Wildwild World EDUCATOR’S GUIDE

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WildWild World EDUCATOR’S GUIDE

Dear Educator:

One of the most compelling arguments for education is that a well-informed and thoughtful citizenry makes better decisions on national and global issues—some of the most pressing involve understanding and protecting our natural environment. Today’s young people will have an important role to play in the stewardship of our shared planet. In order to play that role effectively they will need new tools, skills, and opportunities for exploration. In that spirit, the National Geographic Society, World Wildlife Fund, and Ford Motor Company are pleased to send you and every other school in the United States ten Wild World maps. World Wildlife Fund scientists, working with partners around the world, com- piled the comprehensive data represented on these maps, and National Geographic’s renowned cartographers helped turn that data into an engaging and useful tool. This gift to educators—made possible in part by the generous support of the Ford Motor Company— offers a new way of looking at the world. Rather than drawing political boundaries, Wild World maps draw ecological ones showing the terrestrial, freshwater, and marine ecoregions that hold Earth’s incredible variety of life. This perspective, based on research led by World Wildlife Fund scientists, offers a unique starting point for conservation education. Explorers, scientists, writers, educators, and photographers from the Society and WWF have seen and documented the dangers facing our planet’s natural systems, helping to educate and motivate people the world over. We hope that these Wild World maps—along with the online resources accompanying them—will help you bring into your classrooms the wonders of biodiversity and the urgency of conserving it. Thank you for helping to ensure the readiness of our young people to shoulder the task of exploring, understanding, and protecting our living planet.

Sincerely,

John M. Fahey, Jr. Kathryn S. Fuller William C. Ford, Jr. President and CEO President and CEO Chairman National Geographic Society World Wildlife Fund Ford Motor Company

in partnership with

Wild World Educator’s Guide • page 1 CONTENTS

A Blueprint for Learning ...... Page 3 Activities:

Mapping Basics ...... Page 4

Build an Ecoregion ...... Page 6

HIPPO Posters ...... Page 7

Biodiversity: The Spice of Life ...... Page 9

Ecoregion IQ ...... Page 10

Resources ...... Page 12

A New Way of Looking

eople have been mapping our planet from Pthe earliest times—tracing cities, states, and other political boundaries, as well as physical features, such as ocean ridges and mountain peaks. The Wild World map included in this kit A Living Map looks at our planet in a new way—through the lens of the environment. Both sides of this map his map is designed to complement an highlight the Earth’s ecoregions—large areas of Tinteractive map of ecoregions that can be land or water characterized by special climates, found at these two addresses: plant and animal communities, and ecological www.nationalgeographic.com/wildworld features. What’s exciting is that scientists are now working at the ecoregional scale to study and help www.worldwildlife.org/wildworld protect biodiversity for the future. The online version of the map includes photos This guide provides educational ideas and and information about each ecoregion and a resources to help you use Wild World in your variety of teaching ideas. As our scientists and classroom and encourage students to learn more explorers learn more we will continue to update about the Earth’s web of life. the information on the website and provide additional resources and teaching ideas. Copies of this guide, available online, can be printed out as a PDF file. We encourage you to laminate the map to protect it for years of use. We hope you and your students enjoy exploring both the print and Web version of Wild World.

