) Collect the completed sheets as a pretest of over the “Ecoregional Survey” results from their
the students’ knowledge. research as a wrap-up for this activity.
2. Divide the group into teams and complete 4. Go over the survey results.
the survey. Once the students have finished the survey, have
Divide your class into teams of about four students them share the information they found and compare
each. Give each team a clean copy of the ecoregional their answers to the pretest. Did students find
survey. Tell the students that the members of each different answers to some of the questions? (For
team should work together to complete the survey example, how extensive was the group’s list of
as accurately as possible. Explain that the students native plants?) What sources proved to be the most
can use whatever resources they can find to answer helpful? Were they surprised by any of the
the questions, including additional resources you information they found? The survey discussion can
were able to gather, the Internet, community elders also be used as the wrap-up to Part 2 and as a way
or a local naturalist. Stress that they should find the to discuss things the students observed during the
most accurate information they can and encourage “blitz.”
them to collect drawings or pictures of the animals
and plants they list.
Before You Begin - Part 2
You will need to find a nearby natural area where the students can conduct their “BioBlitz Survey.” School grounds,
a nearby park or the grounds around a neighborhood nature center can all work. You will need to sketch a quick
“site map” for the students. This map should show the boundaries of the study area and a rough delineation of
different plant types. For example, areas with shrubs would look different from grassy areas (see sample below).
What to Do - Part 2
A Look at Biodiversity 2. Explain the task.

In this part of the activity, your students will have a Explain to the students where their study site is
chance to go outside and take a firsthand look at located and post a copy of the “site map” you
biodiversity in their own local environment. sketched earlier. Also distribute copies of the
Observation is very important in science. This activity “BioBlitz Survey.” Explain each of the different
is a great opportunity for students to develop their biodiversity categories listed on the survey sheet and
observation skills. give some examples of each. Divide the group into
teams of four or five students and explain that the
1. Set the Stage team members must work together to design a way
Tell your students to imagine that the local Water to fill out their sheets as completely as possible in a
and Forests department is considering expanding a relatively short time. Where are they going to look?
nearby protected area to include the area around What are they going to look for? How will they
your town or school. The Water and Forests record what they find? Are they going to draw
department needs to know if there is significant sketches of different species or take very detailed
biodiversity in plant and animal life to warrant this notes? How are they going to divide up the work?
expansion, and they need your help. Tell them they will have only 30 minutes to work at
What kinds of things would your students need the site and let them know that they are not to bring
to consider as they survey the biodiversity of this samples back. (Remind the groups that correct
area? List their ideas on the chalkboard and have identification of different species is not a necessary
them record these ideas in their field notebooks. If goal of this activity. Tell them to describe what they
the students have a hard time coming up with see even if they don’t know the name of the species.
questions (or answers), you might help them by Review the range of animal signs the students
asking them the following probing questions and should look for (see “Animal Signs to Look For”). Also
again ask if there are any other questions that have review the “Do’s and Don’ts of Field Work.”
been missed. Now give the students time to work in their
• Might there be differences in biodiversity teams to come up with their survey plans: including
(what species are there) depending on the roles; responsibilities (data recorder, observers,
time of year? etc.); equipment needs and distribution among team
• Would they expect to find the same species members; and time allotment.
in areas covered by grass as in areas where
trees grow? 3. Review the survey plan.
• Do they think the relative numbers of Once the students have designed their survey plans,
individuals, or the population sizes, of each meet with each group independently and have the
species might be important? group explain its design. Make sure that each group
Stress that knowing what lives in an area, knowing has evenly divided the amount of work to be done
where different things live within the area, and among the group members, will be getting to all
having an idea of the size of the populations of areas of the study site, and has accounted for
different living things are all important pieces of surveying the full range of species types listed on its
information that wildlife managers and conservation survey sheet.
biologists try to find out when they investigate the
4. Conduct the BioBlitz.
biodiversity of different land areas.
Take the students to the study area and give them
Save all the questions the students generate for
approximately 30 minutes to conduct their survey.
the wrap-up (step 7).
Although identification is not the ultimate goal of
this activity, you might want to have field guides “BioBlitz” at a different time of year? Did one team
available for students to use to help identify what have a way to complete the investigation that
they are seeing. Remind students of safety worked particularly well? What was the hardest
precautions and of the “Do’s and Don’ts of Field thing about conducting their “BioBlitz?” Were they
Work.” Have the students draw sketches of items surprised by anything they found or didn’t find?
that are hard to describe or identify. Students should
not collect any materials. 7. Discussion.
Have the students look back at the questions they
5. Finalize findings. generated in step 1 of Part 2. Based on their recent
Give the teams time to review their results and field experience, is there any other information they
consolidate information. Have them make notes on need to know about the land in order to make a
their own sketch of the area to indicate where complete survey of its biodiversity? What kinds of
certain things were found or where animals or plants organisms have they probably missed? Do they think
were concentrated. these kinds of rapid surveys are useful? (It’s often
difficult to find all the species in an area in a short
6. Share results. amount of time. Because animals tend to come and
Have the groups report on their findings and discuss go from different areas, they can be missed if the
the processes they used. How many different living amount of time spent looking for them is too short,
things or signs of living things did they find? Where therefore scientists often conduct different surveys
did they find different things? Did they find any for flora versus fauna. Very small or microscopic
native species? Non-native species? Were species organisms can be hard to find and identify. Also,
evenly distributed across the site or did the students there are often seasonal changes in the organisms in
find greater variety in particular areas? If there were an area, so a survey conducted at one time of year
distribution differences, where did they find the might be very different from a survey of the same
greatest diversity? Do they think that as a group they area at a different time of year. But despite their
found everything out there? What factors might problems, rapid surveys are often very useful
have affected the number of species they found? For because they are a way to quickly get a good idea of
example, would they have expected to find the same the diversity of species in an area. When time is
number and types of species if they’d done their short, a BioBlitz may be the only way to go.)
Resources
Eco-Inquiry by Kathleen Hogan (Kendall/Hunt Publishing Company, 1994).
The Kingdon Field Guide to African Mammals by Jonathan Kingdon (Princeton University Press, 1997).
The Birds of Britain and Europe by Heinzel, Fitter, and Parslow (J. B. Lippincott Company, 1972).
Summary
Assessment
Have your students write a paragraph in their field notebooks explaining the process they used to collect their
data, including any conclusions they may have drawn during the activity. (Use the list of questions they generated
in step 1 of Part 2.)
Field Notebook
The “Ecoregional Survey” and the “BioBlitz” should be added to their Field Notebooks.
Extensions
If you use a natural area for this activity, you can have students keep track of changes in it from season to season
and year to year by comparing their data with that collected by other groups in the past.
Student Pages
BLED BIOBLITZ
ACTIVITY 1-4
Be careful that your “environmental” field work does not harm the environment!
Share these tips with your students before going exploring and aid them in the process.
Animal Signs to Look For

In addition to looking for animals, keep your eyes open for animal signs. Including:
• holes • feathers
• nests • cocoons
• digging and scratching marks • spider webs
• tracks • nibbled leaves and branches
• bones • droppings
• holes in dead trees and logs
Also, don’t forget to look everywhere, including:

• on the ground • on plant stems and leaves
• on tree trunks • under and around logs
• in tree branches • under rocks
• in leaf litter
Do’s and Don’ts of Field Work
DO’S DON’TS
Do be sure that you have all the materials you Don’t damage trees or other plants by digging
need before you head to the study site. them up, ripping off leaves or tearing at the
Do be a careful observer. bark.
Do take careful notes about what you find, Don’t chase after, yell at or throw things at
including information about the locations and animals you see.
characteristics of plants and animals. Don’t touch animal droppings, dead animals,
Do handle animals with care—and handle them mushrooms or human refuse such as
as little as possible. bandages, broken glass, rusty cans or
Do return animals you find to the places where needles.
you found them. Don’t reach under logs or rocks, crevices or
Do replace logs and rocks to the position you other spaces if you can’t see into them.
found them.
Do stay within the boundaries of your study
area.
Do try to identify unknown species while you’re
in the field.
Do look for animal signs as well as actual
animals.
Do wash your hands carefully as soon as you
return to the classroom.
ECOREGIONAL SURVEY
How much do you know about where you live?
1. What major habitat type do you live in? (rainforest, grassland, shrubland, desert, ect.)
2. Name three trees that live in your area. Collect a leaf from each one.
3. Name five edible plants that grow in your region and list which seasons each is available.
4. Name one poisonous plant that lives in your area.
5. Name ten native animals that live in your region.
6. Name three native animals that you can see in your area at anytime of the year.
7. Name three migratory animals that live in your area, and list which season(s) you are able to see
them.
8. Do gazelles live in your area? If so what time of year do they give birth?
9. How much average rainfall does your community get each year?
10. When (during what season or month) does your community normally get the most precipitation?
11. How long is the growing season in your community?
12. What is the average temperature in July? In December?
ECOREGIONAL SURVEY CONT’D
13. What are some natural signs in your community that show that the seasons are changing?
14. Where does the water go when it rains?
15. How has your area changed in the past 25 years? (Ask your parents and neighbors.)
16. What species in your area are threatened or endangered?
17. What natural events or processes influence the land around your community? How have they
affected the land? (For example, have there ever been glaciers, earthquakes, or volcanic eruptions in
your area? Do you have frequent fires, high winds, or flooding that shape where and how things grow?)
19. Are there any threatened ecological areas in your community? (Are there any wetlands, rivers, or
forests that are in trouble?)
BIOBLITZ SURVEY
Site Date
Location Description Weather
Temperature Team Members

Description (what the area looks like in general)
Sketch of Site
Site:
ite:
BIOBLITZ SURVEY CONT’D

Plants Ma m m a l s Reptiles and
Amphibians
Birds
Insects
Other
1-5 THE GENE SCENE
F
rom a scientific perspective, conserving biodiversity means
more than just protecting the variety of different species on
AT A GLANCE earth. It also means preserving the natural variation that
Play several different games exists among the individuals of each species. Just as humans vary
that introduce genetic in their appearances and abilities, so, do individual fishes, oak
diversity and highlight why
it’s important within trees, gazelles, and birds. Preserving variety within populations of
populations. species is essential for preserving the ability of that species to
cope with environmental change.
OBJECTIVES An organism’s ability to withstand environmental change
Identify and classify genetic
determines how well it will survive in the long run. The greater
traits using a genetic wheel.
Explain why genetic diversity the diversity of genes in a population, the greater the chances
may be necessary for the that some individuals will possess the genes needed to survive
long-term survival of a under conditions of environmental stress. As wild populations of
population of animals or
plants and animals become smaller and more fragmented
plants. Explain that lack of
genetic diversity is one of the because of habitat loss, it becomes less likely that the remaining
reasons why small and individuals will possess the genes needed to survive
fragmented populations are environmental changes. The individual—and the species—are
vulnerable to extinction.
subject to extinction.
VOCABULARY This three-part activity will introduce your students to the
evolution, gene, genetic concept of genetic diversity within a population. In Part 1, they
diversity, species, will observe and compare human traits within their classroom
population, trait
population. This exercise should demonstrate that each individual
has a variety of traits that make him or her unique and that
TIME
three sessions create a diverse population within the classroom. In Part 2, they
will discover through a quick, active demonstration that
MATERIALS increased diversity contributes to greater survivability. Part 3 will
Part 1- copy of the “Human reinforce these ideas as your students play a game in which they
Genetic Wheel” and
“Checking Out Your Genetic
represent populations of Cuvier’s Gazelle coping with changes in
Traits” the environment over time.
Part 2- 15 to 20 slips of
paper
Part 3- scissors, copy of “All
About Cuvier’s Gazelle”,
“Gazelle Genetic Wheel”,
“Gazelle Cards” on white and
colored paper, “Event
Cards”, and “Gazelle Calf
Cards” on white and colored
paper.
36 |T h e G e n e S c e n e
Make availible a copy of the “Human Genetic Wheel” for students and either copy or reproduce on the chalkboard
the student page “Checking Your Genetic Traits” for students to copy in their field notebooks.
What to Do - Part 1
1. Introduce genes. or fragmented that they have lost much of their

Your students may know that the physical original genetic diversity. If these populations are
characteristics of all creatures on earth are suddenly subjected to a disease or other stress,
determined by their genes, in addition to their there might not be any individuals with the genes
environment and gene-environment interactions. that provide protection from the disease and enable
But what are genes and how do they work? Genes the individuals to survive.
are sections of DNA that manifest themselves as
visible traits, such as eye color and hair texture, and 3. Determine the characteristics of the class
nonvisible traits, such as a susceptibility to a certain population.
disease. When we talk about genes we often think Allow each student the opportunity to copy the
about the visible bars on threadlike structures called “Checking out Your Genetic Traits” sheet. Go over
chromosomes, which are inside the central part, or the list of traits with your class. Have your students
nucleus, of every plant and animal cell. work in pairs to help each other determine their
Chromosomes contain the genetic material of each traits and fill out the survey. As you read the list,
cell, made up mostly of DNA. Chromosomes become instruct your students to check the box that
visible under a microscope when any animal or plant describes the trait they possess. They can also work
cell divides. in pairs to observe the traits in each other. For each
In mammals, most healthy cells have two trait, there are two possibilities:
copies of each chromosome—one from each parent. 1. Your ear lobes are either hanging loose, or
Reproductive cells (egg and sperm) have one copy of they are attached to the side of your head.
each chromosome. Different species have different 2. Your hair is either curly or straight.
numbers of chromosome pairs. In humans, for 3. You can either curl your tongue, or you
example, there are normally 23 pairs of cannot curl it. (This trait refers to whether
chromosomes. you can or cannot roll the sides of your
tongue to make it into a tube like shape.)
2. Discuss genetic diversity. 4. You either have hair on your fingers, or you
Explain that in a healthy population (a group of don’t have it. (Look at the part of your
organisms of the same species living in a certain finger between your knuckle and first joint.)
geographic area) there is a wide variety of genes that 5. You either have light-colored eyes (blue or
combine in many different ways to form a broad green), or you have dark eyes.
diversity of individuals. If the population is suddenly 6. You either have a widow’s peak, or you
subjected to stress, such as disease or don’t have one. (If your hairline comes to a
environmental change, the genetic variety makes it point in the middle of your forehead, you
likely that at least some individuals will be adapted have a widow’s peak.)
well enough to survive and continue the species. 7. Your little finger is either straight or bent.
Populations of some species have become so small
37 | T h e G e n e S c e n e
Point out to your students that their genes have

determined each characteristic on the
worksheet.
5. Pool the results.
There are 128 possible combinations of the seven
4. Use the “Human Genetic Wheel.” traits. To find out how many different combinations
Pass out a copy of the “Human Genetic Wheel” to are present in the class population, go around the
each student. Instruct each student to start at the room and have each student give his or her “Genetic
inner band and find the appropriate letter code that Wheel” number. Record the numbers on the board.
describes his or her own ear lobe type (it will be If there is more than one student with the same
either “L” for loose or “ll” for attached). Instruct number, place a check next to that number.
them to continue moving outward on the wheel,
finding their characteristics for each trait, until they 6. Discuss your findings.
have located their little finger type in band seven. Are there any two students in the class who have the
Each person should then find the number next to his same seven traits? Then ask the students if they can
or her finger type and record this number on the think of an eighth trait that would set these two
worksheet. people apart. Are there any numbers that have
clusters of classmates? Why?
To do this next demonstration you will need 15 to 20 small pieces of paper or cards, each with a “genetic”
characteristic written on it that can distinguish your students from one another. Include some of the
characteristics from Part 1, but also add traits, such as clothing color or type of shoes. Some examples might
include: wearing plastic shoes or sandals, wearing earrings, wearing a sweater, not wearing blue, wearing a hat,
not wearing socks, and etc. You will need to choose characteristics that will decrease the number of students
standing only a few at a time.
What to Do - Part 2
1. Introduce the demonstration.

Divide the students into two teams and explain that 3. Discuss the demonstration.
they’re going to do a demonstration that illustrates Ask the students what happened. Did any
why genetic diversity is important. Show them your “characteristics” wipe out more people on their
stack of papers and explain that each piece of paper team than others? Did one team do better than the
lists a characteristic that, for the purposes of the other? Why? (Answers will vary depending on what
game, is going to represent a genetic trait. Tell them happens with each group. However, students should
that once the game starts they are not allowed to be figuring out that their team has a better chance
change anything about themselves. Tell them that of surviving when the characteristics of the team
you’re going to read several of these cards aloud and members are more diverse.)
that if anyone on either team has the characteristic
listed on that card, he or she will “die.” Those 4. Do the demonstration again.
students who are “dead” must sit down. The object Restore each team to its full number of “live”
of the game is to have at least one member of their members. Then tell the teams that they’re going to
team “alive” at the end. try the demonstration again, but that before you
start, they are allowed to make any adjustments
2. Do the demonstration. they want on their teams. (Students should do things
Have the students get into their teams and then that give the group a wider range of traits. For
stand facing you. Read one of the characteristics on example, some team members may take off socks
one of the pieces of paper and ask all the students while others may leave them on, and they may
with that characteristic to sit down. Repeat until you exchange articles of clothing (hats, watches, ect).)
have gone through about three or four of the Shuffle the stack of cards and then read through
characteristics. (At least one of the teams should still several of them, having students with any of the
have members standing.) Tell the students that if characteristics “die” and sit down.
there’s anyone still standing on their team, they can
all regenerate and join back in (signifying 5. Conclude.
reproduction in groups that can withstand Have the students describe what happened. Did
environmental stresses through a few individuals.) If their team last longer this time? What helped them
both teams still have members standing, play or hurt them? What can they say about how genetic
another round, reading through three or four diversity might help wild populations of animals or
additional cards. Then go on to step three. plants survive? (Students should understand that the
more diverse their team was, the greater the chance
it had of having at least one member left at the end
of several rounds. They should also be able to
generalize that the more genetically diverse a wild this leap yet, don’t worry. They’ll get a chance to
population is, the greater its chances of surviving apply these ideas in Part 3.)
over time. However, if the students can’t quite make
Make available a copy of the “Gazelle Genetic Wheel” for the students. Also make copies of the “Gazelle Cards” for
each herd (one copy on white paper and one copy on colored paper). You will also need to make two copies of the
“Gazelle Calf Cards” on white paper and two copies on colored paper, cut the cards apart and put them in a
container. Then make one copy of the “Event Cards,” cut them apart and put them in another container
What to Do - Part 3
Students should write the genetic number of each

1. Introduce the gazelle game. gazelle on each gazelle card.
Tell students that they will play a game that
Genetic 5 11 12 17 17 23 24 24 24
illustrates why genetic diversity is important. The 5 8 11 12 17 17 23 24 24 24 30 31
Numbers of
game focuses on the Cuvier’s gazelle. You may want Individual
to read “All About Cuvier’s Gazelle” to the class as an Gazelles
introduction to the activity. Genetic
1 2 3 4 5 6 7 8 9
Combinations
2. Preparation for the game.
Divide the class into five herds and give each herd its
“Gazelle Cards” (one set on white paper, one set on 4. Determine the genetic diversity of each
colored paper). Explain that each herd of students is herd’s population of gazelles.
“watching over” a small population of Cuvier’s Next ask the students to determine the genetic
gazelle, represented by the "Gazelle Cards." Each diversity of their herd of gazelle. Ask the student
card identifies the characteristics (genetic traits) that herds to count how many different individual genetic
each Cuvier’s gazelle will have during the game. The numbers are exhibited by their 20 gazelle. This is the
traits used in the game are as follows: sex, acuity of herd’s diversity number. Consider that a student
hearing, resistance to disease, migratory or not, and herd has a population of gazelle with the genetic
acuity of sight. Colored cards represent males and numbers shown in the table above. In this case, the
white cards represent females. The other traits are student herd would have a total of nine different
written on each card. genetic combinations represented by their gazelle
herd, so the diversity number is nine. Write a tally on
3. Determine the genetic number of the the board, recording each student herd’s number of
gazelles. gazelle and diversity number. The larger a herd’s
Make available copies of the “Gazelle Genetic diversity number, the more genetically diverse the
Wheel” for each herd. Using the traits provided on population of Cuvier’s gazelle.
each gazelle card, tell the students to work together Each group’s herd should start with 20 gazelle.
to determine the genetic number of each Cuvier’s The diversity number of herd one should be 4, herd
gazelle in their population. They should use the two should be 8, herd three should be 12, herd four
“Gazelle Genetic Wheel” to find the number of each should be 14, and herd five should be 20. Some
gazelle in the same way they used the “Human students may realize that they have an advantage—
Genetic Wheel” (Part 1) to find their own numbers. or disadvantage— at this point.
population during the course of the game. If this

male dies, the herd will have to designate a new
Rules and Strategies dominant male to take its place.
Before students begin the game, share the following
information: 6. Have students choose cards from the “Event
• If a gazelle dies, the students should turn Cards” and read them to the class.
the card that represents that gazelle face “Event Cards” depict scenarios of environmental
down. change that the gazelle populations must confront.
• Only the dominant male gazelle can mate Italicized text on the cards indicates the impact that
with the females. If the dominant male dies, the environmental change has on individuals in the
a new dominant male must be designated. population: loss (death) and reproduction. Remind
If a herd loses all its males or females, it your students that this exercise is a simulation of
cannot reproduce. what could happen to a real gazelle population.
• Events usually affect half of a population. If While the events are not real, they do represent
you have an odd number of gazelle that are some of the many pressures exerted on populations
affected by an event, round down to find by natural and human forces. Allow your students to
the number of gazelle affected. take turns picking an event card at random and
reading it aloud to the class. Tell your students to
• Female calves cannot reproduce in this
pay attention to the event being read and respond
game.
to that event based on the gazelle they have in their
• During reproduction events, each qualifying
population. Every herd follows the directions of each
female will receive two calf cards. Students
event card.
must choose traits for each calf based only
on the traits of that female and the
7. Record how many gazelles are left after the
dominant male.
events have been read and analyze the results.
After all the “Event Cards” have been read, record
See the following example:
on the board the number of gazelle (adults and
Female Dominant Male
calves) surviving in each herd’s population. Compare
Excellent hearing Poor hearing
different herds of gazelle and determine which ones
Resistant to disease Resistant to disease
Not Migratory Not Migratory were more successful. Did genetic diversity
Poor Sight Excellent Sight contribute to this success? How?
This calf can have either excellent hearing or poor 8. Discuss the results of the game.
hearing and can have either excellent sight or poor After you finish the game, discuss genetic diversity
sight, but the calf must be resistant to disease and using the following questions:
be not migratory (because both parents have these a. Why is genetic diversity important?
traits). Every time a female has a calf, the students Generally speaking, a more genetically
will assign traits in this manner. Circle the traits on diverse population is more likely to contain
the calf cards. some individuals that have the traits
necessary to survive and adapt to changes
5. Have each herd select a dominant male. in the environment than populations that
Each herd of students should select one male in its aren’t as genetically diverse.
gazelle population to be the dominant male. b. What is the relationship between the size of
Students should place a big letter “D” on the a population and its genetic diversity? As a
dominant male gazelle’s card. This gazelle will be the population becomes smaller, some variation
only one that mates with the females in the in traits is lost. Because there are fewer
individuals in a smaller population, it is less become small or fragmented. Preservation

likely that there will be individuals with the is becoming more and more challenging as
traits necessary to survive in times of human populations expand and increase
environmental stress. This is one reason their level of consumption as well as
smaller populations are more vulnerable to demand for space.
extinction. Many species that once had d. Did some traits seem to be favored over
large populations have lost a great deal of others? Were there any traits that were
their genetic diversity in a short time favored in one instance but selected against
because of habitat loss and overhunting. in another? How does this relate to the
c. What can be done to prevent the loss of importance of genetic diversity? A trait that
genetic diversity? To preserve genetic is advantageous under one set of
diversity, it is important that wild environmental conditions may be
populations of plants and animals do not detrimental under another.
Resources
Action Plan for the Conservation and Restoration of Sahelo-Saharan Antelopes by Beudels-Jamar, Devillers, and
Lafontaine (Institut Royal des Sciences Naturelles de Belgique, 1998).
Summary
Assessment
Have each student write a short response to the question: What does gazelle genetic diversity (as represented in
the “Gazelle Cards”) have to do with the fate of a gazelle herd (whether the herd lives, dies, or successfully
reproduces) in the game.
Unsatisfactory (1) – The student is unable to make a connection between gazelle genetic diversity in a population and the fate of
that herd in the game.
Satisfactory (5) – The student makes logical connections between gazelle population genetic diversity and the herd’s fate in the
game.
Excellent (10) – The student is able to incorporate the concepts of gazelle genetic diversity and the vulnerability of certain
populations when confronted with environmental stresses (“Event Cards.”)
Field Notebooks
Have students take notes during the presentation and record their personal results from the “Human Genetic
Wheel”.
Extensions
Pick a common animal or plant, and describe several distinct individuals, noting their physical traits. (Goats and
sheep herds work especially well.) Students may illustrate their descriptions. How are the individuals different
from one another? What sort of advantage or disadvantage might their characteristics provide?
Student Pages
THE GENE SCENE

