Biodiversity of the Caribbean A Learning Resource Prepared For: (Protecting the Eastern Caribbean Region’s Biodiversity Project) Preface Prepared by: February 2009 Ekos Communications Inc Victoria, British Columbia Canada Biodiversity of the Caribbean A Learning Resource Prepared for the Organization of Eastern Caribbean States (OECS) (Protecting the Eastern Caribbean Region’s Biodiversity Project) Copyright 2009: Organization of Eastern Caribbean States (OECS). This activity is funded by the United States Agency for International Development (USAID). The views expressed herein are those of the author (s) and do not necessarily reflect the views of the donor agencies supporting the activity or of the OECS Secretariat. PROJECT PARTNERS The Organisation of Eastern Caribbean States (OECS) came into being on June 18th 1981, when seven Eastern Caribbean countries signed a treaty agreeing to cooperate with each other and promote unity and solidarity among the Members. The Treaty became known as the Treaty of Basseterre, so named in honour of the capital city of St. Kitts and Nevis where it was signed. It is the mission of OECS to be a major regional institution contributing to the sustainable development of the OECS Member States by assisting them to maximise the benefits from their collective space, by facilitating their intelligent integration with the global economy; by contributing to policy and program formulation and execution in respect of regional and international issues, and by facilitation of bilateral and multilateral co-operation. For more information visit oecs.org. The U.S. Agency for International Development (USAID) is an independent agency that provides economic, development and humanitarian assistance around the world in support of the foreign policy goals of the United States. The United States has a long history of extending a helping hand to those people overseas struggling to make a better life, recover from a disaster or live in a free and democratic country. U.S. foreign assistance has always had the twofold purpose of furthering America’s foreign policy interests in expanding democracy and free markets while improving the lives of the citizens of the developing world. Spending less than one-half of 1 percent of the federal budget, USAID works around the world to achieve these goals. For more information visit usaid.gov. Cover Image Photo Credit: Rick Searle; EKOS Communications, Inc. (Copyright 2008) A special thanks to the members of the Project Team and External Reviewers that provided their knowledge and expertise in the development of this learning resource: PROJECT TEAM Rick Searle (President, EKOS Communications, Inc., Canada) Starr Munro (Creative Director, EKOS Communications, Inc., Canada) Jenn Goad (Research Assistant, EKOS Communications, Inc., Canada) Sue Staniforth (Principal, Staniforth & Associates - Canada) Joyce Glasgow (Senior Lecturer - Retired, Faculty of Education, University of West Indies, Jamaica) Kenroy Johnson (Principal, Georgetown Secondary School, St. Vincent) Joan Ryan (Public Relations Officer, Central Water and Sewage Authority, St. Vincent) Maria Protz (Communications Consultant, Jamaica) EXTERNAL REVIEWERS Cecile Carrington (Head - Retired, Biology Department, St. Augustine Girls High School, Trinidad) Dale Webber (Senior Lecturer, Faculty of Pure and Applied Sciences, University of West Indies, Jamaica) Anita James (Biodiversity Coordinator, Ministry of Agriculture, Lands, Forestry and Fisheries, Saint Lucia) Michael Thomas (Head, Department of Geography, Georgetown Secondary School, St. Vincent) PROJECT CONSULTANT EKOS Communications provides innovative environmental education and communication services intended to engage, inspire, motivate and support individuals and organizations in the pursuit of sustainability. Our clients in the public, private and not-for-profit sectors come to us not only because we are a “full service shop” with expertise in such aspects as web-de- sign and development, audio-visual production, graphic design and production, and research and writing but also for our skills and talents in developing and supporting engagement, dialogue and exchange. Our projects span all aspects of sustainability, including biodiversity conservation, renewable energy, green buildings and neighbourhoods, and climate change. For more information visit ekoscommunications.com. An Outline of the Guide I) Welcome & Introduction to the Learning Resource II) Suggested Learning Scope and Sequence III) Part 1: Biodiversity Basics: The Spice of Life A) The Basics of Biodiversity B) Ecological Processes, Cycles and Systems C) Ecosystems and Action for Biodiversity IV) Part 2: The Caribbean: A Biological Diversity Hotspot A) Open-Ocean Ecosystems B) Coastal