Wild World Educator’s Guide • page 2 A Blueprint for Learning Defining the Terms r. Michael Zasloff is fasci- is organized. They’re thinking at an nated by frogs—African ecoregional level. D Biodiversity: the variety clawed frogs, especially. In 1986, Ecoregions are large units of land of all life on Earth and the Zasloff, a physician and biochemist, or water characterized by distinctive discovered that the African clawed climates, ecological features, and interconnections among frog’s skin secretes previously un- plant and animal communities. By living things. known antibiotics that protect it considering conservation from an Ecoregion: a geographi- from infection. The mixture of ecoregional perspective, scientists cally distinct area of land or chemicals produced by the frog can design more effective conserva- water that is characterized by kills virtually all known bacteria. tion strategies that incorporate climate, ecological features, The discovery has incredible poten- natural, rather than political, boun- tial because certain bacteria cause daries. Scientists have identified and plant and animal commu- human illness and death and are in- 867 terrestrial ecoregions and hun- nities. The Klamath-Siskiyou creasingly resistant to antibiotics dreds more marine and freshwater Coniferous Forests in the U.S. produced by drug companies. ones. They have also gone a step Pacific Northwest is an exam- Zasloff, like many other scientists, further—out of these 800-plus ple of an ecoregion. is deeply concerned about the future ecoregions they’ve identified what species of frogs and other wild species. All they call the Global 200—more Endemic species: over our planet, wild places and the than 200 of the richest, rarest, and that naturally occur in only one plants and animals that live in them most endangered natural areas on area or region. are disappearing. From dredging Earth. To create the Global 200, Geography: the science of and damming to overhunting and scientists looked carefully at several space and place that brings polluting, humans are taking a toll factors, including species diversity, together Earth’s physical and on the Earth’s biodiversity. “There’s rareness of habitats, number of human dimensions in the inte- so much we don’t know about the endemic species, areas that are natural world,” says Zasloff, “and essential to migration and breeding, grated study of people, places, we’re destroying large parts of it and areas facing severe threats. and environments. before we even appreciate our The Global 200 represents a new Habitat: the area in which ignorance.” science-based approach to setting an animal, plant, or micro- Habitat loss is the main reason for priorities for conservation. At its organism lives and finds the diminishing diversity. So saving the core is a simple concept: If we nutrients, water, sunlight, places wild animals and plants live conserve the broadest variety of the is the first step to stemming the tide world’s habitats, we can conserve shelter, living space, and other of species loss. But saving wild the broadest variety of the world’s essentials it needs to survive. places isn’t easy. With so many habi- species, along with the ecological Introduced species: a tats in trouble and so much to save, and evolutionary processes that species that does not naturally we need a new way to look at the maintain the web of life. The goal occur in an area. Also called world and prioritize our conserva- is to implement a global strategy alien, exotic, or non-native tion efforts. Today, instead of view- to protect these areas and the bio- ing the Earth as divided into diversity they harbor. It’s a blue- species, these invaders can countries and states, scientists are print for long-term conservation cause major problems for thinking and planning more in education and action on a planet- native plants and animals. keeping with the way nature itself wide scale.

Wild World Educator’s Guide • page 3 AC- TIVITY Science Content Standards: K–4:A, C 1 Geography Standard: 8 GRADES K –3

MappingBasics Explore how maps show that the Earth is made up of land and water and that animals live in different places on the Earth.

Materials efore you begin, copy the name of the road (Mill Road)? • copies of map illustration Bsimple map on page 5 and How do people travel on land? on page 5 make enough copies for the stu- How do people travel on water? • Wild World map dents in your group. Also locate a What animals live in the water? • picture of coastal area showing land and water picture of a coastal area that shows What animals live on land? What • paper and crayons land and water. Then start the animals live in both? • blue and green clay (optional) activity by showing the students Then, to help students under- • baking pan (optional) the picture of the coastal area. As stand that different animals live • popsicle sticks (optional) students identify the land and in different places, take a walk • pictures of plants and animals (optional) water in the photograph, encour- around your area to look for habi- age them to describe the differ- tats where animals live. For exam- ences between these physical ple, you might find water insects features. What kinds of things are in a puddle or pond, worms under- Maps help children found on land (bears, dogs, ground, sowbugs under a rock, understand that the squirrels, and so on)? In coastal birds in trees, and so on. Explain Earth is made up of waters (fish, crabs, dolphins, whales, that to survive, different animals and so on)? Where do people have specific needs in the places both landmasses and live? Why is it easier for people where they live, such as hot or cool bodies of water. In this to live on land? (Help students temperatures, sunlight or darkness, understand that the human body particular things to eat, the right activity, children learn is not adapted to living permanently amount of moisture, and so on. that maps can show in the water.) Once you return from your habi- Next, pass out copies of the sim- tat walk, discuss how maps are many kinds of informa- ple map. Explain that color is often used to show where different ani- tion—in this case that used as a symbol on maps. Have mals live. Show the students the different animals live your students color the land area Wild World map and have them green and the water area blue. identify land and water on the on land and in water. What color would you use to show map. They should notice that the a river on this map? What is the water is blue on one side of the