ACTIVITY 1-5
CHECKING OUT YOUR GENETIC TRAITS
Which of the following traits did you inherit from your parents?
Check the box that best describes you.
1. ear lobes 5. eye color
attached (ll) light eyes (ee)
loose (L) dark eyes (E)
2. hair type 6. widow’s peak
strait (tt) no peak (ww)
curly (T) peak present (W)
3. tongue curling 7. little finger
can’t curl (cc) straight (bb)
can curl (C) bent (B)
4. hair on fingers
What is your
no hair on fingers (mm) number from
hair on fingers (M)

the genetic
wheel? ?
HUMAN GENETIC WHEEL
ALL ABOUT CUVIER’S GAZELLE

G azelles have always been recognized as
animals of beauty and grace. They have a
Cuvier’s gazelles are considered browsers as well
as grazers meaning they will eat the vegetation from
sleek coat, distinctive features, and a manner of bushes and trees as well as large grasses. Like other
running that makes one think it possible to fly with herbivores in the desert, they do most of the grazing in
four legs. With their bounding four-legged gate, they the early morning and settle down during the heat of
can cross large expanses of the desert or run off to the the day to chew their cud.
mountain hills for protection or to find food. Truly the During the mating season males establish
gazelle’s defense is one of alertness and great speed. territories in which they exclude other males. They
With the sense of danger, they sound the alarm with establish the dominate male by drawn out fights. They
the flick of the tail or a snort and can run away swiftly lower their heads to the ground with horns pointing
out of harms reach from predators. toward the opponent. When fighting, their horns
Unfortunately natural predators are no longer the interlock, and they engage in pushing or twisting.
major threat for gazelle these days. Humans have Middle aged females can produce 2 litters in one
replaced cheetahs and lions as their major predator. year if enough food and water is available. Generally
And this is no small problem. Once found in large they have one calf, but they are also capable of
numbers in the Maghreb, gazelles now face an birthing twins. Their young lay outside the herd hidden
uncertain future. The in foliage for the first few weeks after birth, and the
Cuvier’s Gazelle species is, mother returns to nurse it.
in particular, one of the Cuvier's gazelles live in large, spaced out
rarest, only found in North territories and generally are not seen in herds larger
Africa and now facing than 8 animals. Herds usually consist of one male and
extinction. The current females with offspring.
estimate (2005) of the The future of Cuvier’s Gazelles is tied to the
number of this species is future of their habitat which is tied to the future of the
under 600 individuals. people living in and around
The gazelles found in them.
North Africa are particularly As you play the
vulnerable because, before simulation game, it is
international laws were passed important to keep in
making it illegal to hunt these mind the events are
threatened animals, they were fictional scenarios. They
easily taken by hunters from their are, however, based on
vehicles. In addition, the degradation real events that effect
and decline of habitat due to herding of gazelles in the wild.
sheep and goats as well as deforestation Thinking about these
to expand agricultural and urban land for issues will help us to
expanding populations has pushed this appreciate the
species out of its natural range. importance of preserving
Fortunately, some herds have adapted genetic diversity within a
and become highly migratory, being able species.
to settle wherever there is the adequate
vegetation and a good watering hole.
KEY GAZELLE GENETIC WHEEL

Excellent Hearing (HH)
Poor Hearing (h)
Resistant to Disease (DD)
Not Resistant to Disease (d)
Migratory (MM)
Not Migratory (m)
SS SS
Excellent Sight (SS) s s
Poor Sight (s)
SS SS
MM MM
s s
m m
SS SS
DD DD
s MM MM s
HH SS
SS HH
d d
m m
s s
SS MM MM SS
DD
s DD h h s
SS m m SS
d d
s s
MM MM
SS m m SS
s s
SS SS
s s
For example, a female gazelle
with the following characteristics:
Excellent Hearing (HH)
Resistant to Disease (DD)
Not Migratory (m)
Poor Sight (s)
would have a genetic number of 13. A male with the same characteristics would have a genetic number of 20.
GAZELLE CARDS – HERD 1

Gazelle Card Gazelle Card Gazelle Card Gazelle Card
Gazelle Card
Excellent Hearing Excellent Hearing Excellent Hearing Excellent Hearing
Excellent Hearing
Not resistant to disease Not resistant to disease Not resistant to disease Not resistant to disease
Not resistant to disease
Migratory Migratory Migratory Migratory
Migratory
Poor Sight Excellent Sight Poor Sight Excellent Sight
Excellent Sight
Gazelle Card Gazelle Card Gazelle Card Gazelle Card Gazelle Card
Excellent Hearing Excellent Hearing Excellent Hearing Excellent Hearing Excellent Hearing
Not resistant to disease Not resistant to disease Not resistant to disease Not resistant to disease Not resistant to disease
Migratory Migratory Migratory Migratory Migratory
Excellent Sight Poor Sight Poor Sight Excellent Sight Poor Sight
Resistant to disease Not resistant to disease Not resistant to disease Not resistant to disease Not resistant to disease
Poor Sight Poor Sight Excellent Sight Poor Sight Excellent Sight
Not resistant to disease Not resistant to disease Not resistant to disease Not resistant to disease Not resistant to disease
Not Migratory Migratory Not Migratory Migratory Not Migratory
Excellent Sight Poor Sight Excellent Sight Poor Sight Excellent Sight


Resistant to disease Not resistant to disease Resistant to disease Not resistant to disease Resistant to disease
Migratory Migratory Migratory Not Migratory Not Migratory
Excellent Sight Excellent Sight Excellent Sight Poor Sight Poor Sight
Excellent Hearing Excellent Hearing Poor Hearing Poor Hearing Poor Hearing
Resistant to disease Resistant to disease Not Resistant to disease Not resistant to disease Not Resistant to disease
Not Migratory Not Migratory Migratory Migratory Migratory
Excellent Sight Excellent Sight Poor Sight Poor Sight Poor Sight
Resistant to disease Not resistant to disease Resistant to disease Resistant to disease Resistant to disease
Migratory Migratory Migratory Not Migratory Not Migratory
Poor Sight Excellent Sight Poor Sight Excellent Sight Excellent Sight
Resistant to disease Not resistant to disease Not resistant to disease Not resistant to disease Resistant to disease
Not Migratory Migratory Migratory Not Migratory Not Migratory
Poor Sight Excellent Sight Excellent Sight Poor Sight Poor Sight


Excellent Hearing Excellent Hearing Poor Hearing Poor hearing Poor Hearing
Resistant to disease Not resistant to disease Not resistant to disease Resistant to disease Resistant to disease
Migratory Not Migratory Migratory Migratory Not Migratory
Excellent Sight Excellent Sight Excellent Sight Excellent Sight Excellent Sight
Resistant to disease Not Resistant to disease Not resistant to disease Not Resistant to disease Resistant to disease
Not Migratory Not Migratory Migratory Not Migratory Migratory
Poor Sight Poor Sight Poor Sight Excellent Sight Poor Sight
Gazelle Calf Card Gazelle Calf Card Gazelle Calf Card Gazelle Calf Card Gazelle Calf Card
(circle the trait) (circle the trait) (circle the trait) (circle the trait) (circle the trait)
Poor Hearing Poor Hearing Poor Hearing Poor Hearing Poor Hearing
Resistant to disease Resistant to disease Resistant to disease Resistant to disease Resistant to disease
Not Resistant to disease Not Resistant to disease Not Resistant to disease Not Resistant to disease Not Resistant to disease

Not Migratory Not Migratory Not Migratory Not Migratory Not Migratory
Poor Sight Poor Sight Poor Sight Poor Sight Poor Sight
Gazelle Calf Card Gazelle Calf Card Gazelle Calf Card Gazelle Calf Card Gazelle Calf Card
(circle the trait) (circle the trait) (circle the trait) (circle the trait) (circle the trait)
Poor Hearing Poor Hearing Poor Hearing Poor Hearing Poor Hearing
Resistant to disease Resistant to disease Resistant to disease Resistant to disease Resistant to disease
Not Resistant to disease Not Resistant to disease Not Resistant to disease Not Resistant to disease Not Resistant to disease

Not Migratory Not Migratory Not Migratory Not Migratory Not Migratory
Poor Sight Poor Sight Poor Sight Poor Sight Poor Sight
A deadly disease is spread Non-dominant males may

killing many animals. Gazelles wander from herd to herd.
with resistance to disease are
much more likely to survive
and reproduce.
Every herd should give one non-
Lose half of your gazelles that dominant male gazelle to the
are not resistant to disease. herd to their left.
A severe drought has hit Young gazelle calves are

Morocco. Because of the vunerable to capture by local
extreme dry conditions, the jackal populations. Particularly
gazelle must travel farther to calves with poor hearing.
find food and water.
Lose all your calf population
Lose one gazelle that is not with poor hearing.
migratory.
A group of poachers recently Sheep and goat herders have

bought a new guns. They set up their tents around a
illegally go to hunt from your favorite gazelle watering hole.
herd at night. Gazelles with The shepherd’s dogs scare off
poor sight are good targets the gazelle forcing them to migrate
because they don’t see the hunters to another location.
drive up in their vehicles.
Lose half of your gazelles that
Lose half of your gazelles with poor sight. are not migratory.
A herd of wild gazelles were Shepherds have moved closer
captured and put in a local to the gazelle herd because of
reserve. The reserve is too the winter season. Hungry
small for migratory gazelles stray dogs from the shepherds
and they become stressed and prowl at night looking for slow or
susceptable to disease. weak animals. Gazelle calves with
poor sight are good targets.
Lose one of your migratory
gazelles. Lose one gazelle calf with poor sight.
It’s a very dry season and there There are many jackals this
is limated forage close to the year. Gazelles with poor sight
reserve. The migratory gazelles are less likely to be alerted and
are better able to travel to find find their calves. As a result
more food. Because of the better only the calves of excellent sight
nutrition, all of your migratory mothers survive.
female gazelles give birth to twins.
Add a calf for each excellent sight
Add two calves for each migratory female gazelle in your herd, only if
female gazelle in your herd, only if a male is present to a male is present to mate with her.
mate with her.
Each herd should pick an appropriate number of calf
Each herd should pick the appropriate number of calf cards out of the calf cards container.
cards out of the calf card container.
Assign the traits that are present in the parents (each
Assign traits that are present in the parents (each excellent sight female and the dominant male) to their
migratory female and the dominant male) to their calves. calves.
2-1 SECRET SERVICES
E
cosystems and the variety of species within them provide
many important services that help make life possible or at
AT A GLANCE least more livable. These services are happening all the time
Perform simulations that
demonstrate some of the
– they are so common that we often don’t notice them or think
important ecosystems about how important they are. This activity is a series of five
services that biodiversity simulations that help illustrate a variety of these services.
provides.
OBJECTIVES Before You Begin

Perform a series of
simulations that There are a number of ways you can use this activity with your students.
demonstrate ecosystem We suggest that students be grouped into five secret service teams.
services. Identify and discuss Assign each team the task of setting up and testing one of the
the services illustrated in
simulations on Day 1. On Day 2, have each team present its secret
each of the simulations.
service simulation to the class.
VOCABULARY You will need to arrange stations for each team’s simulation. Put a
atmosphere, evaporation, copy of the directions and the necessary materials at each station. Label
minerals, photosynthesis, each of the five stations. (Please note that Station #2 is shorter than the
sediment, transpiration, others, yet it still requires two days. It can be combined with Station #3.
wetland Stations #2 and #3 require some preparation ahead of time.
TIME
two sessions
What to Do
MATERIALS
station #1: bottom cut off and the label
removed of plastic water bottle; tall jar; 1. Day 1: Setting the stage.
cotton balls or toilet paper; small gravel; Divide your class into five teams and assign one team to each station.
fine and coarse sand; soil; water
Explain that the students will be working together to complete a
station #2: Hibiscus flower; a jar or
plastic cup, food coloring; water; paring simulation. Each team will be responsible for a different simulation.
knife
Students should not discuss their simulation with other members of the
station #3: 2 same size large tea boxes;
candles; matches; clump of grass with
class. The simulations illustrate various ways that ecosystems provide
soil; soil; 3 glasses; water; props to tilt important services for us and the environment. Identify the five stations
the boxes on an angle
around the room. When they arrive at a station, all the members of the
station #4: potted plant (parsley or other
household greens, or any other tender team should read the directions completely before setting up the
leafy plant); water; clear plastic bag; simulation. Students should then set up and run their simulation. Tell
string; sunny day
them that on Day 2, each team will run its simulation for the class. Each
station #5: sand and leaves; watering
can (or can with holes punched in it); team should discuss the expected outcome of the simulation. Each
water; small tea tray; large dish pan
member of the team should also answer the questions listed under
“Think About It.”
Remind the students that after they try their
Note: simulation, they have to get it ready for the next
day, so they might have to dry their equipment and/
54 |S e c r e t S e r v i c e s
or supplies or replace some of the parts. Stations #2 overnight simulation) and discuss the results.
and #4 require 24 hours to complete. Let the Students should provide information to the class
students at these two stations know that they will that answers the “What Happened?” and “Think
not need to run the simulation again on Day 2, but About It” sections on their handout.
that they’ll have to explain what they did on Day 1. When all the teams have completed their
presentations, review and summarize the different
2. Day 2: Presenting the simulations and ways ecosystems provide important services to the
matching the analogies. people and the planet. This should include flood
Explain to the students that each team will have a control, water filtering and purification, and climate
few minutes to explain their simulation to the class. control. (This final step can be used as the
Ask each team to briefly review its procedures, assessment.)
perform the simulation (or explain the results of an
Resources
Ecosystems (Science is Elementary – A Science Teaching Resource Publication) by
Maureen Oates (Museum Institute for Teaching Science, 1995).
Project WET (The Watercourse and Western Regional Environmental Education

Council, 1995).
Manuel du Professeur du Science (Peace Corps, 1987) (French).
Summary
Assessment
Have students summarize the different ways ecosystems provide important services to the people and the planet.
This should include flood control, water filtering and purification, and climate control. First present this question
to class discussion, and then have each student record a short response in their Field Notebooks. Encourage
students to include how they see the service (or absence of the service) in the nature around them.
Unsatisfactory (1) – The student’s response lacks analysis simply describing the demonstration conducted.
Satisfactory (5) – The student’s response incorporates several of the demonstration stations and give sound references to real
applications.
Excellent (10) – The student’s response is a synthesis of the demonstrations and gives a clear indication that the student can
transfer the concepts to real applications.
Field Notebooks
Educator can show the students how to keep a lab manual and make a report for each station. Lab reports should
include an overview of the simulation, a description of what happened, and an analysis of the secret service that
was simulated.
Extensions
Identify places in your community where the ecosystem services that you simulated are occurring.
55 | S e c r e t S e r v i c e s
Student Pages
SECRET SERVICES
ACTIVITY 2-1
Classified Information
Do not share this information with other teams!
Soil is a mixture of mineral particles, air, water, microorganisms, and other organic matter (material derived from
living things). The materials that make up soil form layers. Hundreds of years may be required to form just a few
inches of soil. Soil helps purify water by filtering out some of the suspended solids (floating “dirt” particles) as they
flow through the different soil layers. The makeup of the soil determines how well it will act as a filter. Soil also
helps remove chemical contaminants such as laundry soap and fertilizers. Many minerals in the soil can chemically
bond with contaminants, which are then stored in the soil a prevented from flowing into nearby waterways. As a
result of chemical reactions, the soil can also help “detoxify” certain chemicals, making them less harmful to living
things.
Materials
clear funnel or plastic soda bottle with the bottom cut off and the label removed, clear plastic cup, tall jar or plastic
bottle bottom, cotton balls or toilet paper, fine and coarse sand, soil, water
What to do
1. Pack the funnel approximately one-third full with cotton balls.
2. Place a layer of fine sand on top of the cotton balls, then place a layer of coarse sand, and then place a layer
of fine gravel.
3. Place the funnel into the jar or plastic bottle bottom. (See diagram)
4. Mix one-fourth of a cup of soil with one-half of a cup of water in the plastic cup. Then slowly pour the water
in the funnel.
What Happened?
Describe the appearance of the water after filtering and any changes that you can see. Look at the different layers in
your funnel. Where did most of the large soil particles get trapped? Where did the fine particles get trapped? (You
should notice that the larger particles remained at the top layer while the finer particles were trapped at the
bottom.) What do you observe about your samples?
Think about it.

How do you explain the results of your experiment? Why do you think that some materials are more effective filters
than others? How would you describe the “services” that soils provide?
Adapted from Water Watchers; used by permission of the Massachusetts Water Resources Authority.
Plants have fine tubes inside them that carry water from their roots to their leaves. When water contains toxic
pollutants (such as pesticides or toxic chemicals) those pollutants may also be carried up and through the plant.
Many wetland plants store toxic materials in their tissue. This doesn’t mean that the toxins disappear – usually they
are excreted later. But they are released slowly in small amounts that are less damaging than a large dose of the
toxins entering a river, lake, or pond at once. When the wetland plants die, the toxins are released back into the
water and the soil of the wetland where they can be “captured” by other plants or soil particles. Even though
wetland plants can help absorb and alter some toxins, they aren’t able to absorb all toxins. Just as there’s a limit to
how much water a sponge can absorb, there is also a limit to what wetland plants can absorb – especially if toxins
enter the wetlands in large amounts.
Materials
celery stalk with leaves or Hibiscus flower, a jar or plastic cup, red or blue food coloring, water, paring knife
What to do
1. Add several drops of food coloring to a water-filled jar or cup. The food coloring represents the pollution
from a toxic substance (pesticides, oil, or other toxic chemicals).
2. Cut half an inch off the bottom of a celery stalk, and place the celery stalk or Hibiscus flower overnight in
the colored water. The experimental plant represents plants such as cattails, sedges, and grasses that grow
in wetlands. The colored water represents the water that flows through the wetland.
3. On the following day, cut the celery stalk into one-inch pieces or dissect the Hibiscus flower so that the
team members and class mates can examine the results very closely.
What Happened?
Describe what you see. Observe the tubules (tubes that transport water). Where do you see the colored water? Do
you notice anything interesting about the celery leaves? Or the body of the flower? (As you cut through the celery,
you should see colored lines in the stalk. The colored lines are the xylem that transports water and minerals to all
parts of the plant. Because xylem distributes water throughout the plant, you should see color at the edge of the
leaves. If you look carefully, you might be able to see the veins in the leaves tinted with color.)
Think about it.

Communities are increasing using wetlands as “natural” water treatment facilities. How do wetland plants help
purify water? Why is the water remaining in the jar still “polluted”? What do you think happens to the pollutants?
Why can’t we dump all our waste into these wetlands?
Adapted from Discover Wetlands with permission of the Washington State Department of Ecology, Publications
Office, Publication Number 88-16, P.O. Box 7600, Olympia, WA 98504.
As water flows through grasses, the grasses slow the speed of the water by simply being in the way. When the water
slows, particles of soil and other solids are deposited in the grass, making the water clearer. Larger particles usually
settle out first and the smallest particles usually travel the farthest. Grasses and shrubs on hillsides and around river
valleys help protect streams, lakes, bays, and other downstream water bodies from a heavy build-up of sediment.
They also help protect many aquatic plants and animals. Muddy water that floods quickly without filtering
eventually reaches the ocean. This muddy water covers filter feeders such as clams and oysters, clogs fish gills,
smothers fish eggs, “blinds” aquatic animals that hunt for food by sight, and blocks sunlight that aquatic plants and
coral animals need to grow.
Materials
2 same size large tea boxes, candles, matches, clump of grass with soil, soil, 3 glasses, water, props to tilt the boxes
on an angle
What to do
1. Poke holes in the short side of two tea boxes.
2. Seal the insides of the boxes with melted candle wax to make a contained landscape.
3. Fill one landscape with a clump of grass and soil and the other with loose soil.
4. Incline the two landscapes.
5. Add a glass of water to both landscapes and collect the water that flows off.
6. Compare the quantity of water and soil from each landscape.
What Happened?
Which landscape had the fastest water flow? In which landscape did more soil settle out? (The landscape with the
grass should have slowed the water down and trapped more of the larger particles, keeping them from settling in the
tray).
Think about it.

Based on your observation about this experiment, how do healthy lands with vegetation help provide cleaner water
in rivers, lakes, and oceans? How does vegetation slow erosion and loss of soil from mountains? How could a
depletion of vegetation from the mountains be harmful for wildlife and humans?
Adapted from Manuel du professeur du science, Peace Corps, 1987.
Water is necessary for life on Earth. Through the water cycle, water moves from the ocean to the atmosphere, to
the land and back to the ocean. Living things also take part in the water cycle. Plants absorb water through their
roots and release water into the atmosphere through their leaves in a process called transpiration. Transpiration is
the evaporation of water through the tiny openings in leaves. When the water evaporates, any impurities that might
be in it stay behind in the plant. In this way water entering the atmosphere is purified. Water released into the
atmosphere also contributes to the formation of clouds. In ecosystems, plants play an important role in determining
the amount of water entering the atmosphere, which has a great effect on the climate in the area.
Materials
potted plant (parsley or other household greens, or any other tender leafy plant), water, clear plastic bag, string,
sunny day
What to do
1. Cover the plant with the plastic bag and tie at the base of the stem with the string.
2. Water the plant.
3. Put the plant in the sun.
4. After five minutes, water will condense on the inside of the bag.
What Happened?
How do explain the moisture on the inside of the plastic bag? (As the water made its way through the stem and leaf,
it entered into the air and collected on the inside of the bag because it had nowhere else to go).
Think about it.

Using the results of the demonstration, what role do you think plants play in the water cycle? How do plants affect
local climates? Describe the difference in climate between a forest ecosystem and a desert ecosystem.
Trees protect mountains from erosion in many ways. First, their roots grab and hold the soil preventing it from
washing away. Secondly, the leaves and branches catch the rain drops and deflect them from falling hard on the
ground. Also the leaves of deciduous trees (trees that lose their leaves during the winter) fall and land on the
ground. This layer acts as a protective blanket during the winter and spring when the rains come, holding important
nutrients in place that are needed by the tree and understory plant life. These leaves help keep a mountainside
healthy and strong supporting the plants and animals and all the creatures within that ecosystem. Without this
protection, nothing can survive the rough environment of the mountain as all the plant and animal life slowly erodes
away and all is left is rocks and sand.
Materials
sand and leaves, watering can (or can with holes punched in it), water, small tea tray, large dish pan
What to do
1. Put dissecting tray upside down in the bottom of the large pan.
2. Put a layer of sand on top of the dissecting tray.
3. Lay a few leaves on top of the sand.
4. Let it rain. The sand will be washed off except for that under the leaves.
What Happened?
Describe what happened when the rain fell on the leaves and the sand without the leaves. How does the water land
differently on leaves versus sand? (The leaves should act as a protection of the soil against the rain. The water will
still be absorbed by the soil; however, the leaf deflects the hard fall of the water on the soil. The rain that falls on the
sand alone washes the sand away.)
Think about it.