Ecosystems C) Coral Reef Ecosystems D) Mangrove Swamp Ecosystems E) Tropical Forest Ecosystems V) Appendix I: Teacher Tips and Strategies This section of the guide contains some background information about the benefits and challenges of taking students outdoors.Teacher tip sheets cover planning logistics and help teachers develop a conservation ethic with their students. Several hands-on, sensory aware- ness activities help increase the ability to observe and be present in nature, emphasize getting to know local species and their habitats, and inspire local action and stewardship. VI) Appendix II: Biodiversity Resources This section lists additional resources, web links and further background information. VII) Appendix III: Glossary I/ Welcome and Introduction to the Biodiversity Learning Resource This resource has been developed for teachers and students to support and inspire them in teaching and learning about biodiversity at the CXC level. The content has been written to be accessible to secondary or high school students. Many experienced educators have contributed to creating this guide, endorsing “tried-and-true” activities with practical, realistic teaching strategies. The background information has been written for students and teachers to review and use, and most of the activi- ties are student-directed, with worksheets and learning strategies that support their learning. A section has been developed to support and inspire student action for biodiversity. The Appendices include teacher tip sheets to support teachers taking students on outdoor excursions and field trips, as well as simple sensory awareness activities to heighten students’ observation skills while working out- doors. Relevant learning outcome links to the CXC syllabi are included, as well as assessment suggestions and a resource list. The resource was developed as a component of the “Protecting the Eastern Caribbean Region’s Biodiversity Project” of the Organiza- tion of Eastern Caribbean States (OECS) and was funded by USAID. While the resource is intended primarily for use in secondary or high schools throughout the OECS, the content has been developed to have relevance to the Caribbean as a whole. The resource consists of two parts. The first introduces learners to the basic principles and concepts related to biodiversity and its conservation and protection. The second provides background, case studies and activities related to some of the Caribbean’s ecosys- tems: open-ocean, coastal zone, coral reefs, mangroves, and tropical forests. Two other parts have been recommended for development should the necessary financial resources become available. These two additional resources would cover the linkages between biodiver- sity and culture and a focus on endangered species and spaces. The two parts and their individual sections have been designed as “stand-alone” resources. Also, it is not necessary for the learner to work their way through the two sections sequentially, except to say that the material in Part 2 would be more readily understood and integrated after having studied Part 1 first. It should be emphasized that the activities included with each section are meant as a guide only, rather than as directives to be fol- lowed. Teachers and students are encouraged to develop examples, case studies and activities localized to their particular country. However you choose to use this guide, we wish you enjoyment and inspiration in your exploration of the amazing biodiversity of this region. What the teaching professionals have to say about Biodiversity of the Caribbean as a learning resource... “This Learning Resource is a great concept and in many ways the resource is guaranteed to enhance learning at both the teacher and student level.” “The emphasis on peer learning, self-teaching and life skills is the way forward by most new day educators and thus are most appropriate.” [Part 1] is well written and will a “life changing course” when applied. The outdoor activities are great and the synthesis is engaging and rewarding making science of biodiversity real and alive in the hands of the student. It will open the windows to the world around the students and areas such as wealth from trees and all species have values engage the practical aspects which cement the thought processes required for conservation of biodiversity.” “...the Actions for Biodiversity [section] is a challenging one for both teacher and student since it now challenges [them to] know more about their situation and commit to making a difference. The Interview in the community has so many winning points, it should be a core activity in this and other sections.” “Biodiversity in the Caribbean contains a wealth of information and offers a more holistic and real-world approach to