CONTINUED Wild World Educator’s Guide • page 4 map and white on the other and the Extensions land is a variety of colors. Explain • Give students blue and green • Have students make simple that mapmakers (called cartogra- clay and a container such as a maps of the local area, either as phers) use different colors to show baking pan. In the bottom of a group or individually, and add different information. For example, the pan, have them make land animals that live in their region. green can represent forests. with green clay and water with Remind students to think of the Then have the students look at the blue. Then have students place animals they saw on their walk. different photos and illustrations of toy animals or drawings of animals on the map. Discuss where animals attached to popsicle these animals live. Do they live on sticks on the land or in the land or water? What kinds of con- water to show where they live. ditions might these animals need in Conclude by having students their homes (certain foods to eat; draw simple maps of their land places to find shelter such as trees or Adapted from Map Essentials: Grade 1 and water models. (National Geographic Society, 2001). caves; specific temperatures; water to For more information, see drink; and so on)? “Resources,” page 12.

Wild World Educator’s Guide • page 5 AC- TIVITY Science Content Standards: K–4:A, C; 5–8:A, C, D 2 Geography Standards: 3, 8 GRADES 2–6 Build an Ecoregion Make models of ecoregions and discover how each ecoregion supports an amazing array of life.

Materials Each ecoregion has characteristics that help it support • Wild World map a unique diversity of life. For example, coral reefs have • clay, cardboard, paints, sand, many nooks and crannies that offer shelter to their in- soil, and other building materials • pens and scissors habitants. Tropical forests have many layers, from the • books, magazines, and other research materials dark forest floor to the sunny treetop canopy, that provide places for thousands of species to live.

sk students to look at the Here are some ideas for building • Construct a grassland using Aillustrations of plants and ecoregions: cardboard and construction animals on the Wild World map. • Students can build a coral reef paper. Cut out long pieces of Review the definition of an eco- using sand and clay. Use a plas- green and brown construction region with the students—a unit of tic foam tray as a seafloor and paper and use scissors to land or water that is characterized cover the tray floor with sand. “fringe” them. Lay the card- by distinctive climate, ecological Build the reef on the tray, using board flat, and glue the fringes features, and plant and animal clay as the reef. Add illustra- to the cardboard in rows to communities. Also review the tions of plants and animals. represent grasses. Then place definitions of related words (see • Line a baking pan with a gently pipe-cleaner acacia trees and “Defining the Terms,” page 3) and sloping floor of clay to repre- rock outcroppings made of clay discuss the differences. Tell the stu- sent a tidal wetland. Use con- among the grasses. Add plastic dents that they will choose an struction paper for the grasses animal figures or illustrations ecoregion and build a model to and pipe cleaners for the glued to toothpicks and set in represent the physical landscape branching roots of mangrove clay bases. and the plants and animals that trees. Place animal illustrations live there. You can have the on toothpicks. You can add Note: To encourage students to use students work individually or in water or use blue tissue paper creative thinking skills, do not make small groups. Give them time to cut in ribbons to represent the specific suggestions about how to use the Wild World map, the Wild ocean. build an ecoregion model or what World website, books, magazines, • Create a tropical rain forest materials to use. Instead, just pro- and other research materials to diorama by placing a card- vide a variety of materials and allow learn more about their ecoregion. board box on its side. Use students to work in small groups to Then have them build their eco- construction paper or felt plan an ecoregion based on their region. They can draw, color, and glued to the back of the box research. cut out pictures of the animals and to create the multilayers of Adapted from Building a Coral Reef, Teacher’s plants that live there. the forest. Include animals in Handbook, Geography Awareness Week each layer of the rain forest. (National Geographic Society, 1996).