Why is it important to limit the harvesting of trees and bushes from the mountains? Why is the cutting of live
branches equally as destructive on an eroded landscape? Why does even grazing the leaves that have fallen on the
ground effect the important service that trees are trying to provide to protect the forest? What are the dangers to
biodiversity and human life down slope of mountains in which all the leaves and trees have been removed?
2-2 BIODIVERSITY PERFORMS!
W
hether you realize it or not, ecosystems and the species
within them are working around the clock to perform
AT A GLANCE many of the jobs that help make human life possible and
Play a theatre game to learn
about some of the “free”
more livable. Much of the work ecosystems do are difficult to
services that ecosystems watch or see, so it’s easy to take these services for granted. Just
provide. think that while you are sleeping, eating, working, or watching TV,
forests are helping clean the air, oceans are regulating the
OBJECTIVES climate, and plant life is helping to purify water, minimize storm
Work in teams to act out
different ecosystem services. damage, and perform flood control. In this activity your students
Describe several “free” can learn about some of these ecosystems services that
services that biodiversity ecosystems and the species within them provide by creating
provides to humans and
theatre performances for their peers.
explain how these services
make life on Earth possible.
Before You Begin
VOCABULARY
atmosphere, decomposers,
Make a copy of the “Biodiversity Performs!” cards and cut them apart.
ecosystem, ecosystem
services, erosion,
photosynthesis, pollination,
respiration, sediments
What to Do
TIME
one session
1. Introduce the ecosystem services.
MATERIALS Begin the activity by asking students to give examples of ecosystems
one set of “Biodiversity (such as deserts, forests, wetlands, coastal beaches, and so on). If your
Performs!” cards students aren’t familiar with the word “ecosystem,” you might want to
do an introductory activity that focuses on what an ecosystem is. You
can also lead a discussion that helps them understand that an
ecosystem is a community of plants, animals, and other organisms that
interact with each other and the physical environment and that are
linked by energy and nutrient flows. The soil underneath a fallen log, the
riverbed in a canyon, and the cedar forests are all examples of different
sizes of ecosystems.
Explain that ecosystems as a whole and the individual species that
live within them perform many functions. Through their day-to-day
activities aimed at their own survival, individual organisms perform jobs
that help make life more livable for us. And the combined efforts of
many species in an ecosystem can have effects that also help make our
lives more livable.
63 | B i o d i v e r s i t y P e r f o r m s !
To help illustrate this idea, ask your students

to explain how plants help the environment practice their performances. When the students are
(produce oxygen, help absorb carbon dioxide, help ready, call one group at a time to perform. Make
reduce erosion, and so on). The students’ answers sure you know which card the group has. The
will begin to underscore the importance of watching students will attempt to guess which card
ecosytems and the services the species within them the group has, and you will judge who picked the
provide. Be sure to emphasize that species don’t correct answer. You may want to make a list of
perform certain activities to make the planet a possible answers on the chalkboard. Let the
better place to live. Rather, the actions that performers finish their skit before the audience
organisms take in order to survive can have guesses. If the students can’t guess correctly, you
beneficial side effects for other living things. may want to provide additional clues as the
performance is repeated. When you feel a correct
2. Set the stage. answer has been given, choose a student to read the
Divide the class into 5 to 7 groups with at least 4 card to the class. You may also want to go over some
students per group. Explain that each group will be of the services as a group to be sure that everyone
given a card the describes one of the free services understands how each service works.
that ecosystems and species provide. They will have
time to discuss and practice a performance to depict 4. Summarize the activity.
the idea described on the card. Some groups may Summarize and remind for your students that
need to divide their performance into several small ecosystem services are happening around the clock
sections in order to get the full message across. to make our lives more livable. Ask your students to
Students may not use words during their explain any connections they see between the
performance, but they can use sound effects and services and biodiversity. (Biodiversity is the variety
props. Group members can individually imitate an of life on the Earth – including genes, species, and
animal, plant, or other object, or the entire group ecosystems. It’s because of the Earth’s natural
can form an organism or object. diveristy that we enjoy these benefits. The free
services that ecosystems and species provide make
3. Set the students loose. life on Earth possible and are, some people feel, one
Give each group a “Biodiversity Performs!” card and of the most important reasons we need to protect
allow the groups plenty of time to develop and biodiverstiy.)
64 |B i o d i v e r s i t y P e r f o r m s !
Resources
Earthwatch: Earthcycles and Ecosystems by Beth Savan (Addison-Wesley, 1991).
Ecology for All Ages: Discovering Nature Through Activities for Children and Adults by Jorie Hunken (Globe Pequot
Press, 1994).
Nature’s Services edited by Gretchen D. Daily (Island Press, 1997).
Web Sites
National Museum of Natural History “Welcome to Exploring Ecosytems Online,” at
www.bsu.edu/teachers/academy/ecosystems.
Bureau of Land Management “Understanding Ecosystem Management” at

www.blm.gov/education/ecosystem/classroom.html
Summary
Assessment
Upon completion of the game, have each student summarize the services presented in the various skits and how
those services occur in the local community.
Unsatisfactory (1) – The student does not participate with the group in the presentation. The student is unable to summarize
services or make connections with the local community.
Satisfactory (5) – The student participates in the presentation. The student is able to summarize most of the services presented and
can make connections in the community.
Excellent (10) – The student is centrally involved in the group presentation. The student summarizes all the services presented and
clearly explains how the services occur in the local community.
Field Notebooks
There is no field notebook work for this activity.
Extensions
Challenge your students to work in groups and develop a list of additional services that ecosystems and species
provide. Then, act out again the students’ own examples.
Student Pages
BIODIVERSITY PERFORMS!
ACTIVITY 2-2
Insects, birds, and bats help pollinate.

In their daily search for food, bees and other insects as well as some birds and bats, end up moving
pollen from plant to plant. While stopping at a flower for a sip of sweet nectar, the animals get dusted
with pollen. When they fly to another flower, some of that pollen brushes off, and the pollinated flowers
are then able to make seeds. Pollination not only helps wild plants but is also important for crop plants.
Most of our crops depend on these natural pollinators.
Some species help control potential pests.

Predators often help keep populations of potentials pests in check. For example, birds, bats, and
dragonflies are responsible for eating millions of insects that might otherwise gobble up crops or give us
itchy bites.
Some organisms decompose organic matter.

Some living things, called decomposers, get the
food they need by feeding on dead things.
Decomposers not only keep dead organisms from
piling up, they also make the nutrients in the
dead organisms available to living plants and
animals. Any nutrients they use to build their own
bodies become available to other animals that eat
them. Also, the nutrients that pass through the
decomposers as waste end up in the soil in
simpler forms that plants can absorb with their
roots. Imagine what life would be like without
decomposers!
Wetlands help clean water.

If you poured dirty water through a filter, you would expect cleaner water to come out. A similar thing
happens in nature when water passes through a wetland. By slowing the flow of dirty water as it goes by,
the vegetation growing in a wetland traps some of the pollutants and sediments. But plants aren’t the
only living things that clean water. Aquatic animals, such as oysters, that pump water through their
bodies to filter out food for themselves also end up cleaning the water they live in.
Wetlands are areas that have waterlogged soils or covered with shallow water either all the time or off
and on. There are many different types of wetlands.
freshwater marsh bog salt marsh mangrove swamp
Plants help control erosion and flooding.

Have you ever seen rainwater rushing down a hillside that has little plant cover? With little plant cover to
slow it down and absorb it, water sweeps away soil at a rapid rate. Plants slow down water, helping the
soil to soak it up. So plants help prevent both erosion and flooding.
hillside without plants hillside with plants
Plants convert the sun’s energy into energy we can use.

Although the first warm days of the spring may make you
feel energetic, we humans (and other animals) can’t get the
energy we need to fuel our activities directly from the sun.
Instead we rely directly or indirectly on plants for energy.
Green plants capture the sun’s energy and convert it into
food through a process called photosynthesis. They store
some of the energy in their leaves and stems. When animals
eat plants, the animals get the energy that the plants stored
and use it or store it. And when the animals that eat the
animals that ate the plants, they then get the energy passed
along. Without green plants we’d all go hungry!
Plants and animals work together to help maintain a balance of gases in the air.
Plants and animals continuously cycle gases among themselves, the soil, and the air. For example, plants
take in carbon dioxide from the air and then release oxygen into the air during photosynthesis. Animals,
including humans, use oxygen in respiration and release carbon dioxide into the air. The carbon cycle is
even more complicated because plants also respire, using oxygen and releasing carbon dioxide. Water
vapor and other gases, such as nitrogen, also cycle from the atmosphere from animals and plants, to the
soil and back again. Without living things, the air just wouldn’t be the same.
The Carbon Cycle
The Water Cycle
2-3 THE CULTURE/NATURE CONNECTION
AT A GLANCE
Through a role-play explore
H umans have been interacting with nature since our very
beginnings. We are inseparably connected to nature and it
shows in our individual cultures. Throughout the world our
some of the intriguing
connections between culture behaviors, attitudes, and beliefs are influenced by many things,
and diversity. some different and some the same. But throughout all the
cultures, there is a universal connection to nature. We know that
OBJECTIVES just as ecosystems and environments are diverse, so cultures
Describe connections
between nature and human
must also be diverse. For example the culture of the indigenous
culture. Explore personal people that live in ice houses in Alaska and hunt whales and fish
heritage and traditions that for a living is much different then the culture of Amazigh herders
are connected to the natural that live in the Atlas Mountains in tents made out of goat hair.
world. Examine
culture/nature connections These two cultures have many different behaviors, attitudes, and
by taking part in a role- beliefs largely because their differences in regional biodiversity.
playing activity. This cultural diversity is a good thing because it provides us with
different ideas and knowledge making us able to solve different
VOCABULARY
types of problems, and also it provides for the spice in our
cultural diversity,
introduced species, native increasingly globalized world making life more enjoyable.
species But what happens now as people start to move (for example
to cities) and cultures have started to come in contact with one
TIME another? In some cases, people keep their traditions even though
three sessions
the plants and animals they depended on do not exist. Others
MATERIALS modify their cultural traditions to reflect the new species in their
Part 1 – copies of the lives. Others have lost their old traditions and beliefs in favor of
“Nature of World Cultures” new ones. Many scientists are noticing these changes in the
Part 2 – local elder or person decline of biodiversity and cultural diversity worldwide and
knowledgeable of traditional
and natural things postulating that the two may be linked. But before we begin to
Part 3 – copies of “The Cast understand these complex issues, it is important to simply
of Characters” and “What is understand some of the many ways that cultures and nature are
Life Doing in the Sahara
interconnected. This activity is designed to give your students that
Desert?”
first step.
In Part 1, students will read several examples of
cultural/nature connections from different places and compare
these to things they have and do in their own lives. In Part 2,
they’ll search their own cultures to identify how their culture is
connected to nature. Part 3, they’ll do a role play to explore a set
of characters’ attitudes toward cultural differences.
70 |C u l t u r e / N a t u r e C o n n e c t i o n
What to Do - Part 1
1. Write the phrase “human culture” on the You may also want to extend the discussion using
board. the following questions after all the examples have
Divide the students into groups of four or five. Ask been read and culture specific questions have been
the students to brainstorm about all the words that answered.
come to mind when they think of human cultures. • What are some of the similarities and
Choose a student to record each group’s responses differences between your own cultural
on the board. If the students need any coaching, ask experiences and the practices described in
them to consider some of the elements of human the worksheet? (Answers may very
cultures – religion, language, and art for example. depending on whether the student can yet
Ask the groups if they can think of any ways identify their “culture” and it’s connection
that human culture and biodiversity might be linked. to nature. Examples may include how
Give them several minutes to discuss their ideas. religion, food, clothing, family events, work,
Afterward tell them that they’ll be doing an exercise and houses to name only a few are
to explore the wealth of connections between connected to nature.)
nature and culture. • What can you see as the differences
between the cultures and attitudes toward
nature of people that live in rural areas
2. Read outloud examples from around the versus people that live in urban areas?
world from the “Nature of World Cultures.” (Answers may vary. Possible conclusions
Read outloud, one by one, the segments about each include that modern or urban cultures do
culture. Use a world map to point out where each not choose to or do not need to be as tied to
culture originates from and try to locate pictures nature as rural ones are or as traditional
demonstrating the look of the people and the types ones were.)
of animals and ecosystems each culture read is • What might happen to the cultures in these
represented by. Then after each culture, write the examples if the species they used
question on the card on the board and collect disappeared? (The people may have to, or
student responses. choose to, replace that species with another
one or with something manufactured. They
may gradually lose the tradition altogether.)
• Can you think of any ways that these
cultural traditions may threaten
biodiversity? (Use could lead to overuse,
especially as the human population grows
or the species dwindles.) Can you think of
any ways the traditions might help preserve
or enhance biodiversity? (Cultures may
have the incentive to sustain the species, or
they might be more attuned to the species
status because they know it well.)
71 | C u l t u r e / N a t u r e C o n n e c t i o n
For this activity you might invite a local elder that has a keen memory and knowledge of traditional things to talk of
the importance of nature in the lives of the history of the student’s peoples. If the visitor is willing, invite him or
her to come early to talk with the students and answer questions at the beginning of the session.
What to Do - Part 2
1. Discuss family history and traditions. 2. Discuss the threats to culture and nature.
Tell the students that they are going to explore their If using a local elder, ask the elder if and when he or
own histories both past and present to see why and she thought that people started changing in this area
how they and their anscestors lived in connection to and why. What parts of the old culture are being lost
nature. If local elder was able to come and discuss in this new generation and why? How does he or she
history, culture, and the description of the nature predict the future will be for the culture of his or her
and its uses in the past, take notes of the highlights people? Again, record notes from the highlights of
from his or her presentation and list them on the his or her presentation for the students to review.
chalk board or review them with the students. Ask Ask the students what they think has changed in the
the students if they know of any other interesting culture of their family and why? What things do they
facts about how their ancestors used the nature in believe have changed for the better, and what things
this area if they have heard of any others from older have changed for the worse? How do your students
friends or relatives. Which of these things are still predict the future of his or her culture?
happening today? (examples Does someone in the
family still weave using alfa grasses? Does your 3. Conclude the discussion.
family still herd in the places where the family has Ask the students to describe how they felt about the
always herded?) What things have changed and culture/nature connections they discovered. Do they
why? (examples Did your grandparents own guns feel a greater sense of connection to their
and hunt gazelles? Why don’t they have guns today? ancestors? How do they feel about the traditions
or Why don’t they hunt gazelles?) that have been lost? Do they think they could or
should revive them? Why or why not?
Write out descriptions of “The Cast of Characters” on the board, and read aloud to the class “What is Life Doing in
the Sahara Desert?”
What to Do - Part 3
1. Discuss cultural diversity in your area. Feel free to make up new role-play scenarios to give
Ask the students if they think there is a lot of cultural each person a part.
diversity in Morocco. Why or why not? (examples of Have the students read their character
Moroccan diversity includes Arabs, Amazigh Berbers, description. Explain that even though the character
Souss-Draa Berbers, Tarifit Berbers, West Africans, descriptions are written as quotes, they are not lines
French, Spanish, and Saharan Nomads to name a to be used in the role play. They’re character
few) Do they think people in their community value statements that describe the attitude of each
diversity? Or do they discourage it? How? and Why? character and will determine how the student will
act in his or her particular scenario. To help the
2. Prepare for the role-play. students understand their character descriptions,
Explain to the students that they’re going to do a you can place all the same characters (mothers,
role-play to see how different people in a family or a fathers, Zaharas, Adams, and so on) into character
community respond to one example of cultural groups to discuss their roles.
diversity. Tell them that you are going to read aloud Read aloud each of the “Role-Play Scenarios.”
a brief general description of a biodiversity-related Gather a set of actors as needed for each scenario,
tradition (see text on “What is Life Doing in the and give them a few minutes to discuss how they’ll
Sahara Desert?”), then assign them roles of people portray their scenario. After they’ve had time to
living in a neighboring community that have only a prepare, have each group perform their role-play for
few families that observe this tradition today. the rest of the class.
Afterward, they’ll act out a series of mini-
dramas involving different combinations of these 4. Discuss the dramas.
characters. You may choose to emphasize that the After you have finished the mini-dramas, ask the
role plays are not real scenarios but represent real students to reflect on what they saw. Could they
life for Saharan peoples. There is also the option to identify with any of the characters? Which ones? Do
read a small excerpt about a young boy, Adam Illius, you think the family would continue with the
from Niger from whom the roleplays are based. tradition after the grandfather died? Why or Why
not? What would make it hard for Adam and
3. Pass out character descriptions and assign Zahara’s families to continue the tradition? What
roles. might make it easier? Name some of the benefits of
There are six different role-play scenarios, and all the keeping the tradition intact. Have the students had
scenarios use a different set of the characters. Make any experiences that are similar to the role-plays?
sure that each student has a part to play by passing Encourage them to think about how it might feel to
out all the “The Caxt of Characters” slips. If you use be judged about the way that they do things. Have
the role play scenarios as described on the next they ever felt pressure to conform to what everyone
page, you’ll need three grandfathers, two mothers, else is doing? Have they ever made fun of someone
five Adams, two Zaharas, two fathers, one camel else because they were different? Ask students to
guide, several friend’s of Adam, and several tourists. comment on what it means to them to value and
respect cultural diversity.
Resources
Biogeography: An Ecological and Evolutionary Approach by C.B. Cox and P.D. Moore (Blackwell Scientific
Publications, 1983).
WWF Atlas of the Environment by G. Lean and D. Hinrichsen (World Wildlife Fund, 1996).
“Saharan Salt Caravans” by Chris Rainer (National Geographic News,

May 28, 2003) http://news.nationalgeoographic.com
Summary
Assessment
Have the students write down at least one example of how plants and animals are important to cultural identity –
their own and other cultures – in each of the following categories. Also have them describe each culture/nature
connection.
• food
• clothing
• status in the social structure
• values and religion
Unsatisfactory (1) – The student is unable to give at least one example for each category and fails to describe each culture/nature
connection.
Satisfactory (5) – The student is able to give at least one example for each category and describes several culture/nature
connections.
Excellent (10) – The student is able to provide multiple examples for each category and describes several different culture/nature
connections.
Field Notebooks
There is no Field Notebook portion for this activity.
Student Pages
THE CULTURE/NATURE CONNECTION

ACTIVITY 2-3
The forests of Central America are home to one of the world’s most beautiful birds – the resplendent
quetzal (ket-SALL). Male quetzals are iridescent green with a red chest and belly and have tail
feathers that may grow to be more than two feet long. To the ancient Mayas of present day
Guatemala, the resplendent quetzal was not just a colorful bird. It was sacred, and the male’s long tail
feathers were extremely valuable. The feathers were used as decorations on the headgear of only the
highest dignitaries. The Mayans trapped the birds, plucked the long tail feathers, and then let the
birds go to grow another set. But not just anyone could trap the birds: The right to trap quetzals was
inherited by only a few people.
a. Only certain people could collect or wear resplendent quetzal feathers. What effect might that
have had on quetzal populations?
b. Are there animal products today that we have restricted use of to protect animal populations?
Early settlers to North America sometimes wore buckskin or elkskin pants to protect themselves against
the cold. The pants were also an excellent way to keep thorny shrubs from scratching their legs. In
addition, the settlers wore knee-high leather boots over woolen socks – a combination the kept them
warm and protected their legs from rattle snakes.
a. Why did the settlers choose buckskin and elkskin for their pants?
b. Where do your clothes come from? Do they have anything to do with nature?
In ancient Rome, senators, judges, and the wealthy were the only people who wore purple. That’s
because the only known source of the purple dye was murex snails. These marine snails live in rocky,
shallow water, and each one produces only a tiny amount of dye. Huge piles of discarded shells in
certain areas of the Mediterranean region testify to the tens of thousands of murex snails that were
killed for their purple dye.
a. Why was purple reserved for high ranking and wealthy people in ancient Rome? Why can all
people wear purple today?
b. Are there things that only high-ranking and wealthy people wear today? What makes these things
so valued?
With their bright red coats and tall hats, the guards of the Buckingham Palace in England may be the
most photographed soldiers in the world. Their distinctive hats are covered in bear fur in a tradition
that is hundreds of years old. In the 17th century, elite French soldiers called grenadiers began
attaching bits of bear fur to their hats until, by the 18th century; almost the entire hat was covered in
bear fur. When British soldiers defeated Napoleon’s grenadiers at the Battle of Waterloo in 1815, they
earned the right to wear the French soldiers’ bear fur. Today the Buckingham Palace guards and other
British guards still wear bear fur hats, although the British are hoping to find a synthetic substitute for
the fur.
a. Why do you think grenadiers first wore hats covered in bear fur?
b. Do people in your community use animals as symbols of strength? If so, in what ways?
Few foods are as rare or special in Italy as the wild truffle. This mushroom-like food, which grows
mostly on the roots of oak trees, adds an earthy, pungent taste to pasta, meats, and other dishes.
Truffles are tasty, but they are not easy to find. That’s because truffles grow in unpredictable places –
not to mention underground! Truffle hunters have to be experts in looking for truffle clues.
Traditionally many of them have used dogs or even pigs to help sniff out the treats.
a. If the truffle hunter did not have the help of a dog or pig, what skills would he or she need to
have to find truffles? List as many as you can.
b. Have you ever collected food from the wild? If so, what kinds? Where do you get most of your
food?
In many parts of Africa, both lions and leopards have been used in art to represent a variety of
characteristics. For example, some groups in Mali carved wooden masks into the image of a lion. The
masks were worn in special ceremonies in which dancers would imitate lions. The dance presented a
model for how human leaders should behave.
a. What characteristics of lions do you think Mali mask-makers respected and wanted to imitate?
b. How are animals or plants used as symbols in art or entertainment in you life? What
characteristics of these animals do people prize? Give examples.
WHAT IS LIFE DOING IN THE

SAHARA DESERT?
Text adapted from Chris Rainier’s National Geographic,
Saharan Camel Trek article.
F
or nearly 500,000 years, the Sahara has
attracted people from throughout North Africa.
Early residents came when the Sahara was lush
and teeming with wildlife. As the region became
desert, the Sahara's residents turned to livestock
herding. And, to trade caravans that brought gold,
ivory, salt and slaves north, and commercial goods
and metals south. Now, with just 2 people per even a few miles can bring certain death in a place
square kilometer, the region's residents can seem where water is measured in drops, and nothing
afloat in a sea of sand. Among them are Arabs, grows for thousands of miles.
Berbers, Bedouins, Fulani, Nubians, and Tamashek. For centuries, camel caravans and the trackers
In a region that seems completely void of life that lead them have traversed the Sahara desert in
and diversity, the Saharan people have maintained search of the salt of Taudenni. The journey for salt
their rich culture and diversity, varying even for most who brave the magnitude of Sahara's
amongst separate tribes. They have adapted to the isolation represents far more than a quest for
realities of the desert and have many techniques to economic gain. It becomes a journey into the soul, a
survive this harsh and barren wilderness. Today journey of renewal for a follower of Islam, a chance
these people have the option to migrate in search of to step closer to his God.
favorable life elsewhere in cities and better climates. In recent years, the camel caravan salt trade
But these people are resistant to leave because they has been threatened by the arrival of 4x4 trucks that
view the desert as a divine gift – a journey toward make the arduous journey in a matter of days. With
spiritual growth. Retired University of Timbuktu the introduction of this new technology, the price of
Professor Salem Uld Elhagg said, “Because a young salt has dropped, threatening the livelihood of those
camel leader must journey into the desert, and into who lead the camel caravans.
its isolation, he will suffer. It is through that fear that With the threat of the loss of the ancient
he will have a spiritual awakening. The desert will tradition of the salt caravans would come the loss of
lead a man to Allah, to God." the sacred journey, a necessary pilgrimage across
And so the young Tamashek guide’s journey the desert for a Tamashek boy. Without this sacred
begin in the earthy salt cave mines in Taudenni, a 14- pilgrimage comes a loss of identity, a powerful loss
day journey to Timbuktu. The camel caravans are led of culture for the camel workers of Timbuktu.
by one person, a tracker across the emptiness of the As University of Timbuktu professor Salem Uld
desert. The workers, sometimes young boys on their Elhagg said: "With the loss of the salt caravans
first journey into the desert, put their trust in the comes the loss of our culture and our spiritual well
guides who are chosen to lead the caravans across being. The only difference between a human and an
the emptiness of the sand. Guides are chosen animal is culture. We must not lose our sacred
because of their special ability to read the desert and culture."
determine exactly where they are. To be in error by
ADAM’S TRUE STORY

At 9 years old, Adam Illius is not too young to cross the Sahara on a camel in a family-run salt caravan.
Setting off from his Tamashek village in Timia, Niger, Adam’s spent six months on a trip that took him roughly 400
miles to collect salt in Biskra, and then to sell it at market in Zinder.
But Adam's camel trip is no longer usual. Trucks now dominate the Saharan trade routes and the speed with which
they can deliver salt to market jeopardizes traditional camel caravans.
Still, entranced by his adventure, Adam says he plans to stick with camels. Since a he recently starred in an
American cultural documentary about Tamashek Saharan treks, he has traveled on one other salt caravan. The life
is tough: Meals consist of a pre-prepared porridge of millet, goat's cheese, and dates mixed with water. And no
rest stops. To make tea without stopping, Adam carried a portable, charcoal-laden brazier.
School also falls subject to the dictates of the caravan. Adam usually attends a religious school where he learns and
recites passages from the Koran. Though the caravans interfere with his school schedule, the Tamashek see the
treks as essential to the education of any aspiring caravan leader.
As is language, in this diverse region. To help his trading future, Adam has also started studying Hausa, the
language of an ethnic group that dominates northwestern Nigeria and southern Niger.
Adam’s First Trek

Role Play Scenarios
1. Adam is at home with his mother, father, 2. Zahara, Adam, and Adam’s friends are
and grandfather. The adults are discussing coming home from school. Some of Adam’s
among themselves Adam’s upcoming camel friends are asking why Adam will be missing
trek. Adam is too scared to get involved. school next month.
3. Father, grandfather, and Adam are walking 4. Adam meets with grandfather’s camel guide
to feed the camels. The two men are trying when feeding the camels. Adam asks him
to encourage Adam about the upcoming some questions about concerns he has
journey. Grandfather warns about the about the upcoming trip.
necessity for advanced preparation.
5. Mother and Zahara are cooking lunch. Both 6. Adam, camel guide, and grandfather are
are concerned about Adam’s upcoming taking their camels to the team in Biskra.
journey and share their concerns with each They run into a bunch of tourists in their
other. 4x4s that want to take their picture with
the camels.
CAST OF CHARACTERS
Adam (age 12)

“I’ve known that my grandfather would insist on me
Grandfather
completing the Saharan camel trek since I was small,
“I have picked the best of my guides to lead my oldest
but now that I am old enough, I am frightened to go.
grandson on his first trip to Taudenni to Timbuktu. It
Why do I have to continue this crazy tradition anyways?
will be a good trip if Adam prepares for it.”
What do my grandfather’s traditions have to do with
me?”
Zahara (age 14)

Friends of Adam
“I’m worried for my brother. I think he is still too young.
“Adam and his parents are strange. Those Tamashek
He doesn’t have the maturity to do a spiritual
have strange traditions. I’m glad I don’t have to walk
pilgrimage. But maybe when he comes back he will be
across the desert with a camel.”
more helpful around camp.”
Mother
“I’m worried for Adam. This is a hard thing to do
especially for a young boy. I’m not sure that we should Camel Guide
still be sending our sons out to the desert. These are “The Sahara is a mystical place. A man can get closer to
different times, and there are a lot more people out God in its furthest expanses.”
there in their trucks and the tourist 4x4s. Maybe we
should change with the times as well.”
Father
“I’m excited for Adam. I know that even though he’s
Tourists
scared now, he will find his journey a great adventure
“I hope we get to see some Tureg nomads on our trek
and a life changing experience. I hope he continues
to the Sahara. I read about them in a magazine, and I
working with my Father’s guide company for awhile. I
think their culture is really interesting.”
think it will give him a better perspective on life like it
did for me.”
2-4 DIVERSITY AT YOUR TABLE
F
ood, glorious food! We often don’t think of supporting
traditional agriculture when we talk of preserving biodiversity
AT A GLANCE and nature. However, farmers play and important role
Play a game to understand
the importance of protecting
because they work closely with plants and animals. In this
the genetic diversity of food activity, your students will learn how preserving genetic diversity
plants and learn about the of wild plants is essential to ensuring the long-term health of food
ways scientists are working crops. After you introduce the topic of crop varieties and genetic
to protect plant diversity.
diversity, your students will play a game in which they act as
OBJECTIVES farmers, making decisions about what and how many bean
Role-play a farmer and make varieties to plant. Students will base their decisions on
decisions about what crops information about the plants’ genetic traits, potential yield, and
to plant. Identify several
market value. In the process, they will learn why protecting
reasons that protecting
genetic diversity to food genetic diversity in plants is so important.
plants is important, including For centuries, farmers have selected and bred plants that
the consequences to food express certain desirable traits. Over time, this process has
production when genetic
evolved into some of the modern farm techniques that help to
diversity is lost. List
examples of how people are produce large amounts of the same type of crop. However,
protecting genetic diversity modern farming has its problems too because it means that crop
in plants today. plants have to be genetically uniform – and many people believe
they lack enough genetic diversity to survive changing
VOCABULARY
gene bank, genetic environmental conditions. In this sense, it makes sense to return
diversity, variety, genetic to the traditional practices in the countryside. For everything
trait, potential yield, market including the country wheat to the country hen may produce
value lower yields but be more reliable and safer on the environment in
the long run. This activity discusses genetic diversity in this
TIME
one session familiar context and illustrates the danger of losing these
traditional breeds of plants and animals.
MATERIALS
Each group needs one copy
of the “Planting Grid” and an Before You Begin
empty bag labeled “Planting
and Yield.” The instructor Collect several varieties of different types of vegetables, as well as one
needs examples of several kilogram of three different kinds of dry beans. You will also need to
varieties of different kinds of label some empty bags with “Planting and Yield” (one for each group)
dry beans, an empty bag and “Beans Sold and Not Salable” (one for you). Mix about 60 beans
labeled “Beans Sold or Not
(two handfuls) of each variety (about 180 beans in total) into each
Salable” and a set of “Crop
Crisis Cards.” group’s “Planting and Yield bag”. Leave the remaining beans separated
by variety. They can serve as the gene bank and can be used to
replenish a team’s bag as needed. As the game progresses, the groups
will be able to purchase replacement beans from the gene bank. Placing
81 | D i v e r s i t y a t Y o u r T a b l e
purchased beans in the “Beans Sold” bag removes them from genetic circulation. Students will need to draw out a
4x5 squared “Planting Grid” on either a personal chalkboard or piece of paper. On the chalkboard, copy the two
tables from the following student pages. Adapt the “Traits, Yield, and Value” table based upon the varieties of
seeds you were able to find.
What to Do
1. Briefly discuss the concept of genetic varieties of beans. The object is to bring in the most
diversity in food plants. money after several years of harvesting.
Display different varieties of corn, potatoes, and/or
beans that you have found or bought from souk or 3. Discuss the rules.
an agricultural supply store. Explain to the students Draw the two tables (from the student pages) where
that thousands of potato and corn varieties have everyone can see them. Then explain the rules as
been grown around the world, but today most of you show the tables to the students.
these varieties are no longer being grown and, in
many cases, have been lost. Also explain that each 4. Play Round 1 of the game.
variety has different traits that make it especially Have each group plant one bean from its “Planting
good for different uses. For example – there are and Yield bag” in each square of its planting grid.
different varieties of wheat and corn for human Each square represents one plot of land. Students
versus animal feed. should consider the information in the “Traits, Yield,
Do your students know what makes the and Value” table and the rules you have gone over
varieties of each food unique? Explain that while as they make their planting decisions. What seems
these varieties are closely related, each contains to be the most economically sound plan? Tell them
different genes that produce different shapes, also to think carefully about the different
colors, flavors, and other characteristics. For characteristics of each type of bean and about what
example, the bean species called common bean they will gain from each at harvest time.
(Phaseolus vulgaris) has hundreds of varieties When the groups have finished planting, tell
currently used in farming. They are all members of the class that it has been a good year – not too hot
the same species, yet the individual varieties can be and not too cold, not too dry or too wet, no insect or
completely different. Explain to your students that slug infestations – and that all the farmers will get a
they will now play a game to help them understand full harvest.
why genetic diversity in plants is important to us all. Have each group count its yield according to
the “Traits, Yield, and Value” table by removing
2. Divide the class into groups of four or five beans from its “Planting and Yield bag”. Advise the
students and hand out materials. group to be very careful to make and accurate count,
Each group needs a 20-square “Planting Grid” along because each bean represents the group’s profits.
with their own “Planting and Yield bag”. Explain that And remember that for every high-yield white bean,
each group of students represents a family of the students should get two extra beans at harvest,
farmers and the grid represents the family’s 20 plots while the lower-yield varieties bring in only one
of land. Each family has a variety of beans that may extra bean per bean planted.
be planted (one bean per square on the grid) and Students should then “plow their fields” by
each family will be given information about the removing all their beans from the grid. Now they
beans to decide which varieties and how many of must decide which of those beans to replant. The
each to plant. No group is obligated to plant all three remaining beans will be sold. Keep track on the
board of how much money each farm makes on the
82 |D i v e r s i t y a t Y o u r T a b l e
beans they decide to sell (based on the beans’ values reshuffle. After each round, help students determine
described in the table). Have each group place the how they faced based on varieties preserved, and
beans it marketed in the “Beans Sold or Not Salable record their profits or losses on the profits table.
bag”. (The beans in this bag either represent beans After the last, round no purchases of seeds may be
that were sold or that were diseased, damaged, or made, and whatever beans the students have left
not of high enough quality to sell.) Explain to the should be sold. Add up the winnings on the board to
class that these beans have been removed from determine which farm has been the most successful.
circulation. Discuss the events that led to either a profit or loss
by each group. If the groups have planned
5. Play Round 2 of the game. independently of one another and have made
In this round the students will begin to see the different decisions, those who planted diverse crops
results of the diverse planting scheme. They should from the beginning should come out ahead
prepare for the second season by replanting their (although results depend on specific conditions
group’s remaining seeds. (They can no longer take encountered).
beans from their “Planting and Yield bags”.) After
their fields are planted, read one of the Crop Crisis 7. Wrap up with a discussion.
Cards to the class. Whatever the crisis it will affect At this point your students should be able to discuss
different groups in different ways. Only those beans some of the pros and cons of the farming decisions
resistant to the crop crisis will survive. All the other they made. The activity demonstrated how farmers
beans should be cleared from the field and placed in are often better off economically if they plant the
the “Beans Sold or Not Salable bag”. Place the crop highest yielding, most popular crops instead of the
crisis back in the deck and shuffle. less common varieties. But short-term profit may
Students who have faired poorly do have an mean sacrificing the genetic diversity need to
option. Direct their attention to the gene bank and withstand an economic crisis. Your students can see
explain that the gene bank is an important the long-term value of protecting genetic diversity,
conservation tool used to preserve plant parts – even when it may not seem economically beneficial
including seeds – and therefore, genes. Tell the in the short term.
students that they may purchase their choices of Emphasize that this game was a very simple
replenishment beans in any combination of varieties simulation. And there are many other factors that
from the gene bank, but each bean costs 400 Riyal. A influence what farmers plant and why. Open the
group may not be able to afford to plant his entire discussion by asking if they know how their friends
field for the next round, but explain that this is part and relatives decide on what seeds to plant each
of the recovery process from the crop crisis. Remind year? Do they think that most farmers would rather
the groups to think carefully about the beans they plant modern high-yielding varieties or traditional
purchase from the gene bank. Distribute the beans disease resistant varieties? Why? Based on your
as necessary and subtract the purchase price from experience working with them, what is your opinion
the profits of those groups buying replenishment about the best seeds to plant? Have you, in your
beans. experiences, ever witnessed a friend or a family
member trying to create a better variety of plant or
6. Play three more rounds of the game. breed of animal (for example breeding a country hen
Continue to plant seeds and draw crisis cards for as with a modern variety rooster)? This is all part of the
many rounds as time will allow. After drawing, science of genetic diversity!
remember to place the card back in the deck and
Resources
Conserving the Wild Relatives of Crops by Eric Hoyt (IUCN/WWF, 1992).
“The World’s Food Supply at Risk,” National Geographic 179, no. 4 (April 1991).
Traditional Field Crops. (TransCentury Corporation, Peace Corps, 1981).
Crop Production Handbook. (Peace Corps, 1985).
Summary
Assessment
Have each student write down the pros and cons of the farming decisions that his or her group made. (This can
either be done before or after the wrap-up discussion, depending on the abilities of your students.)
Unsatisfactory (1) – The student cannot explain both the benefits and the weaknesses in increasing specific traits of their crops. The
student is unable to show how increasing desired traits can minimize diversity.
Satisfactory (5) – The student is able to explain both the benefits and the weaknesses in increasing specific traits. The summary
statement provides a connection to biodiversity.
Excellent (10) – The student clearly explains how increasing traits are concurrently beneficial and problematic. The summary
statement reveals individual thinking and reflection.
Field Notebooks
During the activity several students should record the progress of their crop noting the numbers and the varieties
of seeds planted and the resulting outcomes, including profits and beans added. By the end of the activity their
profits should match the profits the teacher records on the board.
Extensions
Obtain some drought-resistant and non-drought-resistant beans. Plant the seeds in sand mixed with a little soil.
Keep the seeds watered. When the plants sprout, water them only once a week. Have the students monitor the
progress of their beans. Do the drought-resistant beans grow better? Why or why not? (Drought resistant beans
should grow faster because they can withstand the dry conditions.) What might the role the sand play? (Water
drains more quickly through the sand, creating drought-like conditions.) Explain that drought resistance is a trait
that people have found advantageous and thus have favored for. What bean would your family farmers prefer? If
the other bean grows faster and produces more in non-sandy soil, which of the two beans would you prefer?
Student Pages
BIODIVERSITY AT YOUR TABLE

ACTIVITY 2-4
VARIETY VALUE
TRAITS YIELD
White Beans High yielding, resistant TWO beans for every 200 Riyal per bean
to spot fungus. planted bean
Low yielding, drought
ONE bean for every
Black Beans tolerant. Leaves 20 Riyal per bean
planted bean
poisonous to rabbits.
Low yielding, resistant
ONE bean for every
Fava Beans to bean mold and bean- 100 Riyal per bean
planted bean
eating slugs.
PROFITS
PROFITS
Round 1 Round 2 Round 3 Round 4 Round 5 Total

Group 1
Group 2
Group 3
Group 4
RULES
• Each round of the game represents a different growing season. During each round, through reading the
“Crop Crisis Cards,” you will learn about the environmental conditions for that particular season.
• Every black bean you plan will yield one additional black bean. For example, if you plant five black
beans, you will gain five new black beans, giving you 10 beans at the end of the round. The same is true
for fava beans.
• Since white beans are the higher yield variety, every white bean you plant will yield two new white
beans at the end of each round. For example, if you plant five white beans, you will gain 10 new white
beans, giving you 15 beans at the end of the round.
• After each round, you must decide what to plant for the next season and what to sell (at the prices
listed in the table).
• You can buy bean varieties from the gene bank (a place where important seeds and plants can be
preserved in an artificial setting) for 400 Riyal per bean at any time during the game.
PLANTING GRID
CROP CRISIS CARDS
CROP Design Your Own CROP Design Your Own

Crisis! Crisis!
(Remember to update the (Remember to update the
“Traits, Yields, and Values” “Traits, Yields, and Values”
table.) table.)
CROP A Moldy Mess CROP Rabbits?

Where did all that white stuff Who would have thought a
come from on your neighbor’s couple of your neighbor’s
bean plants? This bean mold is rabbits could be so destructive.
heading your way, and it can They’ve escaped and bred
wipe out an entire crop in no outside, and now they are
time! Only beans resistant to everywhere. Only the beans
the bean mold survive. with poisonous leaves survive.
CROP Good News! CROP Seeing Spots?

It has been a good year – not A devastating spot fungus is
too hot, not too cold, not too attacking your bean plants.
dry or too wet, no insect or slug Only beans resistant to spot
infestations. You have a full fungus survive.
harvest.
CROP Hot! Hot! Hot! CROP Slug Fest!

The earth is cracking beneath A bean-eating, pesticide
your feet. It hasn’t rained in six resistant slug has made its way
weeks! There is simply not to your fields, bringing
enough irrigation water to go thousands of hungry relatives.
around to all the farmers and Only bean resistant slugs
people are starting to get survive.
angry. Only drought tolerant
beans survive.
2-5 THE SPICE OF LIFE
P
eople’s feelings about biodiversity issues, including the
importance people place on wild species and spaces and
AT A GLANCE whether they think biodiversity should be protected, do not
Explore the beliefs and depend on just their knowledge of these issues and the sciences
values about why
that relate to them. People’s feelings also depend on personal
biodiversity is important and
why it should be protected. belief systems and values. This activity is designed to give your
students a chance to examine their values and to sharpen their
OBJECTIVES own thinking by sharing their opinions and feelings with their
Explain personal beliefs and peers. The students first discuss their points of view in small
values about protecting
biodiversity. List several
groups and then talk about biodiversity conservation as a whole
reasons why people believe group. A series of questions is provided to get the students
it is important to protect thinking about a range of biodiversity-related concerns, as well as
biodiversity. additional guiding questions to help direct the discussions. You
may want to add your own questions to these lists and think
VOCABULARY
ecological processes, about other ways to engage your group.
extinct, pollination
Before You Begin
TIME
one session
Write each of the “Why Care About Biodiversity?” statements on six
MATERIALS separate pieces of poster-sized paper. You can adapt, shorten, add or
chalkboard or large pieces of combine as needed. Write the word “Other” on a seventh piece of
paper and markers poster-sized paper. Make sure that the students can read the
statements from all areas of the room.
What to Do
1. Review the meaning of biodiversity with your students.

Biodiversity is the variety of life on earth. It includes the sheer variety of
species on earth, the earth’s many ecosystems, and genetic diversity,
which refers to the variety of genes within a species.
2. Ask your students whether protecting diversity is important

and why they feel the way they do.
Explain that many people feel that it’s important to protect biodiversity
and that they have diverse reasons for thinking so. Ask your students
how they feel. What reasons can they give to protect biodiversity?
These may be reasons they have read, reasons they have heard others
88 |T h e S p i c e o f L i f e
express, or their own personal views. Write their themselves why they chose that particular
ideas on a piece of poster-sized paper or a statement. Remind them that each person will have
chalkboard. (It may also help to give them a few personal reasons for making the choice he or she
minutes to write their ideas before talking.) made and that they should explore some of those
reasons. Give the students about five minutes to
3. Put up the statements and read each one discuss their thoughts before asking one person
out loud. from each group to summarize the discussion. You
Using a different location for each one, tape the may want to record each group’s points on the piece
seven statements you copied earlier around the of poster-sized paper.
room. Place each one high enough for everyone to
see. Explain that the statements represent many of 6. Open up the discussion to the entire class.
the key reasons people have given for why it is After all the groups have given their summaries, use
important to protect biodiversity. As a group, go the “Valuing Biodiversity” questions to spur a group
over each of the statements. Compare the ideas discussion of some of the arguments that biologists,
represented in the statements with the lists that the conservationists, ecologists, economists, and others
students generated. have put forth for protecting biodiversity. Read one
of the numbered questions and have the students
4. Students choose a statement to stand near. react to it. You can use the guiding questions to
Ask your students to carefully consider all of the challenge the students’ thinking and to help direct
statements. Have each student pick one of the their discussion as needed. You do not need to ask
statements and then go and stand near it. Explain the class all the guiding questions, and the students
that the statement each student chooses should be do not need to discuss each of the numbered
one that he/she feels strongly about—either questions in turn. The discussion may naturally flow
because he/she thinks it is an important reason to from one topic to another. However, during the
protect biodiversity, or because he/she disagrees course of the discussion, make sure that the
with it. If they don’t see a sign that reflects their students confront the issues highlighted by each
viewpoint, they can stand at the sign marked numbered question and that they explain why they
“Other.” Explain that there is no correct answer, and feel the way they do. Have them give examples
it’s OK to stand either alone or with a group. whenever they can and be sure to challenge their
ideas—especially when the students reach answers
quickly or all of them seem to be agreeing with each
5. Discuss the choices the students made. other. Allow enough time for the students to fully
After everyone has made a selection, have the discuss their points of view. Also give them an
students at each statement discuss among opportunity to research issues that come up.
89 | T h e S p i c e o f L i f e
Resources
The Value of Life: Biological Diversity and Human Society by Stephen Kellert (Island Press, 1996).
Conservation Education: a Planning Guide by David S. Wood & Diane Walton Wood (Peace Corps, 1985).
Nonformal Education Manual by Helen Fox (Peace Corps, 1989).
Environmental Education in the Schools: Creating a Program That Works! By Judy A. Braus & David Wood (Peace
Corps, 1993).
Learning Local Environmental Knowledge Volunteer's Guide (Peace Corps, 2002).
Summary
Assessment
Have the students write a personal statement about the importance of protecting biodiversity. Explain that there
is no right or wrong answer to this assignment, and they don’t even have to think protecting biodiversity is
important at all. However, they should carefully consider everything they’ve learned about biodiversity as well as
all of the points made during their discussion in order to make a well-reasoned and well-supported statement.
Encourage the students to consider medical, economic, and ecological implications of biodiversity protection, as
well as recreational considerations, artistic inspiration, and any obligations of present generations to future ones.
Tell them to use examples to illustrate their points.
Unsatisfactory (1) – The student is unable to use examples to illustrate personal beliefs about protecting diversity. The student
cannot make connections between the concepts discussed in the activity and personal beliefs in the statement.
Satisfactory (5) – The student uses examples to support personal beliefs. The student makes connections between the concepts
discussed in class and personal beliefs.
Excellent (10) – The student uses examples to support personal beliefs. The student clarifies or challenges concepts from class using
his or her individual belief system.
Field Notebooks
There is no Field Notebook portion for this activity.
Student Pages
THE SPICE OF LIFE

ACTIVITY 2-5
WHY CARE ABOUT BIODIVERSITY?

BIODIVERSITY?
It is important to protect
the diversity of life
It is important to conserve because biodiversity helps
Our lives would not be as
the diversity of life for maintain important
rich if we lost species
medical and economic ecological processes such
such as gazelles, beetles,
reasons. Plants and as oxygen production,
hawks, frogs, lizards, and
animals could provide us pollination, and flood
jackals, and the habitats
with additional foods, control that, in turn, help
where they live. The rich
medicines, and other support all life on Earth.
diversity of life also allows
products that may save
for important tourist
lives and benefit society.
activities such as hiking,
fishing, and camping.
It is important to protect
the diversity of life
It is important to protect because biodiversity
It is important to
the diversity of life provides inspiration and
conserve the diversity of
because no generation has provokes curiosity and
life because all species
the right to destroy the imagination. Art, music,
have a right to exist.
environment and and poetry are often
resources on which the inspired by the diversity of
future generations life. And many of our
depend. It is our
technological advances,
responsibility to take care such as flight, have been
of the diversity of life. inspired by examples
found in nature.
Valuing Biodiversity
1. Is it important to conserve the biodiversity of life for medical and economic reasons?
Guiding Questions:
• Do people actually need wild plants and animals for either medical or economic reasons?
• Can’t people synthesize in a laboratory all the medicines they need?
• If genetic material is what’s important, wouldn’t it be sufficient if people froze wild plant and
animal tissue samples, didn’t worry about the actual organisms, and then used the samples
when needed?
• If a plant or animal species is not known to have any medical or economic benefit to people, is
it then alright to let the species die out?
2. Is the argument a good one that it’s important to protect the diversity of life because
biodiversity helps maintain important ecological processes that help support life on earth?
Guiding Questions:
• What sorts of ecological processes does biodiversity help maintain?
• People have developed an amazing array of technologies to deal with particular problems—
everything from water treatment plants that purify sewage water to scrubbers that can take
pollutants from factory smokestacks out of the air. Isn’t it fair to assume that people will be
able to develop technologies that can perform essential ecological processes in place of
biodiversity?
• Are there any down sides to technological solutions?
3. Would your life be affected in any way if we lost species such as frogs, gazelles, ostriches,
and eagles?
Guiding Questions:
• Is there anything about these species that makes them special?
• Would you feel the same way if the species we lost were venomous snakes, biting insects, and
other species that may be harmful to people?
• Are there species that you think are more important to protect than others? Which ones?
Why?
4. Do all species have a right to exist?

Guiding Questions:
• Do people have the right to use any of the world’s resources as they see fit? Why or why not?
• Does the right to exist apply to ugly, obscure species that are of no use to people?
• Some species have been around for millions of years—and have survived incredible periods of
destruction and change on the planet. Should that influence whether we decide to protect a
species?
• Do people have any responsibilities to other living things?
Valuing Biodiversity (Cont’d.)

5. Some people argue that no generation has the right to destroy the environment and
resources that future generations will depend on. Do you agree or disagree with this idea?
Guiding Questions:
• Why should people today do without things they want when we don’t even know what future
generations will need or want?
• How do you feel about the state of the world? Do you feel that past generations have left you
with the environment and resources you need to live?
• Will future generations really care about species that disappeared before they were born?
6. Is the diversity of life important for inspiring inventors and artists and for spurring curiosity
and imagination?
Guiding Questions:
• What human pursuits look to nature for inspiration?
• What inventions, stories or works of art can you think of that were inspired by living things?
Could these have been produced without the inspiration of nature?
• Isn’t it reasonable to assume that all the photographs and films that have been made of wild
plants and animals can provide inspiration to future writers and artists?
7. Is the diversity of life important for tourism?