Wild World Educator’s Guide • page 6 AC- TIVITY Science Content Standards: K–4:C, F; 5–8:C, F; 9–12:C, F 3 Geography Standards: 1, 14 GRADES 3–9 HIPPO POSTERS Materials Design posters to illustrate the HIPPO concept—the factors that bring about • Wild World map the loss of diversity. • copy of page 8 • books and other research materials • examples of educational posters egin by going over the HIPPO each HIPPO issue and how it • poster-size paper information on page 8. Can threatens the health of the environ- art materials B • the students give examples of any ment. Encourage students to give of these problems in their own an example of at least one Global community? In their region of the 200 ecoregion on each poster. Students are probably country? In any of the ecoregions When the students have com- familiar with the idea on the map? If the students can pleted their posters, arrange for name HIPPO factors affecting your them to be displayed in an appro- that species and habitats region, discuss how they became priate place. Invite other students, are threatened, but they aware of the issues. Did they hear teachers, and parents for an exhibi- about them on the news? Hear tion opening. Before the posters are might not know what is other people talking? Read a taken down, wrap up the activity causing the problem. bulletin board? with a discussion about similar One way to think about Ask the class to work individually problems facing the students’ own or in small teams to prepare posters community. What factors may be the major causes of bio- that will educate others about the contributing to habitat loss in your diversity loss is to think HIPPO issues. community? Are there any intro- Before beginning work, put up duced species affecting native about the HIPPO acronym: the educational posters you col- species? What solutions have lected (see materials list) and give local organizations or individuals Habitat loss students time to look them over. proposed for addressing the Introduced species Discuss what elements make a suc- HIPPO issues? Pollution cessful design. How much information should a poster try to convey Population growth to get across its message effectively? Overconsumption How big does the lettering need to be? How can artwork best attract (see page 8) a viewer’s attention? Younger students can cut out magazine pictures that will illustrate HIPPO factors and post them under the appropriate letter. They can also print out pictures from the Internet. The teams should design one or more posters illustrating

CONTINUED Wild World Educator’s Guide • page 7 WHY IS OUR WILDLIFE IN TROUBLE?

Habitat Loss A wetland is filled in for housing. tats all over the planet, scientists A rain forest is cut down for sub- have identified the Global 200— sistence farming. Worldwide, loss an approach to conserving the of habitat is by far the biggest world’s most critical ecoregions cause of species extinction. As (see “A Blueprint for Learning,” Today, species are part of the effort to save habi- page 3). disappearing at an extraordinary Introduced Species rate—an estimated Animals and plants deliberately new area. And native species 30 to 75 species a or accidentally introduced into often have no defenses against day. In most cases, an area can wreak havoc on local introduced species or the these extinctions species not equipped to deal diseases they carry. For example, with them. Introduced species, mongooses brought to the are the result of human also called alien, exotic, or non- Virgin Islands, in the Caribbean activity. One way to native species, often do not have Sea, to control rats have also talk about the major natural predators or diseases to decimated native populations of threats to biodiversity control their populations in the birds and snakes. is by remembering the acronym HIPPO. Pollution A by-product of many human Insecticides and oil spills are activities, pollution threatens other sources of water pollution. countless species of plants and And cars and power plants animals. Logging of hillsides release carbon dioxide into the may cause soil erosion and the atmosphere, polluting our air pollution of streams and rivers and contributing to global through the runoff of silt. climate change.

Population Growth Today, over 6 billion people are tremendous pressure on the living on Earth. Each year we add Earth’s resources, hastening about 80 million more. This destruction of habitat and growing population puts increasing pollution.

Adapted from WOW! A Biodiversity Primer, pages 30–31 and Overconsumption WOW! An Educator’s Guide People in industrialized countries quarters of its resources. We are (World Wildlife Fund, 1994). For a more in-depth activity, see such as the United States, Japan, using fossil fuels, forests, fish, “The Case of the Florida Panther” in and France together make up soil, water, and other resources Biodiversity Basics. For more information see only one-quarter of the world’s faster than natural processes “Resources,” page 12. population—and yet use three- can replenish them.

Wild World Educator’s Guide • page 8 AC- TIVITY Science Content Standards: 5–8:C, F; 9–12:C, F 4 Geography Standard: 6 GRADES 5–12 BIODIVERSITY: THE SPICE OF LIFE Explore reasons for protecting biodiversity.