Guiding Questions:
• What kinds of tourist activities rely on wild spaces or species?
• Is it right to save an area so tourists can enjoy nature if it means people who depend on that
land for grazing their sheep and goats go without?
• Does the fact that someone has lived one way all his or her life— and that perhaps his or her
parents or grandparents lived the same way – give that person a right to continue living that
way, even if it means wiping out a species or harming the environment?
• Should tourists be allowed to come to any area and do as they like even if it means disturbing
the local resident’s way of life.
• How do we balance the rights of individuals and the rights of society as a whole?
3-1 THE CASE OF THE ATLAS CEDAR FORESTS
T
he World Wildlife Fund (WWF) describes the status of the
Atlas Cedar (Cedrus atlantica) Forests as Critical /
AT A GLANCE
Endangered. These ancient forests have graced the
Work in small groups to
discover how the Atlas Cedar mountains of the High and Middle Atlas of Morocco for over
Forests decline is tied to the 5,000 years. Many of the subspecies found in the Moroccan
major causes of biodiversity conifer forests are amongst some two hundred included as
loss around the world and
threatened species in the International Conservation Union
discuss the trade-offs that
must happen to protect (IUCN) Red List (2004) for Morocco. Because of the population
these forests. growth of the mountain peoples and the settling down of these
tribes in permanent communities, there has been a dramatic
OBJECTIVES increase in forest degradation in the past half century. In addition
Describe how habitat loss,
introduced species, pollution,
to peoples increasing demand for fuel wood, space, and water,
population growth, and these trees are threatened by the effects of introduced non-
over-consumption are native species.
threatening the Atlas Cedars In this activity, your students will learn about the threats
and biodiversity in general.
Discuss the trade-offs that that the Atlas Cedar forests face. Along the way, they will
must happen to protect discover that these trees are threatened by the same problems
these forests. that threaten biodiversity all over the world. We refer especially
to the five major problems that threaten the Earth’s biodiversity:
VOCABULARY
habitat loss, introduced species, population growth, pollution,
endangered species,
threatened species, habitat and over-consumption. Students will also learn of the trade-offs
loss, introduced species, species face when trying to balance human needs with the needs
over-consumption of a species.
TIME
one session Before You Begin
MATERIALS Locate the “Atlas Cedar Forests Problem” summary in the student pages
one copy of the “Atlas Cedar that will be read out loud to the class. Also make one set of “Atlas Cedar
Forests Problem”, one set of Cards” for each group, and copy the “Atlas Cedar Forests Solutions” on
“Atlas Cedar Tree Cards” per
the chalkboard or poster sized paper.
group, and one copy of
“Atlas Cedar Forests
Solutions”; chalkboard or
poster sized paper
94 |T h e C a s e o f t h e A t l a s C e d a r F o r e s t s
What to Do
1. Divide the class into groups and describe the species, population growth, pollution, and over-
assignment. consumption. Ask your students to compare the “Big
Divide the class into groups of four or five students 5” categories to the categories they came up with.
and explain that they’re going to be learning about How are they similar? How are they different? Can
one of the threatened species in Morocco—the Atlas they think of any other endangered animals and
Cedar forests. Give each group a copy of the “Atlas plants that are affected by one or several of the “Big
Cedar Forests Problem” summary and have one 5” problems? (Consider for example the Cuvier’s
student in each group read the summary to the rest gazelle page 45.) Ask students to describe ways that
of the group. one type of threat can be related to another. For
When the students have finished, give each example, introduced species can cause habitat loss
group a set of “Atlas Cedar Cards.” Tell the students and human population growth can cause over-
to read each card out loud in their group. Next have consumption.
them try to organize the cards into four or five major Suggested Answers
categories of threats to the Atlas Cedar forests. Tell Habitat loss – 2, 5, 12
the students that it’s OK if each group organizes the Introduced species – 9
cards differently, and if some categories have only Population growth – 1, 8, 11, 12
one or two cards. Explain that some cards may seem Pollution – 3, 7
to fit into more than one category. In that case, Over consumption – 4, 6, 10, 11, 12
students should pick the category that seems most
appropriate to them. Then have each group make a 4. Discuss possible solutions and distribute
list of the categories of threats that it developed. poster sized sheets of “Atlas Cedar Solutions.”
Once your students have a better understanding of
2. Discuss as a class the threats to the Atlas the “Big 5 dilemma” and the threats to the Atlas
Cedar forests. Cedar forests, have them brainstorm ways to protect
Have each of the groups name the threats the Atlas Cedar forests. (Coach them a bit to draw
(categories) it came up with and the problems that out more concrete ideas than “increase habitat” or
fit into those threats. Record the ideas on the board. “stop cutting for wood.”) Write their thoughts on the
After all the groups have participated, have the board until they run out of ideas and then read
students compare the categories. Are there aloud some of the ideas on “Atlas Cedar Forests
categories that can be lumped together? (Draw lines Solutions” list to discuss some ideas people have to
to connect similar categories.) protect the Atlas Cedar forests. With the solutions
on the chalkboard or piece of poster sized paper in
3. Explain and discuss the “Big 5 Dilemma.” full sight, discuss with the students what problems
Explain that one way to think about the major they see with some of these solutions. Do any of the
threats to biodiversity worldwide is by creating solutions hurt the people who depend on the tree to
broad categories that characterize the threats. Have live? Which of these solutions seem “unfair” to
the students compare their categories of threats to them? Why? Did the students find out any more
the greater Atlas Cedar forests with those threats about the problems faced by the Atlas Cedar forests
we’ve included, which are based on the thinking of by reading about the ways people are trying to
many conservationists around the world. The “Big 5” protect them?
categories include: habitat losses, introduced
95 | T h e C a s e o f t h e A t l a s C e d a r F o r e s t s
Resources
Our Endangered Species: A Citizen’s Guide to Protecting Parks, Wildlife, and Plants (National Parks and
Conservation Association, 1995).
“Ecoregions – Mediterranean Conifer and Mixed Forests (WWF, 2003)

http://www.worldwildlife.org/wildworld/profiles/terrestrial/pa/pa0513_full.html
Mediterranean Ecoregion (WWF, 2007) www.panda.org/about_wwf/where_we_work/mediterranean/
Summary
Assessment
Have each student write on five pieces of paper “the Big 5”: habitat loss, Introduced species, population growth,
pollution, and over-consumption, large enough so it can be seen by you at the front of the classroom. Then one at
a time read aloud the statements in the list below. Ask the students to hold up the paper which is written on it the
threat that best portrays the threat to the species or natural area described in the statement. (More than one
answer may be correct!) You can do a quick visual assessment of the class or have the individuals keep track of
their individual scores.
• Wildcat skins were sold in the markets of Marrakech throughout the first century. (Over-consumption)
• Foreigners are coming to Morocco and buying and building new houses and hotels along the beach
reducing wetlands and natural coastal habitats. (Population growth, Over-consumption, Habitat loss)
• Many native plants near the edge of the Sahara no longer bloom in spring because heavy traffic by sheep
and goats dries out the sparse spring moisture needed for the seeds to germinate. (Habitat loss)
• Eucalyptus, a tree native to Australia, planted to generate fuel wood for booming cities has proven to be
devastating on competing plants because the Eucalyptus releases a chemical from its roots that blocks
plants from growing beneath. (Introduced species, Habitat loss)
• A quarter of Morocco’s forests –a million hectares vanished between 1940 and 1982. (Population
growth, Over-consumption, Habitat loss)
Field Notebooks
Have the students compare and match “the Big 5” to the list of threats their small group identified. Have them
write their comparison on a piece of paper and include it in their Field Notebooks.
Student Pages
THE CASE OF THE ATLAS CEDAR FORESTS

ACTIVITY 3-1
THE ATLAS CEDAR FOREST PROBLEM

I t may seem strange to worry about the loss of a
tree; however, losing a whole forest of trees
means losing a habitat and a whole ecosystem of
notably Tazekka and Ifrane National Parks. Other
protected areas, including Sites of Biological and
Ecological Importance (SIBEs) have been developed
species. Lost forests are very difficult replant in a in the Eastern Middle Atlas (Bou Iblane, Tichoukt,
way that naturally supports the species that existed and Bou Naceur). Generally, there is a lack of
before the trees were gone. This is the nature of the resources (human, financial, and equipment) as well
Atlas Cedar forest problem. as knowledge (species, habitat distribution, and
The mixed conifer stands, which include ecology) to help implement adequate conservation
predominantly Atlas Cedar, cover the high elevation and sustainable use programs.
massifs of the Moroccan Middle Atlas and Rif, and Deforestation is a serious problem. Today,
also can be found in Northern Algeria and human impact is the biggest concern because of
Northwestern Tunisia. The plant endemism is very poor rural communities’ dependence of the natural
high within these forest stands with over 450 strictly areas. Many herder communities that used to graze
endemic plants. Mammals found in this region in the high elevations only during the summer have
include the only African endemic species of deer, established permanent village settlements there,
(Cervus elaphus barbarous), the Barbary leopard putting a lot of stress on the land. The expansion of
(Panthera pardus panthera), the Barbary macaque villages, establishment of new villages, and
(Macaca sylvanus), and before its extinction in the population growth in this area make the Atlas Cedar
1930s, the Atlas lion (Panthera leo leo). One strict forest's future uncertain.
endemic bird species, the Algerian nuthatch (Sitta
ledanti), is also found (WWF).
These forests have been utilized since ancient
Roman times, but deforestation has increased
dramatically in the past century. A quarter of
2
Morocco’s forests (10,000 km ) disappeared
between 1940 and 1982, through which Fes served
as a major colonial lumber distributor from the
Middle Atlas and Rif mountains. The Rif lost 1,000
km2 of high forests between 1956 and 1971.
This amounts to about 73 percent of this
region’s total forest cover. As a result,
today the Rif loses soil faster than
any other area in the
Mediterranean region
(WWF).
In the habitat range
of cedar forests, there
exist only a few
protected areas,
ATLAS CEDAR FOREST CARDS

Atlas Cedar trees have long strait trunks Atlas Cedar trees grow on the wet and
making them excellent for roof beams in slightly steep slopes of the mountains.
new homes. Because Berber and Arab Above the tree line, the land is too
communities are growing in the steep and rocky for good grazing. Below
mountains, new homes are being built the tree line, the land is plowed for
frequently. Locals are illegally found wheat and barley. This makes the “tree
taking trees. zone” an attractive area for grazing
sheep and goats. These herds eat the
precious undergrowth that holds soil
and moisture in.
Because of the goats,
the trees
are suffering from
the drought.
1 2
People have been piling trash from the Cutting the branches of the Atlas Cedar
community in the forest for awhile. This increases around Aid Al Adha in
seemed like a good idea because it kept Morocco because many people buy the
this pollution away from the community firewood to roast their holiday meat on.
members. But the trash is building up, Selling firewood is an easy way for poor
and animals like the Barbary deer and family to earn some money.
Barbary Macaque get into it and become
sick. The Water and Forest department
demand that it be gathered and moved.
Several members of the community decide
to burn it instead.
Because of the dry
summer wind, the
trash fire spreads in
the forest burning
several hectares of
trees.
3 4
The Atlas Cedar usually is the largest tree The Atlas Cedar has long been considered
in a habitat of other forest plants. a candidate for medicinal and aromatic
Because of overgrazing and the taking of plant harvesting. European cosmetic
smaller trees that are easier to carry, enterprises take advantage of the
these ancient trees that are too big to cut legislation gaps in Morocco and exploit
down are left alone as statues of a the rural people as cheap labor sources
previous forest on the hillside. When for the harvesting. This industry is
strong rains come they erode the soil on promoting the devastation of many
the hillside leaving only weak sandy soil. natural areas.
Eventually the ancient trees die and fall
because they lose
their foundation.
5 6
Carbon dioxide pollution build-up in the The rural population in this ecoregion is
atmosphere has cause a tendency for large and still growing in and around
warmer and dryer summers. Summer protected areas. The needs of the people
droughts and an increase in the average that live in the communities often conflict
annual temperature could strongly modify with the protection of these protected
the bioclimatic conditions necessary for areas. Sometimes individuals hired by the
survival of these forests. During periods of government to act as guards or police to
intense drought, Cedar forest stands can for these areas collect fees and bribes
become very dry and prone to fires. from the poor rural people, thus not
promoting protection of the local
protected area.
7 8
Trade in lumber and the planting of non- Kif (Cannabis sativa) cultivation in the Rif
native trees in depleted forests threatens Mountains is an important source of
the Atlas Cedar forest ecosystem. Though revenue for local people in areas where
no major outbreak yet, many similar trees there are Atlas Cedar forests. During the
have bugs that kill the tree from the 1960s, 85 percent of all income in some
inside out and can spread over large villages of the region was derived from
areas of forest. Introducing a non-native this crop. Today, the European Union
pest to a threatened forest could be and Morocco are trying to stop Kif
devastating. production and trade. Today, people
make quick money by cutting and selling
Cedar instead
of selling kif.
9 10
Colonialism by the French and the The need for more land for farming has
Spanish in the Rif had a devastating forced mountain communities to clear
effect on the forests of Morocco. A large small plots of Atlas Cedar forest to plow
percentage of the forests were cut down and plant winter crops of wheat and
during this time to be exported back to barley that are nourished by the winter
France and Spain to fuel the rapid growth precipitation in the mountains.
in their industries and cities. Today this is
no longer the case, and Morocco no
longer has much of a forest to support
lumber exports.
11 12
ATLAS CEDAR FOREST SOLUTIONS

Is it too late? Or can we find a way to save the Atlas Cedar forests &
the communities that depend on them?
In Morocco, the Water and Forest Department has recently identified 154 Sites of
Biological and Ecological Importance, which basically correspond with the Moroccan
Important Forest Areas.
The Moroccan Government has also recently launched a World Bank/Global

Environment Facility project on biodiversity conservation. The goal is to enlarge the
national protected areas network, create new national parks, declare a number of these
priority sites as nature reserves, and improve the management systems of 13 areas, by
establishing management plans, improving local capacity, and involving local populations
in nature resource management.
WWF Mediterranean office has launched a conservation initiative called "Green Belts
against Desertification. One of its programs is the "Middle Atlas Green Belt" in Morocco
which includes Tazekka National Park and a number of other important sites. Through
the focusing of importance on this area, the Water and Forest Department is being
strengthened to meet the current needs of these protected areas.
Improving life for rural peoples is a primary task for protecting the forests. Introducing
and supporting sustainable agriculture practices such as bee keeping, fruit tree
cultivation, and ecotourism options helps rural communities economically without putting
pressure on natural resources.
Global environmentally conscious decision-making needs to take place to ensure that

developed nations do not force developing countries to put undue stress on the
threatened ecosystems. Environmental education is important at all levels of income and
development.
3-2 MAPPING MOROCCO’S PROTECTED AREAS
S
scientists know that if we want to protect species over the
long term, we need to protect the spaces where species live.
AT A GLANCE Species protection is complicated work for scientists; it is not
Take part in mapping
activities to explore the enough to know the life cycle and needs of one species. Experts
world’s ecoregions and learn need to know the relationship between a species and its
how experts make decisions ecosystem, among different species in the same ecosystem, and
about which natural areas to
among adjacent ecosystems. They also need to know how people
protect.
affect and are affected by species and ecosystems. And they need
OBJECTIVES to decide which areas are the most important to protect.
Give several examples of None of this is easy. The good news is that the two most
how maps help scientists effective planning tools – maps and computers – have come a
protect biodiversity. Give
long way in the past decade.
several examples of how
plants and animals are In Part 1 of this activity, your students will learn more about
adapted to specific how biologists survey and map critical ecoregions by taking a
ecoregions. close look at World Wildlife Fund’s Global 200 map of the world,
which highlights more that 200 ecoregions that the WWF believes
VOCABULARY
ecoregion, endemic, represent the most important conservation priorities for the
Geographic Information twenty-first century. Then students will take a look at Morocco’s
Systems (GIS), habitat own very diverse country. The second most ecologically diverse
country in the Mediterranean, Morocco has seven ecoregions. By
TIME
playing a game with the Morocco map of protected areas, the
Part 1- one or two sessions
Part 2- one or two sessions students will learn more about local species, ecological processes,
and landscapes that make these ecoregions so important. In Part
MATERIALS 2, they will conduct their own gap analysis in an area they create.
Part 1 – one copy of each of Depending on the resources you have in your school or
the “Ecoregion Species
community, you can introduce them to Geographic Information
Cards.”
Systems (GIS) technology and give them a chance to see how it
Part 2 – pieces of white can be used locally to study and plan for the protection of
paper, several biodiversity.
transparencies, and “Key to
Map Symbols” and “Royal
Mountain Analysis” student Before You Begin —
pages. Part 1
Make a one sided-copy of each of the “Ecoregion Species Cards.” Make
7 copies of the “Ecoregion at-a-Glance”, which is one for each ecoregion
in Morocco.
102 |M a p p i n g M o r o c c o ’ s P r o t e c t e d A r e a s
What to Do - Part 1
the places where they live. That means protecting,

THE GLOBAL 200 forests, lakes, deserts, coasts, and other types of
WWF’s Global 200 map highlights 233 of the richest, habitat so that the greatest number of species and
most diverse, and most threatened terrestrial, ecological processes are protected.
freshwater, and marine ecoregions. Ecoregions are Show your students the “Ecoregions of
broad habitat types that are tied to specific Morocco’s Protected Areas” and explain that it
geographic regions. The ecoregions highlighted on shows some of Morocco’s important and threatened
the map include a broad representation of the regions. Explain in this activity they’ll find out more
world’s biodiversity and provide a blueprint for the about these amazing – and in many cases,
WWF’s conservation priorities for the next century. threatened – places.
In creating this map, WWF and its partners first
looked at which regions support the greatest total 2. Pass out “Ecoregion Species Cards”
species diversity. Areas such as the tropical rain In this activity, there are 21 “Ecoregion Species
forests in South America and the barrier reefs of Cards,” which represent Morocco’s 7 ecoregions.
Costa Rica, Belize, and Australia support an Explain to the class that each of the cards depicts
enormous number of species. In fact, tropical rain one species of three that live together in a specific
forests as a whole occupy less than seven percent of ecoregion. The student’s goal is find the other two
the Earth’s total land mass but may contain more members of their ecoregion by using the information
than half the species on the planet. on their card. Clues to the identity of one or both of
But the number of species is just one measure species within the ecoregion are given within each
of biodiversity. Scientists also gave a high priority to species’ description. Once the students have located
areas that house – endemic species – those found their two teammates, they should identify the
nowhere else on Earth. Examples of Morocco’s ecoregion that all three organisms belong to.
endemic species include the Barbary Macaque, the Each species card includes information on the
Barbary Sheep, and the Argan tree. natural history of the animal or plant along with its
The scientists working on WWF’s map also common name and scientific name. Explain to the
assessed several other factors, including areas that students that the scientific names are used to
are essential to migrations, breeding, and other distinguish one species from another, and that no
natural phenomena, those areas that are facing two species have the same scientific name. The first
severe threats, and those areas that are most likely word of the scientific name tells which genus the
to be protected. animal or plant belongs. The second word is the
Finally using GIS layering, the scientists created species name.
a finished map that conservationists can use to make
decisions about how to protect diversity worldwide. 3. Match organisms with ecoregions.
In this part of the activity, students play a game and After the students have located their partners, ask
use Morocco’s map to learn more about some them to tape their three species cards to a piece of
amazing plants and animals that live in different paper and write the name of the ecoregion on the
ecoregions around Morocco. paper. Ask them to post their paper next to the map
and link the ecoregion to its location on the map
1. Discuss ways to protect species. with a piece of string. Explain that the names of the
Ask your students if they have any idea about what ecoregions are listed by habitat type at the bottom
scientists do to protect threatened plants and of the map. Each habitat type has a different color
animals. After the students give a few suggestions, that corresponds to shaded areas on the map. As
explain that most scientists today believe that the each group finishes, hand the students an
most effective way to protect species is to protect
103 | M a p p i n g M o r o c c o ’ s P r o t e c t e d A r e a s
“Ecoregion at-a Glance” worksheet to fill out for the

group. 5. Discuss the importance of ecoregional
mapping.
4. Give presentations. After students have completed the mapping activity,
When all of the ecoregion cards have been posted, review the purpose of the map and why it is useful
have the students do a brief presentation on their as a conservation tool. Ask the group to think about
ecoregion(s) to the rest of the class. Have a how this type of map is different from other maps
spokesperson from each group come to the front of they’ve seen. Today many scientists believe that it’s
the room, point out and name the ecoregion, and more effective to conserve ecoregions than to focus
give a few interesting bits of information about it. on protecting individual species or small patches of
The “Ecoregion at-a-Glance” worksheet should help habitat, and that by conserving diversity and
the students pick out and organize the information richness of ecoregions, we can protect more species
for their presentation. and important ecological processes.
Explain that WWF and many other
conservation organizations are working together to
protect biodiversity by using an ecoregional
approach. They’re looking at protecting marine and
freshwater ecoregions as well as terrestrial
ecoregions. You can ask the students to think about
the types of threats that these areas are facing and
how maps like this can help the public better
understand the conservation issues. (Many
ecoregions are threatened by pollution, global
climate change, development from housing, road
building, farming, and other human activities, as well
as an overall lack of habitat protection. Maps like the
Global 200 and the Ecoregions and Protected Areas
of Morocco show that there are important
ecoregions all over the world, and that many are
threatened and vulnerable. They also show that
marine, freshwater, and terrestrial ecoregions are all
important and that many areas are in trouble.)
This activity is a unique opportunity to give your students an opportunity to see how scientists use computers in
their work. This optional activity uses computers and GIS (Geographical Information Systems) program. If neither
of these is available at your school or information center, check with the local Water and Forests office,
conservation organization, or university to see if your students can get an introduction to GIS.
Gather supplies for activity including: plain white sheets of paper, several transparencies, transparency
markers (four colors preferably).
What to Do - Part 2
activity the students will conduct their own gap

GAP ANALYSIS analysis to determine how much land they need to
This part of the activity introduces your students to protect in an area called Royal Mountain.
the work of conservation biologists and how they
use a process called gap analysis to figure out if we 2. Read the scenario.
are protecting the areas that support the most Read aloud the following scenario to set up the work
important, diverse, and unique examples of they’ll do in this activity.
biodiversity. By making their own maps of a fictional
Her Royal Highness Princess Lalla Hasnaa has been
protected area called Royal Mountain, the students
interested in social and cultural activities, with
will be able to see how gap analysis is a useful tool
special emphasis to environmental issues in
and why and how protected areas in Morocco were
Morocco. During a recent public address she said,
chosen and formed. "No one can ignore the effects of pollution on our
children’s health. My heart as a mother and as a
1. Introduce gap analysis. Moroccan is therefore worried when thinking that
Having the “Ecoregions of Morocco’s Protected our sons and daughters do not have the right to live
Areas” open (printed out and posted for all to see), in a country respecting nature and its beauty.” Then
review the locations of the different ecoregions. she announced the desire to create a study in one her
Then, overlay Morocco’s Protected Areas layer, to favorite natural places, a fictional area we will call
show where Morocco currently has National Parks Royal Mountain. Like all of Morocco, population
growth and development is threatening this area.
and or “Sites of Biological and Ecological
HRH Princess Lalla Hasnaa has announced that her
Importance” (SIBEs). Identify some notable
association, Mohammed VI Foundation for the
protected areas and ask the students why they think Protection of Environment, plans to donate money to
these areas were chosen to be protected. What do purchase land, protect it from development, and
they suppose is the purpose of protected areas such manage it carefully to sustain diversity of species and
as National Parks and SIBEs? Reinforce that priority ecosystems. But first, the association has to find out
areas were selected because of the total number of where the rare species and ecosystems are located,
of species, the number of endemic species [species and which species and ecosystems are already
that live in only a small geographic area], the level of protected by existing parks and reserves.
threat facing each ecoregion, and any important

3. Organize the class to conduct a gap analysis.
ecological phenomena and processes that occur in
Divide the class into teams of three. Explain that
each area.
each team has been hired by the association to
Explain that many areas are protected, but
conduct a gap analysis of the Royal Mountain area.
there still are many more that aren’t protected. To
Distribute to each team a plain sheet of white paper,
find out which areas to protect, scientists conduct an
three transparency sheets, four colors of
evaluation called gap analysis. Explain that in this
transparency markers, and record the “Key to Map 6. Combine the layers and answer questions.
Symbols” on the board. After all the students have finished, write the 6
questions in the “Royal Mountain Analysis” sheet on
4. Create a base map. the board. Explain that the members from each
Ask each team to work together to create its own team should place all three transparencies on top of
map of the Royal Mountain area on the plain white their base map and discuss the patterns they see.
sheet of paper. Have the team use the whole sheet Then have the group discuss the answers to the
of paper and assume that the area is the rectangular questions on the board. Tell the students to
shape and area of the paper. The teams’ maps individually record their answers to these questions
should contain one to three items from each of the in their Field Notebook.
following categories: (1) mountains or hills, (2) lakes,
rivers, or springs, and (3) areas developed by people 7. Discuss the results.
(cities, towns, farms, roads, and so on). It works best Discuss the questions on the board as a complete
if your students use blue or black ink for their base group. Now you might want to ask a guest speaker
maps. who uses gap analysis to come in and talk to your
students. He or she can explain this same process
5. Draw map layers. using local maps and local projects.
Now explain that explain that each member of the
team will draw his or her transparency – one
Possible Answers to Royal Mountain Analysis
member should show where the ecosystems of
Questions:
concern are located, another where rare species live,
1. Answers will vary
and another where protected areas exist. Each
2. Possible threats include development
individual transparency should be drawn in a
(homes, tourist resorts, shopping centers,
different color of marker. Have the students take
business buildings, roads), logging
turns using the base map and draw the symbols they
activities, expansion of agriculture,
choose. When one student finishes, he should pass
collection or harvest of rare species, and
the base map onto the next student without sharing
pollution.
what he or she drew.
3. Answers could include (a) enlarging some
of the parks and protected areas; (b)
Here’s a summary of what each person should
maintaining corridors between protected
draw. (See the Key to Map Symbols)
areas – especially for carnivores and other
#1 Ecosystems of Special Concern (The student
large mammals; (c) setting aside buffers,
can choose from ancient forests or wetlands
or border areas, around lakes, rivers, or
but should limit the number of symbols from
streams to prevent erosion and reduce the
three to five of each.)
amount of pesticides and other types of
pollution that might run into them; and (d)
#2 Rare Species (The student can pick from
setting aside new parks and protected
plants, land mammals, reptiles or amphibians,
areas with large numbers of species.
aquatic animals, or birds but should limit the
4. Other ways to protect species and
number of individual species to 10.)
ecosystems include pollution control,
public education, restricting hunting and
#3 Protected Areas (The student can choose
mining, and restricting certain kinds of
from national parks, protected areas (SIBEs), or
development and road building.
reserves but should limit the number of areas
5. Answers will vary
to five or fewer, and each should be about the
size of a 10 dirham coin.
Resources
Global 200: A Blueprint for Saving Life on Earth (poster) by World Wildlife Fund, Marketing, Membership, and
Communications Department, 1250 24th Street, NW, Washington, DC 20037.
Biodiversity in the Balance: Approaches to Setting Geographic Conservation Priorities by Nels Johnson (World
Wildlife Fund, Biodiversity Support Program, 1995).
“Terrestrial Ecoregions of the World: A New Map of Life on Earth” by D. M. Olsen, et al., BioScience 937 November
2001.
Wild World Educator’s Guide (World Wildlife Foundation and National Geographic Society, 2006)
www.nationalgeographic.com/wildworld or www.worldwildlife.org/wildworld
Assessment
This activity can be assessed in two steps. Step 1 has two parts: (1) using Morocco’s Ecoregions Map, have
students identify three ecoregions and the major habitat type in which the ecoregions are found; and (2) using
examples from their maps and the habitat types they have identified, have students individually or in small teams
work to develop a definition for the ecoregion.
Step 2 also has two parts: (1) have students select one ecoregion and identify three different types of
information they could use that would help them prioritize conservation efforts for that region; and (2) have
students select three strategies they would pursue to protect their selected ecoregion.
Unsatisfactory (1) – The student is unable to complete at least one component of each step of the assessment.
Satisfactory (5) – The student completes at least one component of each step in the assessment.
Excellent (10) – The student completes both components of each step in the assessment and is able to list more than three
strategies for protecting his or her selected ecoregion.
Field Notebooks
The “Royal Mountain Analysis” summary questions and answers should be recorded in the Field Notebooks.
Extensions
Conduct a gap analysis for the local ecosystem of the area, and propose a conservation plan for its protection.
Obtain or use digital maps, contact Water and Forests department for information about wetlands, forests, or
other ecosystems of concern, as well as locations for threatened or endangered species. This activity can be done
in GIS or using tracing paper or transparencies. Trace the locations of relevant items such as protected areas or
housing developments, specific animal habitats or so on. The complexity of this project can be determined by
educator and students.
Student Pages
MAPPING MOROCCO’S PROTECTED AREAS