Materials efore starting, write each of • seven pieces of poster-size Bthe seven statements on pages paper 9–10 on a separate piece of large • thick markers paper. Use thick markers and write • tape large enough so students can read the statements from all areas of the room. Hang each piece of paper in There are many reasons a different location. Next, read each people believe that protect- statement out loud, or call on different students to read each one. ing biodiversity is impor- Ask students to carefully consider tant—from the beauty and all the statements before standing peace a lush forest in front of the one they feel is the most important reason for protect- provides a hiker to the ing the diversity of life or best de- Reasons To Protect ecological “service” of scribes how they feel. Explain that there is no single right answer and Biodiversity flood control that benefits that it’s fine if they are standing • It is important to conserve the people downriver. This alone or with a group. They can diversity of life for medical and also stand by the paper that says economic reasons. Plants and activity explores some “other” if they have another reason, animals could provide us with of these reasons while don’t feel it’s important to preserve additional foods, medicines, helping students discover biodiversity, or feel strongly about and other products that will combining one or more of the save lives and benefit society. how their own beliefs reasons posted. and values influence their After everyone has made a selec- • It is important to protect the tion, have the students in each diversity of life because biodi- thinking about biodiversity. group discuss among themselves versity helps maintain impor- why they chose “their” statement. tant ecological processes such Give them five minutes to discuss as oxygen production, pollina- their thoughts before asking one tion, and flood control that, in person from each group to sum- turn, help support all life on marize the discussion. After each Earth. group’s representative has spoken, ask if anyone’s views changed after • Our lives would not be as rich hearing from the other groups. if we lost species such as bears, Discuss the underlying beliefs and beetles, hawks, frogs, lizards, values that drew people to particu- tigers, and the habitats where lar statements. they live. The rich diversity of

CONTINUED Wild World Educator’s Guide • page 9 AC- ACTIVITY 4 CONTINUED TIVITY Science Content Standards: 5–8:A, C; 9–12:A life also allows for important 5 Geography Standard: 8 GRADES recreational activities such as 5–12 hiking, fishing, camping, and birding.

• It is important to protect the diversity of life because no generation has the right to ECOREGION Working in two teams, play a game IQ destroy the environment and resources on which future that focuses on nine of the Global generations will depend. It is 200 ecoregions. our responsibility to take care of the diversity of life. efore you begin, create a big Materials Bgame board either on a piece • It is important to conserve the of poster-size paper or on the diversity of life because all • Wild World map chalkboard. See the sample game • books, magazines, and other species have a right to exist. research materials board on page 11. Using 11˝ x 17˝ • poster-size paper and paper, make two smaller versions • It is important to protect 11" x 17" paper of the game board. Using two the diversity of life because • construction paper different colors of construction • markers or chalkboard with biodiversity provides inspira- chalk paper, cut 25 pieces of each color tion and provokes curiosity • paper and paper clips the size of the small game board and imagination. Art, music, • scissors squares. and poetry are often inspired • pens and pencils Tell students they’re going to by the diversity of life. And play a game of Ecoregion IQ in many of our technological which they will explore the nine advances, such as flight, have From clouded leopards in ecoregions highlighted on the been inspired by examples the Eastern Himalayan Global 200 map. First, the class found in nature. should select five categories that Forests to chameleons in relate to ecoregions; for example: • Other the Madagascar Dry animals, geographic features, climate, threats, fascinating facts. Forests, each Global 200 Write the categories in the top ecoregion harbors an row of the big game board and the amazing array of wildlife. smaller boards. Divide the class into two teams. Give each team a Your students can learn small game board and 25 pieces of about these creatures and the cut construction paper (teams may need extra pieces). the unique climates and habitats that support Preparing for the Game

Adapted from Biodiversity Basics—An them by playing a game Each team researches the nine Educator’s Guide to Exploring the Web of ecoregions. Research sources can Life (World Wildlife Fund, 1999). of Ecoregion IQ. For more information see “Resources,” include the Wild World website, page 12. the Wild World map, reference books, magazines, and atlases. Then each team writes 25