ACTIVITY 3-2
Answers — Ecoregion Species Cards
ECOREGION #1 ECOREGION #5
Mediterranean Conifer and Mixed Forests North Sahara Steppe and Woodlands
• Atlas Cedar (Cedrus atlantica) • Cuvier’s Gazelle and Dorcas Gazelle
• African Endemic Deer (Cervus elaphus (Gazella cuvieri) and (Gazella dorcas)
barbarus) • Houbara Bustard (Chlamydotis
• Barbary Leopard (Panthera pardus undulata)
pantera) • Alfa Grass (Stipa tenacissima)
ECOREGION #2 ECOREGION #6
Mediterranean Woodlands and Forests Atlantic Coastal Desert
• Holm’s Oak (Quercus ilex rotundifolia) • Mediterranean Monk Seal (Monachus
• Red Fox (Vulpes vulpes) monachus)
• Barbary Macaque (Macaca sylvanus) • Greater Flamingo (Phoenicopterus
vuber)
• Bartailed Godwit (Limosa lapponica)
ECOREGION #3
Mediterranean Acacia-Argania Dry Woodlands
and Succulent Thickets ECOREGION #7
• Argan Tree (Argania spinosa) Mediterranean Dry Woodlands and Steppe
• Barbary Ground Squirrel (Atlantoxerus • Tamarix (Tamarix articulata)
getulus) • Striped Hyena (Hyaena hyaena barbara)
• Bald Ibis (Geronticus eremitia) • Wild Boar (Sus scrofa barbarus)
ECOREGION #4
Mediterranean High Atlas Juniper Steppe
• Spanish Juniper (Juniperus thurifera)
• Hedgehog broom (Ericaceaan thyllis)
• Barbary sheep (Ammotragus lervia)
Name of Ecoregion:
Location:
Three or more species that live in this ecoregion:

1.
2.
3.
Three interesting facts about this ecoregion or these species:

1.
2.
3.
Atlas Cedar African Endemic Deer

(Cedrus atlantica) (Cervus elaphus barbarus)
This majestic tree with sweeping arms used This is the only endemic species of deer in
to cover vast expanses of the High, Middle Africa. A relative of the Red Deer in Europe
Atlas, and Rif Mountains. Unfortunately this animal finds its home in the protective
Morocco has lost overly 75% of its cedar shade of the mixed conifer forests. Tazekka
wood forests due to fuel wood harvesting National Park is the only protected area
and overgrazing. Tazekka National Park that has a protected wild population.
has one of the few remaining stands Though threatened, their population
protected at the top of Tazekka peak. The rapidly increases in the appropriate habitat
loss of these trees with protection from predators and
will increase poaching.
erosion and
cause
widespread
habitat loss to a
number of large
mammals and
birds, including
the threatened
Barbary Deer.
Barbary Leopard Holm’s Oak

(Panthera pardus pantera) (Quercus ilex rotundifolia)
The Barbary Leopard, which inhabits the Holm’s oak is the most abundant tree
Atlas and Rif Mountains of Morocco, species over the entire Mediterranean
closely resembles its African relative but is region. This widespread distribution occurs
stockier and has a thicker coat adapted to because the Holm’s oak can withstand
the colder snowy weather. According to large temperature and rainfall ranges and
some sources, it has also adapted a camel- can grow on a variety of climates. This tree
like characteristic so that it can go up to a once covered extensive areas with rich
month without water. Like other leopards, soils, which have mostly been transformed
it is an able hunter, capable of bringing into agricultural land today. This tree is
down an animal twice its weight, even particularly important to the Barbary
young or weak African endemic deer. It is Macaque who lunch on their leaves and
an endangered subspecies and reports vary branches.
about how many still exist from complete
extinction to 250 remaining individuals.
Red Fox Barbary Macaque

(Vulpes vulpes) (Macaca sylvanus)
The Red Fox has always been perceived as The Barbary Macaque is a tail-less
a “sly” creature. It is found on several monkey. Found in the Atlas Mountains
continents and in a variety of habitats. Its with a small, possibly introduced,
ability to easily adapt to human population in Gibraltar. Dwelling in forests
population growth has made it a resilient of cedar, pine and oak, the Barbary
species but also a pest. The Red Fox’s prey Macaque feeds on leaves, roots, fruit, and
is usually small animals and has been insects. The habitat of the Barbary
known to prey on Barbary Macaque young, Macaque is under threat from increased
but now that many human settlements are logging activity. Local farmers see the
encroaching the Mediterranean woodland monkeys as pests worthy of extermination.
forests due to their good potential for Once common throughout northern Africa
agricultural crops, the Red Fox is more and southern Europe, there are estimated
likely to be dining on farmer’s chickens and to be just 1,200 to 2,000 Barbary
turkeys. Macaques left.
Argan Tree Bald Ibis

(Argania spinosa) (Geronticus eremita)
The Argan is a species of tree endemic to This is a large glossy black bird, 70-80 cm
the semi-desert Souss valley of long with a 120-135 cm wingspan. It has
southwestern Morocco. The Argan forests an unfeathered red face and head and a
now cover some 8,280 km² and are long curved red bill. It breeds colonially on
designated as a UNESCO Biosphere cliffs in rocky deserts in the Middle East
reserve. Their area has shrunk by about and Africa north of the Sahara, laying 2-3
50% over the last 100 years, owing to eggs. Its food is insects and other small
charcoal-making, grazing, and growing creatures. Until recently the Northern Bald
agriculture. The best hope for the Ibis was believed to survive in the wild only
conservation of the trees may lie in the in Morocco at Souss-Massa National Park
recent development of a thriving export where there are three colonies, and at
market for the expensive oil. nearby Tamri, where there is one colony
containing almost half the African
breeding population.
Barbary Squirrel Barbary Sheep

(Atlantoxerus getulus) (Ammotragus lervia)
Barbary Sheep are found in dry high
The Barbary Ground Squirrel is found in
mountainous areas of the High and the
areas with scattered trees and bushes. The
Middle Atlas where they graze the
species shelters in burrows or among rocks
available plants. They obtain all their
during the night and during the heat of the
moisture from food, but if water is
day. This squirrel feeds on nuts and seeds,
available they drink and wallow in it.
including those of the valuable Argan tree.
Barbary Sheep are active in the early
The squirrel would be a pest to collectors
morning and late afternoon, resting in the
of this nut, but its populations in the Argan
heat of the day. They are very agile and
forests are low, and you are more likely to
can jump over two meters from a stand-
find a goat in your Argan tree than a
still. Barbary Sheep are usually solitary,
squirrel.
and freeze in the presence
of danger.
Spanish Juniper Hedgehog Broom

(Juniperus thurifera) (Ericaceaan thyllis )
Hedgehog broom looks very much like its
Juniper Thurifera is a tree native to the
animal namesake, the hedgehog. Spiky
mountains of the Mediterranean region. It
and round these sharp plants dot the rocky
is a large shrub or tree with sharp needles
reaches of the tops of the highest peaks in
and hard thick fragrant wood. Female
the High and Middle Atlas. In the spring
trees bear red juniper berries in the fall. It
and summer, the thorny mounds come to
is well adapted to high mountain areas
life blooming with yellow flowers and
and places with low summer precipitation.
growing new tender green thorns. This life
is the essential component to Barbary
Sheep diets to fatten them so they can
make it through the harsh high altitude
winter.
Gazelle (Cuvier’s Houbara Bustard

and Dorcas) (Chlamydotis undulata)
These gazelles are neither the smallest nor The houbara bustard is 60 cm long with a
the rarest of the species of gazelle, but 140 cm wingspan. It is brown above and
they are both small and rare. The Dorcas white below, with a black stripe down the
gazelle in particular is smaller than its sides of its neck. It breeds in the desert
more mountain friendly cousin, Cuvier’s steppe and Saharan woodlands. Like other
gazelle. Both were known to roam the bustards, this one has a flamboyant
steppe and Saharan rangeland in large display raising the white feathers of the
numbers, due to their adaptations to head and throat and withdrawing the
withstand harsh conditions. The Dorcas head. This species is omnivorous, taking
gazelle can go its entire life without seeds, insects and other small creatures.
drinking water, gaining its moisture from The houbara bustard is widely prized in
plants. However, due to human predation Arabia and Pakistan for its
and population growth, both species are meat; widespread
now threatening extinction. hunting has almost
put it on the
endangered list.
Alfa Grass Mediterranean Monk Seal

(Stipa tenacissima) (Monachus monachus)
Alfa grass is a valuable plant found in the The Mediterranean Monk Seal is one of the
rocky desert steppe lands. The plant is most endangered animals in the world.
strong and useful in basket making and Several causes have decreased the
rope weaving. The plant makes for good population, mostly hunting and habitat
forage for ruminants like gazelle when loss due to development of cities along the
green. These animals primarily coasts. As a result, only two small
munch on the soft tender populations survive, one in the southern
stem near the center of Atlantic coasts of Morocco. However, this
the plant. population is seriously threatened as well.
Recently a pollution problem killed off
nearly
2/3 of this
struggling group.
Greater Flamingo Bartailed Godwit

(Phoenicopterus vuber) (Limosa lapponica)
The Bar-tailed Godwit is a well traveled

The Greater Flamingo in its pink and red
shorebird that spends time on the Atlantic
feathers, beak, and legs is a marvel of
coast of Morocco fueling up on the marsh
nature. It stands about 120-140 cm tall and
flats and shoreline. They consume large
wades in coastal marshes and bays
amounts of insects, crustaceans (shrimp),
collecting shore food (shrimp and crab) in
and shore plants so that they can travel
their spoon-like bill. Relatively large
large distances onto their next stop. Bar-
numbers exist along Morocco’s Atlantic
tailed Godwits have recently been shown
coast. These birds, however, unlike their
to undertake the longest non-stop flight of
habitat friends, Bar-tailed
any bird. Using satellite tracking, birds in
Godwits, don’t travel far.
New Zealand were tagged and tracked all
Perhaps because their
the way to the Yellow Sea in China a
long body doesn’t
distance of 11,026 km. The flight took
permit it.
approximately nine days.
Stray birds from
Morocco and Europe
have even been found
on both North American
coasts.
Striped Hyena Wild Boar

(Hyena hyena barbara) (Sus scrofa barbarus)
Striped Hyenas are largely scavengers, but The Wild Boar is found mainly in oak
will also eat small animals, fruit, and woods and scrubs; also in Tamarix groves
insects. Larger hyenas are known to hunt on desert margins. Their activity is
animals as large as wild boar. They are concentrated from dusk to dawn, with a
nomadic, moving from water hole to water primary resting period at night and during
hole, and tolerate hot desert steppe the early afternoon. Wild boars rest in
climates. Like many other animals of hot tight groups with bodily contact. The
climates, their ears radiate heat. While the resting place, used several times before
striped hyena has no natural predators, it being abandoned, is made of numerous
does often come into conflict with people troughs lined with leaves and branches.
who often hunt or poison it. Wallowing is a favorite activity, taking
place several times during each summer
afternoons in muddy waterholes.
Tamarix
(Tamarix articulata)
Tamarix articulata is a medium sized tree

with feathery foliage. It grows faster than
almost any other species in a desert
environment. The new leaves and small
pinkish flowers appear in the spring and
grow through the hot summer. The tree is
very hardy and capable of standing
extremes of temperature
and excessive drought
except during its
early establishment
period. It stands
salty soil fairly
well and is a
valuable plant
in the Saharan
fringe zones and
around desert oasis.
BOARD QUESTIONS FOR ROYAL

MOUNTAIN GAP ANALYSIS
Which rare species or ecosystems of special concern are already protected on Royal
1. Mountain? What are the gaps in protection?
Make a list of some of the threats that could endanger the rare species and
2. ecosystems of concern that lie outside the protected areas.
Using your gap analysis, how would you recommend that HRH Lalla Hasnaa’s
3. Association Mohammed IV Foundation for the Environment and other organizations,
help protect that rare species or ecosystems on Royal Mountain?
Besides buying and protecting land, what are some other ways to protect rare
4. species and ecosystems of concern?
What would you do if you discovered the following information?

5. One of your “rare” species has just been found in abundant numbers in an
adjacent county.
A new factory has just been built in one of the towns.
A national report has rated your area as one of the top places in the
country to live and visit. Lots of people are coming to visit and developers
are building restaurants and hotels and expanding housing.
A major portion of your wetland is owned by a wealthy person very
dedicated to wetland preservation.
ECOSYSTEMS OF SPECIAL CONCERN
Ancient Forests Wetlands

Mountains Hills These symbols show where important or threatened forests and wetlands
are found. Draw three to five forests and / or three to five wetlands.
RARE SPECIES
Plant Reptile or Aquatic Land Mammal Bird

Lake River Spring Amphibian Animal
Draw no more than 10 species. Symbols show areas where a rare organism lives.
PROTECTED AREAS
National Park SIBE Reserve

These shapes represent protected areas. Draw one to five of these symbols to represent
City Town Farm Road protected land. Each shape should be the size of a 10 dirham coin.
SAMPLE OVERLAYS
OVERLAYS FOR BASE MAP
Base Map Overlay #3 – protected species
Overlay #1 – ecosystems of special concern base map with three overlays
Overlay #2 – rare species
3-3 SPACE FOR SPECIES
H
abitat loss is one of the biggest threats to biodiversity.
Roads, businesses, housing developments, agricultural
AT A GLANCE fields and other types of development are breaking up our
Play an outdoor game, large forests and other natural areas into smaller and smaller
conduct a survey of plant chunks—a problem conservationists call fragmentation. Many
diversity, and analyze scientists compare the remaining habitat fragments to islands
current research to explore because they are so isolated. And like islands, habitat fragments
the relationship between
are often too small and isolated to support a large number or a
habitat size and biodiversity.
wide variety of species. Conservationists have the tough job of
trying to figure out how fragmentation is affecting biodiversity.
OBJECTIVES
They’re asking questions like “How small is too small?” “Which
Describe factors that affect
the relationship between species are we losing?” and “How can we balance our need for
habitat fragmentation and development with other species’ need for space?”
biodiversity loss. Create a Development and fragmentation can be difficult concepts for
graph that demonstrates the students to understand. Seeing the relationship between the two
relationship between will help students realize there are certain tradeoffs that result
biodiversity and the size of from our decisions to develop natural areas. Most development
the habitat. Describe occurs to fill people’s needs for schools, homes, roads, food and
different strategies for income. While most people recognize that developers are not
designing reserves that could
trying to destroy biodiversity when they build roads or homes,
help lessen the effects of
many people also feel that the value of biodiversity is not
fragmentation.
factored into our decisions to develop. Many conservation
VOCABULARY biologists would like to see communities consider how
edge effect, fragmentation, development impacts biodiversity and work to accommodate
habitat, immigration natural systems as much as possible.
In Part I of this activity, your students will play a game that
TIME will allow them to explore some of the actions we can take to try
Part 1- one or two sessions to balance human need for development and species’ need for
Part 2- two sessions space. The students will become species trying to move between
habitat fragments and they’ll begin to understand why animals
MATERIALS have such a tough time living in fragmented landscapes. The
Part 1 – open playing area group will try to come up with some ways they can help species
about 20 meters by 13 move between habitat fragments more easily.
meters, 2 8-meter ropes and In Part II, the students will take a closer look at the
2 13-meter ropes, 20 tokens relationship between the size of a habitat and the biodiversity it
of two different colors, supports. By going outside and measuring plant diversity in
poster sized paper, markers,
habitats of different sizes and then graphing their results, your
and a watch.
group will see that, in general, smaller areas have fewer species.
Part 2 – stakes (large nails),
twine, tape measure, bags,
tape, and copies of “Leaf ID”
and “Graphing Greens Data
Log”
120 |S p a c e f o r S p e c i e s
You’ll need an open playing area about 20 meters by 13

meters, with plenty of extra room for students to work in
M
groups outside the playing area. Use visible markers to mark
A
the boundaries. Use two 8-meter ropes to make two small
I
islands with diameters of about 2 ½ meters. Use two 13-meter
N
ropes to make two large islands with diameters of about 4
meters. Arrange the islands in the playing area as they are L
arranged in the diagram. You’ll also need two colors of tokens A
or poker chips (about 20 of each color), poster-sized paper, N
D OCEAN
markers, and a stop watch.
What to Do - Part 1
and think about ways we can reduce those threats

Island Hopping
Hopping by planning development with biodiversity in mind.
In the 1960s, two scientists, Robert MacArthur and
Edward O. Wilson, studied how many species lived 1. Introduce the activity.
on islands of different sizes at different distances Explain to the students that they’ll be investigating a
from the mainland. Their theory, called the theory of well-known ecological theory called the theory of
island biogeography, has helped ecologists think island biogeography. Briefly explain that scientists
about the effects of habitat fragmentation. Although Robert MacArthur and Edward O. Wilson wanted to
the theory’s name sounds complicated, its point is study species that traveled from the mainland to
very simple: more species can live on islands that are nearby islands in the ocean. (You might want to
large and close to the mainland than on islands that introduce the scientific term “immigration” here,
are small and far from the mainland. explaining that MacArthur and Wilson were studying
Why is this theory still important to scientists species that immigrated to islands from the
today? Because it relates directly to the study of the mainland.) The scientists wanted to know how many
numbers of species in habitat fragments on the species from the mainland lived on islands of
mainland. In many areas, fragments of forest and different sizes at different distances from the
other habitats are all that remain where the mainland. They were also interested in those species
landscape used to be covered with vast areas of that became “locally” extinct, which means they
continuous natural vegetation. Scientists compare were no longer living on the islands but could still be
these fragments to islands because they are so found living on the mainland. Tell students that
isolated. they’ll be doing a similar investigation outside. Some
In this part of the activity, your students will students will be animals immigrating to “islands.”
learn the basics of island biogeography by imagining Other students will be playing predators, diseases
they are species trying to get to different-sized and different forces out in the “open ocean” that can
“islands” at different distances from the “mainland.” cause animals to become extinct.
Then they’ll apply the concepts of island
biogeography to habitat islands. They’ll explore 2. Explain the rules.
some of the threats facing species in habitat islands Familiarize the students with the playing area. Show
them the islands and their sizes and distances from
121 | S p a c e f o r S p e c i e s
the mainland. Select about 22 students (or three who survived (divide the number of students who
fourths of the group) to be species immigrating to made it to an island by the total number of students
the islands and about eight students (or one-fourth who started on the mainland, then multiply by 100)
of the group) to be taggers that represent threats and record the percentage on the poster-sized
that can cause immigrating species to become paper.
extinct. Explain that immigrating species will have Tell the students that, according to MacArthur
one minute to run from the mainland to an island, and Wilson, the large island close to the mainland
but they’ll have to avoid being tagged by the should have the most species. Is that what your
students in the playing area because being tagged group found? Why are there more species close to
will make them extinct on the islands. As you select the mainland? Ask students to think about their
students to be the extinction taggers, you can have experiences while immigrating. (Those who tried to
them think of some of the causes of extinction run to the farthest islands faced many more threats
(predators, diseases, pollution, severe weather, and on their journey than those who traveled only to a
so on) they might represent to species immigrating nearby island.) If your students found different
across the ocean. Explain that once you give the results than MacArthur and Wilson found, talk about
signal, species on the mainland should begin some reasons they may have had a different
immigrating to the islands by making a run for them. outcome. (Your students may have been better at
Species can be tagged out of the game only when getting to islands than most species are, or the
they are out in the open ocean. If they are on an extinction taggers could have made more species
island or the mainland, they can’t be tagged. extinct than happens in nature.)
Although they’re safe on the mainland, tell students Regardless of how many species made it to
that at the end of the game you’ll only count the islands at different distances, more students should
species that successfully have made it to an island. be on islands that are large than on islands that are
small. Ask students why this is true. (Small islands
3. Play Round 1: Immigrate! don’t have the space or variety of different habitat
Tell the taggers to spread out in the playing field and types to support many different species, just as the
make sure they keep moving all the time that small islands in the game were not big enough to
students are immigrating. Explain that, as in nature, hold many students. If a small island was
threats to species are spread all around the overcrowded, a student could have been pushed out
landscape, so the taggers should also be spread out. and, while moving to another island, would have
Keep taggers from crowding around islands and not been open to an extinction tagger.)
allowing any students to pass. Try to make the game
fair for everyone. Yell “Immigrate!” to let students 5. Discuss habitat islands.
know when to begin. Keep time and tell the students Ask the students to think about what’s happening to
to stop after one minute. Ask any students who many of our natural areas and what that may have
become extinct to help you monitor the game. to do with ocean islands. Why might
conservationists use the MacArthur and Wilson
4. Evaluate the results. model when they think about designing reserves in
Have the students count the number of animal natural areas? (Explain that many of our forests and
species on each island. Keep track of the results on a other natural areas have been separated from each
piece of poster-sized paper. You can make a chart or other. Only small patches of the continuous
a graph, or you can write the number of on each vegetation that once covered much larger areas still
island in a diagram of the playing area. remain. And the things that separate these habitat
Have the students gather around to go over the islands, such as roads, buildings, and agricultural
results of Round One and to talk about what they’ll fields, are often even more difficult for species to
do in Round Two. Figure out the percent of students cross than the ocean.)
Ask the students why animals need to move resources, have more tokens. State the following
between habitat islands. (Many islands are too small rules:
for all the species living in them, and they can • Students must collect at least one token of
become crowded. Competition for resources may each color to survive, but they can collect
force animals to move to find more food or shelter. more if they like.
Some animals need to migrate. Others may be • Students can pick up only one token at a
looking for mates.) Then ask the students what kinds time from any island. So if a student picks
of barriers the animals might face. (Animals are up a token on the island he or she starts
often killed trying to cross roads. Many animals also from, the student must run to at least one
become easy targets for predators to spot when they other island for another token. Students
leave their habitat. Animals traveling a long distance can return to their first island for tokens if
through developed areas may not be able to find they need to.
enough food and could become pests to humans by
eating from their fields or from their livestock.) Shout “Immigrate!” to start the game again. This
Record the students’ ideas on poster-sized paper if time give students as much time as they need to
you can. move between the islands. Stop the game when
every student either has been tagged or has
6. Play Round 2: Habitat Island Hopping. collected at least two tokens. Tell taggers they
Round Two will demonstrate what it’s like for should spread out in the landscape, just as threats to
species trying to move between habitat islands. Tell species are spread out. They shouldn’t stand in front
students that the playing area now represents of moving species and keep them from passing. Use
habitat islands in a sea of development rather than your judgment about how to keep the game fair.
in an ocean. For this round, you’ll need two-thirds of After they finish the round, count the number of
the class as species in habitat islands and one-third students who survived and record it on poster-sized
as extinction taggers. (Have the students think about paper.
how the extinction factors might be different in
habitat islands as opposed to oceanic islands.) You 7. Go over the results of Round 2.
might make the species that were tagged out in the Have the students gather together to figure out the
last round become taggers, and you might move percent of species that survived. Most likely, a large
some taggers into habitat islands so that the percent became extinct. Ask students why they think
students get a chance to experience both roles. Have so many species didn’t make it. (There were more
the students think of what the taggers might extinction taggers out to get them, and they were
represent in the sea of development by going over forced to leave their habitat to get all the resources
the threats they came up with in their discussion in they needed. Species that had to travel to several
step five. islands to get their tokens faced many threats, and
Tell students that the two different colors of most probably didn’t survive.) Ask the students who
tokens you have represent some of the things that didn’t survive why they think they were tagged.
species need. The tokens may be food and water, Were the extinction taggers faster than they were?
shelter and mates, or any of the other needs you Did they have to go to several islands, leaving
discussed in step five. Tell the students that they’ll themselves open to taggers each time? Were they
be competing for these resources in the habitat forced out of a small island that was too crowded?
islands. Count out enough tokens so that there is Ask them if real species are also affected by the
one of each color for every student in the habitat same things. (Species that are slow moving are often
islands. Scatter the tokens throughout the four hit by fast-moving cars; some species are forced to
islands so that larger islands, which can hold more travel between many habitat islands to find all the
resources they need and are thereby open to threats
when they leave their habitat; and many species can middle. (Often, more wind and sunlight make the
be pushed out of overcrowded habitat islands and edge much hotter and drier than the interior. The
forced to move to other habitats.) difference in conditions can change the plant species
Ask the students who survived why they think living in the area, and plants that are better suited to
they were never tagged. Were they faster than the the edge might out-compete plants that would
taggers? Did they have to go to only one or two normally grow in the forest. Some of the plants that
islands to get their tokens? Did the taggers see are lost could have been a source of food or shelter
them? Tell them that in real habitats, just like in the for animals in the forest, so these animals could be
game, not every species becomes extinct. Ask the lost with the plants. Also, it is often easier for
students if real species can survive in the same way predators to find prey on the edge, so some prey
that they did. (Some species can avoid many threats species can have a hard time living on an edge.)
that other species face. For example, birds can fly The figure above illustrates the impact edge
over cars that might hit other species. Some species effects can have on habitats of varying sizes. Smaller
need only a very small amount of space to get what habitats will have a larger proportion affected.
they need, so they might not ever need to leave their
habitat island, or they might not have to look far 9. Play Round 3: Life on the Edge.
outside their habitat. Still others might not be Tell students that they’ll play another round to find
affected by the main threats in an area. If, for out how the edge effect can affect species in habitat
example, there was a predator killing many small islands. Start the round with the same number of
animals in an area, a larger species might be too big species and tokens that you started with in Round
to be eaten by that predator.) Two. Let some of the students who have been
taggers since the first round become moving species.
8. Introduce the edge effect. Collect the tokens and scatter them throughout the
Now tell the students that there is an additional students that the rules for this round are the same
threat that species face when living in habitat as they were in the last round, except for one major
islands. Species are at risk not only when they travel change. Now the taggers will simulate the edge
between islands, but also while they’re inside their effect by reaching an arm’s length into the islands to
habitat island. Many species can be lost to tag species. Their feet can’t cross the rope that
something called the edge effect. marks the island—they can only reach in.
The conditions at the edge of a patch of forest Shout “Immigrate!” to start the round, and
(as well as some other ecosystems) are quite then give the students as much time as they need to
different from those in the interior of the patch. Ask collect their two tokens. Once the round is over,
the students if they can think of some of the ways count the students that survived and record the
the edge of a habitat might be different from the number on your poster-sized paper.
The Edge Effect

Habitat
Increasing area impacted by edge effect.