Wild World Educator’s Guide • page 10 questions—5 questions (and answers) for each of the 5 categories. Students should try to make some questions more challenging than others, but not so obscure that the other team has little chance of responding to them (see the sam- Geographic Fascinating Animals Climate Threats ple questions and answers below). Features Facts Each team writes its questions and answers on the pieces of col- 100 ored paper as follows: On one side, write the question and category. On the other side, write its answer. Do this for all 25 questions/answers. Then in each cate- 200 gory, arrange questions in order from easiest to most difficult. On the “question” side of the paper, add the point value (100 for easi- 300 est answer, etc.). Place all 25 paper pieces question-side-up on the small game boards. 400 Playing the Game Team A chooses a category, and Team B reads the 100-point question in that category. If Team A 500 answers correctly, the teacher (or a student scorekeeper) writes “A” in the appropriate square on the large game board, and Team A contin- Sample Questions & Answers ues playing until NINE ECOREGIONS 200 Where do more than half the freshwater they miss. (A square of the GLOBAL Q fish species in the United States live? can be “won” only • Amazon River and Flooded the Southeastern Rivers and Streams once, so all ques- Forests A tions won’t be used • Bering Sea What Madagascar primate has unusually in the game. The • Eastern Himalayan Broadleaf Q big eyes and a long, spindly finger on each class could discuss and Conifer Forests hand? the extra questions • Madagascar Dry Forests after the game.) • Mesoamerican Reef A the aye-aye Teams keep playing, • Rift Valley Lakes taking turns, until • Southeastern Rivers and Q Which ecoregion has trees that depend all squares are won. Streams on fish to help disperse their seeds? The team with the • Southwestern Amazonian A the Amazon River and Flooded Forests most points wins Moist Forests the game. • Sulu-Sulawesi Seas Q Which ecoregion has a year-round ice pack the size of California? A the Bering Sea

Wild World Educator’s Guide • page 11 ResourcesResources WEB RESOURCES

Wild World Map www.nationalgeographic.com/wildworld For additional Wild World maps, www.worldwildlife.org/wildworld please contact National Geographic Maps at A fully interactive version of the Wild World (800) 962-1643 map offering navigation through both the or write P.O. Box 4357, Evergreen, CO 80437-4357 Global 200 and the terrestrial ecoregions. $7.49 per map Scalable maps link to ecoregion descriptions, photographs, species lists, comparative data, educational resources, and more. www.worldwildlife.org/windows Map Essentials ™ Features interactive online versions of activities A grade-specific, standards-based, comprehensive map skills from World Wildlife Fund’s Windows on the Wild program for grades 1–8 from the National Geographic Society. curriculum guides, free downloadable activities, Can be used as stand-alone curriculum or as a link to other a calendar of community events and workshop core curriculum areas. opportunities, lists of recommended biodiversity education materials, and more. For ordering information, call (800) 368-2728. www.nationalgeographic.com/education Biodiversity Basics—An Educator’s Guide to This site puts National Geographic’s best Exploring the Web of Life educational resources at a teacher’s fingertips. A comprehensive middle-school module from World Wildlife Every week, National Geographic features interactive online activities, free downloadable Fund featuring an Educator’s Guide, Student Book, copy of maps, teacher forums, educational opportuni- WOW! —A Biodiversity Primer, and full-color map of the ties, and award-winning products designed to Global 200 ecoregions. Biodiversity Basics explores the meaning support the classroom teacher. In addition, the of biodiversity, its significance, current status, and measures searchable site allows visitors to indicate their taken to protect it—with background information, 34 activities, grade level and subject area for resources tai- and extensive appendices. lored to specific needs.

For ordering information, call (800) 422-8886. Each activity in this guide ties to the national science content and geography education standards. For more information on the standards, The Biodiversity Collection—A Review of please see: Biodiversity Resources for Educators www.nationalgeographic.com/xpeditions From World Wildlife Fund and the North American Association A virtual “exhibit hall,” for both teachers for Environmental Education, a compendium of exemplary and students that illustrates the concepts K–12 environmental education resources. Reviews 47 of the behind the national geography education best supplementary curricula providing curriculum summary, standards, featuring interactive adventures and free maps. grade level, subjects covered, reviewer comments, and price. For ordering information, call (800) 422-8886. www.nap.edu/readingroom/books/nses A complete online version of the national science education standards including teaching, content, and assessment standards.

Wild World Educator’s Guide • page 12