10. Go over the results of Round 3. For example, one way to make sure that there’s
Have the students gather together to calculate the enough habitat for species is to set aside land in
percentage of surviving species. Did more or fewer reserves. Ask the students if they can think of any
species survive this round? What did the students potential problems with reserves. (If they have
expect would happen? Explain that in most cases trouble thinking about problems, lead them back to
some species can be lost to the edge effect, so they the concepts they learned in the game. Many
would expect that the percentage of surviving reserves are like habitat islands—they are
species is lower than in Round Two when they didn’t surrounded by developments and can become
consider the edge effect. Ask students who were isolated. Small reserves might be too small to
tagged if they were tagged on the edge or outside an support many healthy populations, or individuals.
island. Students tagged on the edge are much like And wildlife moving between reserves can face many
species that can’t adapt to the new conditions or like threats. Your students may come up with other
species that are easily spotted by predators, and so problems not related to the concepts of the game,
can’t survive as well on the edge. Had any students but be sure that the ones listed here are covered.)
who were tagged outside an island been pushed out Draw the diagrams on the page “Reserve
of an over-crowded island? Did they notice that their Design Choices” on poster sized paper or on the
amount of “safe,” or healthy, habitat had been chalkboard. Each diagram represents a possible
decreased by the edge effect? reserve design, but in each set one is a better choice
Tell the students that although many of the than the other. Ask the students which design in
original species didn’t survive in the game, the total each pair they think is best, based on what they
number of species in real habitat islands with lots of learned in the game. Ask them to explain their
edges can actually go up. Ask if anyone knows how choices, and then give them the answer and
this could happen. (Many species that are well explanation provided. Remember that there are
adapted to the conditions on the edge can move in many different ways of thinking about reserves, and
and take the place of a smaller number of species your students may have many different issues in
that were adapted to the interior and not to the mind. The answers provided are the best choices
edge.) In the game, when a species was tagged out, according to what we know today about island
it wasn’t replaced with another species, but in biogeography. As long as the students can justify
nature this can happen. Some disturbed habitats their answer with an explanation that demonstrates
actually have more species than healthy ones, but that they understand the material, they’re right. But
they don’t necessarily play the same ecological roles let them know that there are many ways of looking
as these species do in a healthy habitat. And the at the problem. If you have time, you can test these
disturbed habitats often contain widespread, non- different designs with more rounds of the game. Use
native species rather than the more rare local the same rules and see if more species survive with
species that are important in the area. the recommended designs. Tell the students that
these designs are often the best way to protect the
11. Discuss reserve design: making a good plan. largest number of species. But they’re not always
Tell the students that the challenge of understanding realistic, and they’re not always the best plan
species’ need for space is in building developments because they don’t consider the needs of specific
like roads, homes, and schools so that both people species. Emphasize that there are many, many
and wildlife can get the things they need. Because factors to consider when planning reserves. For
it’s not always easy to do, many species are in example, does land need to be purchased? How
trouble. But it can be done. Ask the students to think much will it cost? What else might the land be used
about how we can help wildlife in fragmented areas, for? Does anyone live in the area? What species are
whether in reserves or in developments. using the area? Planners of reserves must weigh the
costs and benefits of development and protection of
natural areas, which can be a very complex and

time-consuming process. If there are any current
plans for the purchase of land for either protection
or development in your area, you might discuss
them here. How do your students feel about the
different options available?
Reserve Design Choices

A is the better choice because a
large reserve can protect more
species than a small one.
A B
B is the better choice because one

continuous habitat is better than
A B several broken up habitats.
B is the better choice because

reserves that are connected, or that
allow species to move among them
are better than reserves that are
A B not.
B is the better choice because

reserves that are close together are
better than reserves that are spread
A B far apart.
A is the better choice because it will

have more habitat this is not
experiencing the edge effect than B
A B has
Find a natural area for your group to work in. You will need an area big enough to hold a 64-sq.-meter
plot with plenty of extra room for the students to move around in. Because the species-area curve does
not work well with small numbers, your students will need to be able to find at least twelve different
species. You should look over the area first and find one with enough plant life to send the students out
in.
Collect these materials: stakes (large nails work well), twine, tape measure, poster-sized paper
(optional), markers, plastic bags, clear tape, copies of “Leaf ID” and “Graphing Greens Data Log.”
What to Do — Part 2
size of your selected habitat and the number of plant

Graphing Greens: The Species-
Species-Area species in it (they can also look at other kinds of
Curve species if you like). Almost every species-area curve
has the same general shape: the number of species
In this activity, your students will learn how to make
rises fairly quickly and then levels off (see the
and interpret the species-area curve, one tool
species-area curves on the following pages). The way
scientists use to investigate the level of biodiversity
that curves differ from this general shape can give
in a habitat. The activity will also give them a
scientists important information about the habitat or
firsthand look at the relationship between
species they’re studying. This activity is designed to
biodiversity and habitat size because they’ll survey
get students to think about graphs as tools for
plant diversity in a habitat they’re familiar with—
looking at the natural world. While this activity does
their schoolyard or some other local area. They’ll
not require a very advanced understanding of
look at it in different-sized plots to see how the
graphing, it is probably too advanced to be a good
number of species changes as the habitat size gets
introduction to making and interpreting graphs.
bigger and bigger. (See “Setting-Up Plots” for more
information.)
The species-area curve is a graph that shows
the relationship between habitat size and the
number of species in the habitat. In this activity your
students will look at the relationship between the
Setting Up Plots
Mark off an 8 meter by 8 meter square and divide it into 10
plots using stakes (large nails will work) and twine. (You can
have students help you with this if you like.)
After the plots are marked off, place a bag in each plot and
mark the plot number on it.
DAY 1: Collecting Plants Review with students how to tell different plant
species apart. Choose leaves of two very different
1. Introduce fragmentation. species and ask the students if they think the two
If you’ve already done Part I of this activity, review leaves are the same species. They should recognize
the concept of fragmentation. Ask students to think that the leaves are from two different kinds of
about island biogeography and which size islands plants. Ask them how they know. (The leaves look
contain the largest number of species. They should different.) Ask them to be specific about what’s
recall that the larger islands hold more species. Tell different. Refer to the handout “Leaf I.D.” for some
them that in this activity, they’ll try to see if the basic leaf characteristics that students can use to tell
same is true of larger habitats in their schoolyard or one kind of plant from another. Make sure they
community. They’ll be investigating plant diversity in understand that the names of all the different
their schoolyard or outside natural area, and finding characteristics of leaves are not important for this
out how it changes as they look at larger and larger activity. What’s important is that the students realize
habitats. If you haven’t done Part 1, tell students that these characteristics, which have been named,
that you’ll be investigating the diversity of plants in are ways that people tell if plants are the same
their schoolyard. species or not.
Tell students they’ll be trying to see if there are Choose leaves of two different species that
different numbers of species in habitats of different look more similar and ask students if the leaves are
sizes. Explain that many people are concerned about from the same kind of plant. Students should again
how the size of habitats affects biodiversity because be specific in telling how the leaves are different.
we are breaking up many species’ habitats into small It’s best if you don’t allow more than 25
chunks by building roads, homes, and other students in the plot area at once because it can
developments— a problem called fragmentation. become too crowded for them to work. You might
Many scientists and planners are trying to better arrange them this way: one student per one-square-
understand how fragmentation is affecting meter plot, three students per four-square-meter
biodiversity. Tell the students that in this activity plot and four students per 16-square-meter plot. If
they’ll see one way that fragmentation affects you have more than 25 students, have students who
biodiversity. Explain that they’ll be counting the aren’t collecting help the students working in the
number of species in a sample area made up of plots smallest plots identify the plants after they’ve
of different sizes and that each plot represents a finished collecting. Or have them trade the job of
different-sized habitat. You might ask for any collecting plants. If you have fewer than 25 students,
predictions about how they think a habitat’s area reduce the number of students in the mid-size plots
will affect the number of species it contains. first and in the large plots second.
2. Explain the collection procedure. 3. Collect the samples.

Bring students to the plots (see “Setting Up Plots”) Give the students as much time as they need to
and explain how they should work in groups to collect their samples. Times will vary according to
collect their samples. Tell each group to take a leaf the number of species and the number of students.
from each different species they find in their plot Plan to spend at least 15 minutes collecting.
and put it in their plastic bag. Encourage them to be
as gentle as possible and not to take more than one 4. Log the samples.
leaf if they can avoid it. Always obtain landowner Bring all of the samples back inside and have the
permission before entering the property and before groups empty their bags and sort through the
collecting anything. Note: You may want to ask samples in their collection groups. Have them make
students to sketch the leaves instead of collecting sure that each group has only one sample of each
them. species. If they have more than one, have them
select the leaf that’s in the best condition to

represent that species.
While the students are sorting through their
samples, prepare a data log, like the "Sample Data
Log," for them to use to record their data. A piece of
poster-sized paper that you can unroll as you need
more space works well. Note: You may want to
prepare the log in advance to save time while doing
the activity.
Once you’re ready, have the students bring
their samples to the data log in order by plot
number, beginning with Plot 1. Have the student(s)
from Plot 1 tape up a sample of each species in the
“species” column and put a circled "X" under the
“Plot 1” column next to each species to show that
they were first found in Plot 1. Every other time one
of these species is found in a plot, simply mark an
"X" to show that it is in the plot, but it isn’t new to
the entire sample of species. Next have the
student(s) from Plot 2 post their samples. You should
tape up only samples of new species. If a student has
a sample of a plant that is already on the data log, he
or she should mark an "X" in that species’ row. Any They’ll use the “Total Number of Species” row (the
new species should be taped up and a circled "X" cumulative total of species found in the plots) for
should be placed in that species’ row under Plot 2 to their y-axis and the “Total Sample Area” row (the
show that it first appeared in Plot 2. Do the same for cumulative area of plots that make up the sample
the rest of the plots. area) for their x-axis when they make the graph.
Students can make this graph as a group, or
5. Fill in the “Graphing Greens Data Log.” they can make the graph as an in-class assignment if
Once you have finished the data log, have the they need the practice. If they’re going to make their
students use the information in the log to fill in the graphs on their own, have each student fill in a data
data summary table at the bottom of the “Graphing summary table. If you’re going to make the graph as
Greens Data Log.” This table will help them make the a class, you can summarize the data into one table as
species-area curve. See sample table below. a group. On Day 2, you can either go over the graphs
that the students made or you can make one group
Data Summary Table graph.
Plot Number 1 2 3 4 5 6 7 8 8 10
New Species 7 5 1 1 1 0 1 1 1 2
(first seen in sample Area; No. of
X’s in this plot)
Total No. of Species 7 12 13 14 15 15 16 17 18 20
(No. of all X’s up to now)
Plot Area 1 1 1 1 4 4 4 16 16 16
(M3)
Total Sample Area 1 2 3 4 8 12 16 32 48 64
3
(Total of Plot areas in M )
DAY 2: Plotting the Species-

Species-Area in a plot if their home or nest is there or if they are
passing through in search of food. Species can also
Curve
be rare if they have more specialized needs than
6. Graph the results. other species and depend on a certain type of soil or
The graph should be labeled “Total Area” on the x food. These species would only be found where the
axis and “Total Number of Species” on the y-axis. resources they need are found.] As you look at bigger
Data for the x-axis will come from the “Total Sample and bigger areas of a habitat, the chances increase
Area” row of the data summary table. Data for the y- that you’ll find these rare species, but you won’t find
axis will come from the “Total Number of Species” them at the same rate that you found the more
row of the data table. The number of data points will widespread species. So the curve will usually rise
equal the number of plots (10 in this example). Your sharply at the small plot areas, then more slowly as
students’ graphs should look similar to the sample the area increases.)
below.
8. Discuss how scientists use the species-area
curve.
Total Number of Species
Graphs are important tools of scientists. The graphs

help scientists make sense of a lot of data by putting
it in a form that allows the scientists to see quickly
what the numbers mean. Talk with your students
about how the curve might allow them to see the
connection between species and habitat area better
than the log would. What kinds of things do they
think they could use the species-area curve to find
Total Area (M3)
out?
7. Interpret the graph.
One way scientists use the curve is to figure out
Before you can talk about all the different uses of
how much of a habitat they have to look at in order
the species-area curve, your students have to
to find most of the species living in it. If they want to
interpret it. Did your graph have the same general
take samples of most of the species in a habitat, they
shape as the sample curve? If it did, tell the students
probably won’t have time to go over every square
that the curve they made based on their schoolyard
inch of it in search of all the species. But by using the
habitat is a lot like curves made from samples in
species-area curve, they can look on the graph at the
other kinds of habitats. Most species area curves
plot area where the graph levels off, or where very
have this general shape. If your curve is very
few new species are added, and they can look at a
different, show them the more common type of
plot of that size and feel confident that they will get
curve so they get a better sense of how species-area
most of the species in the habitat. Based on the
curves usually look.
sample curve, for example, a scientist would look at
Ask the students why species-area curves look
a 20-square meter plot to find most of the plant
this way. (In general, you would probably see in a 10-
species in the habitat. Ask the students what size
square-meter plot of forest most of the trees, birds or
plot they would have to make to find most of the
mammals that live in a 50-square-meter plot of the
plants in the area they surveyed.
same forest. But as you looked at larger and larger
Another way the species-area curve can be
plots, your chances of finding rare species or species
used is to compare different habitats. Although
that require special resources would increase.
almost all species-area curves have an initial rise in
[Species that are top predators, such as big cats and
the number of species followed by a more level
birds of prey, may be rare in a habitat because they
curve, different habitats can have curves with
need a lot of space to find food. They might only be
different shapes. The steepness of the rise, the point
where the curve levels off, and how quickly it levels Species-area curves can also be used to look at
off can be different for different habitats. Draw a one habitat over a long period of time to see how it
species-area curve that is less steep and that levels changes. The students could look at their schoolyard
off at a lower number of species than the one you at different times of year or after major disturbances
made as a class. See the example below. such as big storms, insect population explosions, or
pesticide applications to see if these events changed
the species-area connection.
9. Discuss the species-area curve and

conservation.
What does the species-area curve tell us about the
problem of fragmentation? Since many curves level
off at relatively small plot areas, does it mean that
small habitat fragments will still contain most of the
Total Area (M3)
species that were in the larger habitat? Ask students
Ask the students what the different shape tells if they can think of any reasons this isn’t true.
us about how the species in this habitat compare to (Remind students that they looked at plots that were
ones in the habitat they explored. (There are fewer part of a larger habitat. They weren’t looking at
kinds of species in this habitat than in the one your habitat fragments. If they’ve played “Island
group explored.) Draw a species-area curve that is Hopping,” they should remember that, in fragments,
very steep and levels off quickly at a high number of the edge effect will affect the number of species. It
species. Ask the students how this compares to their can change the habitat drastically and can cause a
schoolyard or habitat sample. (This habitat is very loss of more of the original species from the larger
high in biodiversity, and the species seem to be habitat. Also, have them think about the species that
tightly packed. A very small plot would show almost are lost at the large habitat sizes. In species-area
every species in the habitat. In the students’ study curves, a few new species usually appear once the
area, species are most likely more spread out, and curve has leveled off. If we cut a habitat’s size to a
there are probably fewer species.) point where only a few of these species are lost, we
may be losing some important species. We would
probably lose species that require large areas, such

as top predators, and these kinds of species often
play important roles in habitats. Without them the
habitat and species in it could change. Encourage the
students to come up with other reasons there might
be fewer species in a habitat fragment than the
species-area curve shows there would be in a plot of
the same size within a larger habitat.)
Total Area (M3)
Resources
Global Environment Change: Biodiversity (National Science Teachers Association, 1997). (800) 722-NSTA.
The Theory of Island Biogeography by Robert MacArthur and Edward O. Wilson (Princeton University Press, 1967).
Visit the National Wildlife Federation’s Backyard Wildlife Habitat Program’s Website at www.nwf.org/nwf/habitats
Assessment
Distribute a sheet of graph paper to each student (or activity can be completed in student’s field notebooks). The
student’s are to be “developers” in charge of developing the land represented by the graph paper. One-fourth of
the space is to be used for housing, one-eighth of the space is to be used for roads, one-eighth of the space is to
be used for commercial development, and one-fourth of the space is to be used for industrial development. The
remaining space (one-fourth of the total area) will be natural area. Have the students design their development.
They should label and or color code their design and, on the edges, explain why they used the land in the way they
did.
Unsatisfactory (1) – The student’s design does not incorporate any of the concepts regarding fragmentation and species diversity.
Satisfactory (5) – The student’s design uses basic ideas to avoid fragmentation.
Excellent (10) – The student’s design uses ideas both to avoid fragmentation and to increase species diversity.
Field Notebooks
Part I has no field notebook activity.
For Part II, record the tables and graphs in the field notebook.
Extensions
Look for fragments of the same type of habitat in your community. You might find fragments of cedar-forests,
beach-dune systems, or grasslands. Then take your students out on a walking nature hike to investigate some
different-sized of fragments. Have them think of ways they could investigate the level of biodiversity in the
fragments, and then compare the fragments.
Student Pages
SPACE FOR SPECIES

ACTIVITY 3-3
One way to tell plants apart is

by looking at their leaves.
general shape
Shapes
GRAPHING GREENS DATA LOG
SPECIES 1 2 3 4 5 6 7 8 9 10
DATA SUMMARY TABLE

New Species
(first seen in sample Area;
No. of X’s in this plot)
Total No. of Species
(No. of all X’s up to now)
Plot Area
(M3)
1 1 1 1 4 4 4 16 16 16
Total Sample Area
(Total of Plot areas in M3)
1 2 3 4 8 12 16 32 48 64
3-4 FOOD FOR THOUGHT
W
e know that an increasing population affects the
environment. Having more people means more demand
AT A GLANCE for resources, especially food, water, and energy. The
Play an interactive game to
number of people in the world and the population growth
compare and contrast how predicted over the next 25 years is mind boggling. (The world
population density, population is predicted to be 8 billion people by 2025.) But
distribution, and resource calculating the effects of the human population on the
use affects biodiversity. environment isn’t as simple as simply looking only at numbers.
How the world’s population is distributed geographically and how
OBJECTIVES people among different geographic regions use resources also
Explain how the distribution have a big effect on the environment. This activity will give your
of population and resources students a global perspective on population distribution, resource
varies among different use, and the affect of both on the environment.
regions of the world, and
how population size and
growth combined with Before You Begin
resource distribution and use
affects biodiversity. You’ll need to gather and organize materials and locate a large open area
for the activity. Measure the yarn or string to the lengths indicated on the
VOCABULARY “Distribution Chart” for each region. Tie the two ends of each yarn
ambassador, foreign aid, together to form a circle, and mark each circle in some way so you know
gross national product
what region each circle represents. Wind each circle into a bundle to keep
(GNP), immigration, per
capita, resource distribution it from getting tangled. When you are ready to do the activity, unroll the
yarn and arrange each circle on the ground to represent each world
TIME region. (The regions in this simulation are those defined by the United
one or two sessions Nations, so Mexico is included in Latin America. The sixth world region,
Oceania, is not included because its population is so small relative to
MATERIALS others that it cannot be accurately represented in this simulation.)
57meters of yarn or string, Make a large placard for each of the world regions (North America,
copy of “Ambassador’s Latin America, Europe, Asia, and Africa) and place the placard inside the
Cards,” five large pieces of boundary of the region when you are ready to start. You’ll also need to
cardboard for signs,
make one copy of the “Ambassador’s Cards” and cut them into sections.
approximately 180 peanuts
in shells, 150 individually Count out the toothpicks that will represent energy consumption for
wrapped candies, 150 each region. Put them into individual bags or bundles using the
toothpicks, 15 bags, labels information from the chart. Label each bag with the region, number of
for bags. toothpicks, and energy consumption (for example, North America, Energy
Consumption 7,946 kilograms oil or 79 toothpicks.) Count out and bag the
peanuts, labeling the bags as above. The peanuts represent protein intake
for each region. Do the same for the candy, which represents the wealth
for each region.
Note: This activity works best with about 63 students, but it can be
done with a smaller group. The “Distribution Chart” contains information
for a group of 63 and a group of 29.
135 | F o o d f o r T h o u g h t
What to Do
1. Appoint ambassadors. know exactly, but the questions help them think
Explain that this activity illustrates how differences about the issues.)
in population distribution and resource use among
five world regions combine to affect the quality of 4. Look at energy consumption around the
life for the people that live in each region. Ask for world.
five volunteers to be ambassadors – one from each Hold up the bags of toothpicks and explain that they
region. Give each ambassador the appropriate represent energy use, such as electricity and fuel
“Ambassador’s Card,” and ask the ambassadors to used for heating homes, running factories, and
stand inside their region’s boundary with the placard operating vehicles. While energy is provided in many
prominently placed. ways, including wood, coal, butane, gas, and nuclear
power, in this activity all these sources have been
2. Divide the students into each of the regions. combined and are expressed in terms of kilograms of
Explain that your students need to populate each oil (that is, each toothpick represents 100 kilograms
region with the appropriate number of people. If you of oil). The bags of toothpicks represent the average
are playing with around 63 participants, each player amount of energy used per person per year in each
represents 100 million people. (With a group of 29, region. For example, on average each European uses
each player represents 200 million people.) Using 3,624 kilograms of oil in a year, so Europe gets a bag
the “Distribution Chart,” appoint each student to a with 36 toothpicks in it.
region and ask the student to stand inside the Pass out the appropriate bag to each
regions boundaries. ambassador, and ask the ambassadors to hold up
If you don’t have enough people, you can use their bag and announce the number of toothpicks
chairs as “citizens.” If you have a few too many they have. Then ask the students: “In which region
people distribute them to Asia and, if necessary, one does the average person use the most energy? How
each to Europe and Africa. does this compare to other regions?” Discuss with
your students how, even though North America’s
3. Look at the population and land area around population is smaller than that of other regions (and
the world. it is growing more slowly than most), the average
Once your students populate the regions, it will be North American uses far more energy than does the
apparent which regions have the highest populations average person in most other regions of the world.
and which have the highest population densities. Ask Tell the ambassadors that they can distribute the
your students to look around and name the regions energy (toothpicks) however they see fit.
with the highest population densities.
Now ask the ambassadors to look at the 5. Look at the protein consumption around the
“Ambassador’s Cards: to find out how many years it world.
will take for their region’s population to double. Explain that the basic protein requirement of each
Have each ambassador announce their respective person in this simulation is about 100 grams of
doubling time to the class. Then ask the students protein a day and that three peanuts represent 100
what it might be like to have doubled the population grams of protein. If you obtain fewer than three
in the same size border of yarn. Where would peanuts, you are not getting sufficient protein in
everyone live? Would there be enough food to go your daily diet. Then pass out the bags of peanuts to
around? Would more or less energy be needed? the appropriate regions, and ask the ambassadors to
Where would it come from? How might nonhuman distribute the peanuts as they see fit.
species and the environmental systems that support At this stage in the activity, interesting things
them be affected? (Of course, your students won’t may occur. Some students, realizing that they are
being “shortchanged” might demand a fairer
distribution system. Others might, without warning, (Students might suggest moving to North
simply jump into a circle containing more resources. America or getting foreign aid from
Others might offer to share what they have. Still countries in the northern hemisphere.)
others might threaten to forcibly remove resources • In what ways do those things happen in the
either within their own or from adjacent circles. real world? Have students recall and discuss
Be prepared for such student reactions and, as some of their reactions. (Many people
they occur, call them to the group’s attention. You immigrate or want to immigrate to North
might even shout “Stop!” and have students observe America in search of opportunity.
and describe what they see happening. Ask them if Sometimes they find it, but many times the
they can describe what they see their peers doing in people also experience poverty in North
“real world” terms. Are they emigrating? Are they America. Some countries receive foreign aid.
being charitable (offering foreign aid)? Are they Providing food, medicine, and money during
starting a revolution? A war? famines is one example. But governments
also provide regular foreign aid to some
6. Look at the distribution of wealth around countries. Although aid is helpful, it is not
the world. enough to meet all people’s needs, and It
Now hold up the bags of candy and explain that they can also be challenging to find ways to
represent each region’s gross national product make sure aid is getting to the people who
(GNP), which is the value of all goods and services really need it. In addition, aid can
produced by a country’s citizens in one year. The disempower people who want to make it on
bags represent the amount of money each citizen their own. In some countries, governments
would get if that region’s GNP were distributed work very hard to improve the domestic
equally among all people. situation by supporting new industries,
Each candy represents $500 (USD). So Africa, restructuring the government, or providing
with its per capita GNP of $2 300, gets four candies. more support for social programs.)
Distribute the plastic bags of candies to the • How did those students who had a lot feel
ambassadors, asking them not to open the bags of when others had only a little? How did they
candy yet. Then have the ambassadors hold up their respond? (Some students might have found
bags so that everyone can see the relative wealth it uncomfortable to have a lot of resources
per person in the different regions. Remind the when others had only a little, and they
students that the bag represents one person’s share might have shared their “wealth.” Others
of the wealth in each region. might have felt bad for those with less but
Have the ambassadors distribute the candy as still have wanted to protect the resources
they like. As in step 5, a variety of responses might they had.)
occur. • What would happen if the regions having
the smallest amount of resources
7. Discuss the activity. distributed in this activity experienced some
Use the student responses to questions such as environmental catastrophe, such as
those in step 5 to find out how students felt about increased pollution or large-scale natural
being citizens of a particular region. Other questions disaster? (Many people would die. As
might include the following: above, some people might receive foreign
• How do the people in Asia, Africa, and Latin aid.)
America feel about only getting a few
candies, while North Americans get 77 per 8. Link the activity to biodiversity.
person? How did you respond? What would In small groups or as a class discuss the following
you like to do about the situation? questions:
• Based on this activity, what are some ways • In what ways can the unequal distribution
that the human population can affect of resources affect biodiversity? (People
biodiversity? (As the human population need to have their basic needs met – food,
expands, there is more pressure to develop water, and energy to cook and heat with.
land and to extract resources, which When many people don’t have access to
destroy natural habitat. Having more plentiful food, water, and energy, they have
people also means more demand for food, no alternative but to cut down forests for
energy, and other products. Increased use firewood or plow forest land to grow crops.
of energy and fossil fuels means more They also may have no alternatives but to
pollution and possible changes in climate overharvest certain plants or animals for
because of temperature increases. food because they don’t have any other
Increased demand for food will require the resources to draw upon. These situations
protection of arable lands for agriculture. may lead to loss of habitat and population
You might want to review with your declines of certain species – even outright
students the “Big 5” threats to the extinction. In addition, people living in
environment.) poverty often don’t have the resources
• What are some of the social issues that can needed to catalyze action on their behalf.
result from unequal distribution of Environmental experts recognize that
resources? (Oppressive living conditions can because poverty and uneven resource
occur when resources aren’t available or distribution contribute to many
don’t reach certain groups within the environmental problems, both locally and
country. Social unrest, conflict, and war can globally, protecting biodiversity means
occur as people try to protect their working to meet people’s basic needs.)
resources and those people without try to • What knowledge and skills do you need to
get access to them. Immigration pressures, learn to address these issues in your
stealing, and demand for foreign aid can future?
also arise.)
Resources
Conserving Land: Population and Sustainable Food Production by Robert Engleman and Pamela LeRoy (Population
Action International, 1995).
The Population Explosion by P.R. Ehrlich and A. H. Ehrlich (Simon and Schuster, 1990).
World Development Report, 2005 by the World Bank (Oxford University Press, 2005).
“2006 World Population Data Sheet” (Population Reference Bureau, 1998). www.prb.org.
Assessment
Have the each student independently write in their field notebooks their responses to the following summary
questions.
• How do certain situations in the game compare to actual occurrences in the world and in their life?
• How does being a resident of the African region as depicted in the simulation make you feel? What
challenges do you see facing this region in the future? What can you do to help protect biodiversity and
support the standard of living for you and your regional neighbors?
Unsatisfactory (1) – The student is unable to answer at least one question in this assessment.
Satisfactory (5) – The student answers all the questions of the assessment, but the answers lack developed thinking relating to the
way population distribution, energy, food, and wealth are distributed and the causes and effects and possible solutions to poor
distribution.
Excellent (10) – The student completes all the questions of the assessment. The work is complete, thoughtful, and reflects the
attitudes of the student and the discussions held in class.
Field Notebooks
Assessment should be recorded in the Field Notebooks.
Extensions
Have the students work in groups to identify the countries that the United Nations groups together for the regions
in this activity. Using maps, students can locate them and make a list of the countries. Have them choose a
country or region and conduct research to find out more about the culture, biodiversity, population, and social
issues in that part of the world.
Student Pages
FOOD FOR THOUGHT

ACTIVITY 3-4
DISTRIBUTION CHART
North America Latin America Europe Asia Africa
Land Area (km2) 19 941 650 20 581 831 22 988 407 31 760 246 30 297 989
Length of Yarn 8.5 meters 9.7 meters 10.6 meters 14.5 meters 13.6 meters
2005 Population 329 million 559 million 730 million 3 921 million 906 million
(with 63 players) 3 students 5 students 7 students 39 students 9 students
(with 29 players) 1 student 2 students 3 students 19 students 4 students
Per Capita Energy
Consumption 2002 7 946 kg 1 159 kg 3 614 kg 998 kg 692 kg
(kg equiv of oil) 79 toothpicks 11 toothpicks 36 toothpicks 10 toothpicks 7 toothpicks
(1 toothpick = 100 kg oil)
Per Capita Protein 100 grams 100 grams
67 grams protein 67 grams protein 67 grams protein
Consumption protein
2
protein
2 2
(3 peanuts = 100 3 3
peanuts/person peanuts/person peanuts/person
grams protein) peanuts/person peanuts/person
Per Capita GNP
2004 $38 810 $7 530 $19 980 $5 350 $2 300
Number of Candies 77 candies 15 candies 40 candies 10 candies 4 candies
($500 = 1 candy)
Note: The regions in this simulation are those defined by the United Nations so Mexico is included in
Latin America. Oceania is not included because of its relatively small population.
POPULATION POINTERS
- A population grows whenever its birth rate is higher than its death rate.
- The growth rate is determined by the size of the difference between the birth and the death rates. The
closer these rates are, the lower the growth rate.
- The world’s current birth rate is over 2.7 times the death rate.
- The world’s women bear an average of 3.0 children.
- The average human life expectance at birth is 67 years and is expected to be 73 years by 2025.
- About half the Earth’s population now lives in urban areas.
- By 2025, the number of world’s people living in urban areas is expected to be double the current number
and to reach 5 billion. (Over 75% of the population of the developed world already lives in urban
areas.)
- The 20% of people living in the most developed countries account for 86% of the world’s consumption.
- About 97% of the world’s annual population increase is in developing countries.
I represent Africa
A. Our human population is estimated at 906 million.
AMBASSADOR B.
C.
At our current growth rate, our population will double in 27 years.
African women bear an average of 5.1 children.
Africa D. Our life expectancy at birth is 52 years.
I represent Europe
AMBASSADOR B. At our current growth rate, our population will not double.
C. European women bear an average of 1.4 children.
Europe
D. Our life expectancy at birth is 75 years.
I represent Asia
A. Our human population is estimated at 3,921 million.
AMBASSADOR B. At our current growth rate, our population will double in 46 years.
C. Asian women bear an average of 2.5 children.
Asia
I represent North America

B. At our current growth rate, our population will double in 117 years.
AMBASSADOR C. North American women bear an average of 2 children.
North America D. Our life expectancy at birth is 80 years.
I represent Latin America

AMBASSADOR B. At our current growth rate, our population will double in 38 years.
Latin America C. Latin American women bear an average of 3 children.
GETTING INVOLVED!
E
ncouraging students to take a community two good ways to get involved in biodiversity-related
level approach to biodiversity issues helps community service. Many groups are helping to
them make connections between what restore damaged ecosystems or are monitoring
they’ve learned about biodiversity and how they can species and populations and the habitats that they
directly help to protect it. Now that your students live in. Your class might want to get involved with a
have tried a variety of biodiversity activities, they’re project with the Water and Forest department or an
ready to apply the skills and knowledge they’ve environmental association that has the same goals.
gained to their projects in their own community. Whether you are working with students in your
Students can participate with individuals and classroom, after school, or with and EE club, this
associations in small rural villages or local cities that section will assist you in facilitating all stages of your
have started their own projects. They may want to project.
help out environmental workers in nearby protected
areas or national parks, or your students may want
PLANNING A PROJECT
to come up with a project of their own.
The following are some basic steps that will help
However your students choose to get involved,
your students get their projects off the ground.
community activities can make a big difference – not
Know that planning and implementing a project is
only to the environment, but also to the students. By
not necessarily a linear process. You’re likely to
contributing to their community, your students can
evaluate and rethink the steps in a course that will
feel a sense of accomplishment and satisfaction.
send you back through some of the steps again. With
Getting involved in community projects can extend
that in mind, adapt the steps to fit your needs.
the understanding and knowledge your students
have already gained and allow them to experience 1. Explore project topics and community issues.
an increased sense of worth and competence. This Your students can become informed about projects
section provides information on a number of ideas from a variety of media sources (e.g. television,
that your students can make their own in their radio), as well as from parents and community
community, as well as guidelines for facilitating members. You might also encourage students to
projects that your students come up with contact local associations and governmental
themselves. agencies that focus on environmental issues.
Arrange for your students to get out and see
EXPLORING COMMUNITY SERVICE environmental problems first hand. The exposure
AND OTHER PROJECTS and explanation about the causes and effects of
There are dozens of types of projects that your environmental concerns in their own backyard will
students might want to tackle that will help them be an important learning experience. Many projects
learn more about biodiversity and at the same time focus on matters such as enhancing a neighborhood
address a local or national problem. Some projects environment or maintaining a unique habitat for a
might focus on teaching others about environmental native species.
issues. Some might help to physically improve the
environment, such as building a trail or cleaning up a 2. Create a list of possibilities.
neighborhood. Other projects might focus on Once the students have highlighted a number of
political or consumer action or on research or potential topics, have them work in groups to
monitoring in the community. Taking part in a develop a list of topics that they think are the most
restoration or monitoring project, for example, are interesting or worthwhile. Then have them come up
142 | G e t t i n g I n v o l v e d !
with a list of projects that could address all or part of might want to focus on one or two small scale
each topic. Have students select the topic they most projects. Try not to take on projects that go beyond
want to tackle. Next, they can brainstorm specific the available resources and time. A large-scale
topics that might help the situation. They can list any project could become too time consuming or
additional information they’ll need to evaluate the discouraging and lose its impact.
project. (You might want to go over the “rules” of
brainstorming to get the most out of your
discussions. See the box at the right.) It might also be
helpful to explain that environmental topics can be
Tips for Better Brainstorming
very broad and that several project possibilities
• Don’t criticize any idea until the
almost always exist for each topic. brainstorming session is over.
3. Narrow the choices. • Write down the ideas using the

For each project listed, ask the students specific exact words of the speaker.
questions that will help them think about the • Encourage creativity. Remind the
process they’ll use to accomplish certain tasks. group that there is no right or
Students may first want to develop a list of criteria wrong answers.
for selecting a project: How much time will a project • All ideas belong to the group. Get
take? How complex is it? What resources are as many ideas as possible.
needed? Whom will they need to talk to? For • Remember that lots of “strange”
example, if one of the project ideas is to create a city ideas can lead to a great idea.
park in a vacant lot or restore a park, the students Record all ideas.
might ask the following questions: • Encourage the group to use other
• Why is it important for the city to have a peoples ideas as springboards for
park? new ideas.
• What problems would be addressed with • At the end, look for recurring
the development of a park? themes or issues. Try to make
• How would different people in the groupings of like thoughts and
community feel about the park? build toward consensus.
• Who might support or oppose a project like
this?
• Who will benefit from the park? Why?
• What costs and obstacles are in the way?
In the case of the park, the students might be 4. Learn more about the issues and pick
addressing the problem of lack of natural space in a project.
their city. By discussing options, they might decide
Have students choose three to five possible projects,
that creating or restoring a park is not the only
develop a list of questions for each one, and work in
solution to the problem. Planting trees and flowers
groups to research the answers. Give them adequate
throughout the city or passing a new ordinance to
time to do the research.
limit development may be other options.
Afterward, organize presentations or class
Sometimes it’s difficult for students to decide
discussions designed to help students demonstrate
among different projects. Although all projects
their knowledge. Invite experts or resource people
provide learning opportunities, an advantage of a
to discuss problems, find possible solutions, and help
local project is that students will learn more about
evaluate ideas.
how their own community works. Students will also
be more likely to see real results. To begin with, they
As students approach their final decision about what, what they’ve done, when they did it, whom
which project to pursue, have each group present a they’ve contacted and so on.
case for one or more of the projects that group feels It’s important that students evaluate the
strongly about. Then hold a group vote. Or have a project periodically to see if they are on target and
large group discussion and try to reach a consensus. to make modifications if necessary. Remind them
The important thing is to let students have as much that it’s OK to rethink their goals and objectives and
say in the decision-making process as possible. At to revise their plan of action in light of new
the end, group members should have chosen a information and unexpected obstacles.
project that they think is both interesting and To build support for their projects, have the
doable. students publicize their successes trough local
channels and media sources.
5. Create an action plan.
Help your students get started on their action plan 7. Assess, generalize, and apply.
by asking, “What do you hope to get accomplished As the project draws to an end, guide the students in
by doing this project?” Guide them in coming up assessing the project itself, the process, and their
with a goal or a vision for the project and specific, feelings about the experience. A group discussion
concrete objectives that need to be accomplished will allow students to reflect on their feelings and
along the way. If the students are tackling a attitudes by providing a chance to listen to what
community problem, have them reflect on questions others say about the project and the experiences
such as the following: What is the current status of they have had. To facilitate the discussion and assess
the problem? What changed to make it an issue? Do your students’ projects, you could ask: “Did your
other communities and countries experience the project accomplish its goal and objectives?” “What
same problem? Are there many different options? was the most successful part of your project?”
Are there any conflicts? The students can also use “What was the least successful part?” “Who was
the questions in “Mapping Your Action Project” to influenced or motivated by your actions?” “Whom
help them plan and focus. A large-format task and might these people influence in turn?” “If you repeat
timeline chart may help the groups keep track of this project, what, if anything, would you do
responsibilities and deadlines. If you’ve decided to differently and why?” “How do you feel about your
let each group take on its own project, you should involvement in the project?” “Have your feelings and
adapt this process to fit small group work. opinions about the issue you worked on changed
As the students work on their action plan, since you began the project? If so, how?” “What did
guide them toward realistic objectives. One of the you learn during this project that you’ll be able to
most common problems for students is thinking too apply to other situations that you’d like to change?”
big. Help them focus and simplify the project by “Would you get involved in another environmental
discussing the responses to the questions and asking project? Why or why not?” “What advice would you
them to carefully consider hard questions. “How will give to other students who are planning an action
you raise that much money?” “Is it realistic to think project?” “Do you think it’s important for citizens to
you can spend every weekend working on this volunteer for community service? Why or why not?”
project?” “How might you tackle a smaller, but more
manageable, piece of the problem?” IDEAS FOR MEASURING SUCCESS
Taking time to evaluate a project helps students
6. Put the plan into action.
understand what they’ve accomplished and allows
As students get started, explain that their projects them to recognize how their project has facilitated
will work best if they keep detailed and clear their personal growth. Here are some ways to
records. They will need to keep track of who’s doing measure student knowledge and project success:
• Ask students whether their project changed

their thinking or behaviors. Have the
students write essays describing those
Mapping Your Action Project changes and the possible reasons for them.
1. What environmental issue will • Have students keep a journal to record
your project focus on? What is feelings about the project, its progress, and
the current status of the issue? its setbacks, and keep notes about the
2. Briefly describe the goal of your challenges and rewards of working with
project and your strategy to others.
accomplish this goal. What would • Have students evaluate other members of
you like to see change as a result
their group as well as themselves. Before
of your project?
the students do this, give them guidelines
3. What are the specific objectives on positive, constructive feedback that
that will help you reach your
focuses on specific points such as
overall goal?
contributions and efforts.
4. What are the approximate staring • Have community members who were
and ending dates of your project?
involved in the project assess the student
5. List the tasks that need to be performance.
accomplished to meet each
objective. Include a tentative
completion date for each task, Assessing Project Success
the supplies and equipment • Have the students describe how well they
required, any funding needed, think their project accomplished the
and ideas about sources for objectives they outlined at the start.
materials and funding.
• Have students conduct surveys or
6. Write down the names of people interviews to assess the success of their
and organizations that may be completed project. What worked? What
able to provide you with useful didn’t? Why?
information, specific skills or
• Evaluate how the students planned for
expertise, or other help.
ongoing maintenance and sustainability of
7. List ideas for ways to publicize the project.
and generate support for your
• Have community members and others who
project.
were involved in the project assess the
8. Describe criteria for measuring project outcome.
your success.
FACILITATING ACTION PROJECTS

Among the keys to success for educators who are
initiating student projects are enthusiasm and
Assessing Student Knowledge commitment, the ability to create a sense of
• Keep a video or photo log of project ownership in students, and a willingness to work
highlights. After the project is completed, with students to overcome barriers and to celebrate
use the videos or photos as a springboard success (even when projects don’t turn out as
for discussion with students. expected). The challenge is to facilitate a project so
• Create a book or poster in which students that students have the power to make decisions and
can write personal comments and assemble learn to rely on themselves for answers or direction.
memorabilia. Creating an atmosphere of cooperation and trust will
go a long way toward encouraging ownership and

responsibility and toward empowering students to Start an organic garden. By starting an
make positive changes in their communities. organic garden on your school grounds,
students will learn ways to lessen the
Encourage your students to take the following environmental impact of growing food and get
actions: to eat the results.
Be prepared. Arming yourself with facts and
background information will serve you well. Start a compost system. Composting is an
Researching accurate information is critical to a easy way to turn certain wastes into products
balanced approach to environmental issues. that are useful for gardening, landscaping, and
Be realistic. Set goals that you feel you can soil restoration.
accomplish. Do not take on projects that are
beyond your available resources and time. Remove introduced plant species. Removing
Stay positive. Be for something you care invasive, introduced plant species gives native
about, rather than against something you species of plants and animals a chance to
disagree with. reclaim their former habitat. Contact a plant
Be respectful. Ideally, environmental action expert for a list of native and invasive plant and
projects stem from a concern and respect for animal species in your area.
health of our world. That same respect should
apply to people as well. Lack of respect and the Start a native plant nursery. If students
tendency to generalize or stereotype are two of want a hands-on project that can improve
the biggest pitfalls of action projects. wildlife habitat, have them start a community
Keep trying. Don’t let early setbacks or native plant nursery. They can investigate
failures derail your project. Rethink your suitable plants, materials, locations, and
approach, brainstorm new avenues, and try fundraising options, as well as ways to
again. distribute the plants once they are grown.
Welcome change and surprise. Continually Plants can later be sold as a fundraiser or given
reassess your project. How can you do things away.
better? Are you still on track? What can you
learn from problems? Make a video about a local biodiversity
issue. Making a video about a biodiversity
PROJECT IDEAS issue is a creative way for students to research
Ideas for projects can come from many sources, and issue, organize their thoughts, and educate
including your own interests and experiences. You others.
and your students may find the perfect action
project listed below or you might want to create Survey the community about an issue. How
your own. do community members feel about protecting
a local threatened or endangered species?
Restore a creek. Educating landowners in a What about a nearby water pollution problem?
community about reducing the use of fertilizers Students can gauge community opinion on an
and pesticides, planting eroded banks with environmental issue by surveying people about
native grasses and shrubs, and removing trash their thoughts and feelings. The survey can also
are just some of the ways to improve the lay the groundwork for future action projects
health of local creeks and waterways for all of by identifying issues that people are most
their inhabitants. concerned about or issues that are ignored.
Participate in local government. Students

Participate in an annual species count. can learn a lot about the environment and
Depending on your area and season there may citizenship skills by getting involved in issues
be a group organizing a species count. From faced by the local government. They may need
birds, butterflies, reptiles, to mammals, species to contact organizations, request information,
are frequently logged to maintain current data write letters, conduct surveys, circulate
about the health of their population. Contact petitions, build coalitions with other individuals
the Water and Forest department or other or groups, and make presentations.
National and International environmental
organizations for details. Build a nature trail. Is biodiversity being
overlooked somewhere in your community? Is
Develop and perform a play for the there a patch of land that could use some
community. What better way to put your sprucing up? Could a local protected area,
students’ talents to work for biodiversity than reserve, or national park use the students’ help
to have them create a play on an important to create a trail on their grounds? Creating a
biodiversity issue? A play can not only educate nature trail, making a nature study area, or
others, but it can also serve as a fundraiser for restoring a native habitat are just a few ways to
other biodiversity projects. Work with local get students and adults involved in learning
teachers and theatre experts for help in getting more about local biodiversity.
your play started.
Design and sell Earth-friendly grocery bags.
Paint signs for storm drains. What goes in a The plight of the flying “mika” bag has taken
storm drain often comes out in nearby streams, Morocco by storm, but those aren’t birds you
rivers, or wetlands. Many people are not aware see in the air. They are plastic bags! If you take
that hazardous materials entering a storm drain a canvas or reusable bag to the store, you can
can affect biodiversity somewhere else. fight the pollution problem one “mika” bag at a
Students have been trying to change this “out time. Students can encourage the use of
of sight, out of mind” mentality by painting reusable grocery bags by designing attractive
warnings on storm drains that state where the bags and selling them.
drains dump their contents.
Develop and distribute fact sheets. Rather
Participate in a beach or river cleanup. than having students write another report, why
Students who take part in beach or river not have them develop creative fact sheets
cleanups learn first hand about marine or connected to a local issue of concern? Fact
watercourse biodiversity and how people affect sheets can easily be distributed to other
it. Start by contacting local authorities to find students and adults, and they can help focus
out what you can do to help. the attention on specific biodiversity related
issues.
Hold a town meeting on a local biodiversity
issue. Town meetings inform citizens and give Write letters. Letter writing can be part of
people a way to speak out on issues that any project. Students will need to study an
concern them. A student-organized town issue from all perspectives, develop an opinion,
meeting may be a catalyst for community put their thoughts into writing, and identify the
change. individuals, organizations, agencies, or
businesses that should receive the letters.
Test your local water. Water testing can be environments are scheduled throughout the
the first step toward discovering local water year. Pick a day, a place, and a theme and get
problems and helping to solve those problems. to work educating.
Test water at several locations, and compare
the results to water quality standards. If the Use the internet. You can use the internet to
results don’t meet the standards, alert ask for help in generating action ideas, keep in
community officials. contact with local schools and officials,
distribute information, answer questions,
Organize a biodiversity day. Sponsoring a publicize events, and more. You can also use
community event focused on biodiversity can the internet as a collection point on data on
help raise awareness about local, national, and anything from rare bird sightings to water
global issues. International day of the testing results to spring blooming dates.

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Morocco’s

Peace Corps Morocco Environment Sector

Adapted from Biodiversity Basics, © 1999,

Background Information ..................................................................................................... 5

ABOUT BIODIVERSITY BASICS

B iodiversity! At first the word may seem

BIODIVERSITY BACKGROUND MOROCCO

6|Bi o d i ve r si t y Ba ckg r o u n d Mo r o cco

1-1 ALL THE WORLD’S A WEB

1. Review vocabulary and divide the class into groups.

2. Discuss the webs.

7| All t h e World ’s a Web

4. Create new webs.

KEY WORDS WEB WORDS

human population growth

Trucks will grow

Example of Word Web

Air needed for Habitats

The Diversity of Life by Edward O. Wilson (Harvard University Press, 1992).

9| All t h e World ’s a Web

1-2 WHAT’S YOUR BIODIVERSITY IQ?

MATERIALS 1. Divide into groups of 4 or 5.

2. Call out questions and record answers.

4. Complete the final tally.

5. Develop a class definition of biodiversity and a list of reasons it’s important.

ecosystem: a community of plants, animals, and

Encyclopedia of Insects by Christopher O’Toole (Andromeda Oxford Limited, 1995).

WHAT’S YOUR BIODIVERSITY IQ?

1. Which of the following could the Olympic

19. How many threatened species are on the

WHAT’S YOUR BIODIVERSITY IQ?

8. Which of the following can be considered an

1-3 INQUIRING MINDS

2. List student questions.

7. Use the team presentations to identify

• In the steps that the scientists took to make

As the students’ discuss ways that the scientists’

come up with objective alternatives to the subjective

do. But scientific knowledge would not exist without

Everyday Wonders by Barry Evans (Contemporary Books, 1993).

AMAZING DISCOVERIES IN SCIENCE

2. How do the figs get so big and sweet?

5. Why did the apple fall to the ground?

1-4 BLED BIOBLITZ

VOCABULARY Before You Begin -

1. Take the ecoregional survey.

Before You Begin - Part 2

Before You Begin - Part 2

A Look at Biodiversity 2. Explain the task.

Animal Signs to Look For

Also, don’t forget to look everywhere, including:

Do’s and Don’ts of Field Work

4. Name one poisonous plant that lives in your area.

5. Name ten native animals that live in your region.

11. How long is the growing season in your community?

12. What is the average temperature in July? In December?

ECOREGIONAL SURVEY CONT’D

14. Where does the water go when it rains?

16. What species in your area are threatened or endangered?

forests that are in trouble?)

Temperature Team Members

BIOBLITZ SURVEY CONT’D

1-5 THE GENE SCENE