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Snow-Leopard-Curriculum.Pdf Engaging Students in Conservation: Protecting the Endangered Snow Leopard 1–2 Week Curriculum Unit for Grades 5–8 Curriculum developed by: Generous funding provided by: Engaging Students in Conservation: Protecting the Endangered Snow Leopard Copyright © 2009 Facing the Future and Snow Leopard Trust Commercial reproduction of these materials is prohibited without prior written permission. Materials may be reproduced and used for nonprofit educational purposes, providing the user contacts Facing the Future or Snow Leopard Trust prior to reproduction and appropriately acknowledges Facing the Future and Snow Leopard Trust as the developers of said materials. The Snow Leopard Trust is the world’s leading authority on the study and protection of the endangered snow leopard. The Trust protects the endangered snow leopard from extinction, supports rural families, and safeguards the mountain environment of Asia through long-term partnerships, community-based conservation, and rigorous science. We use a combination of approaches that focus on partnering with communities in snow leopard habitat. As we build community partnerships we use science and research to determine key snow leopard habitat, assess wildlife-human conflict levels, and identify potential resources for conservation programs. For more information, visit www.snowleopard.org. SNOW LEOPARD TRUST 4649 Sunnyside Avenue N, Suite 325 Seattle, WA 98103 (206) 632-2421 www.snowleopard.org Facing the Future is a nonprofit organization dedicated to educating and motivating today’s students to be responsible stewards of tomorrow’s world. We develop and deliver standards- based hands-on lessons, student textbooks, curriculum units, and professional development opportunities for educators that promote critical thinking on global issues, sustainability, and positive solutions. Facing the Future curriculum is in use in all 50 U.S. states and over 85 countries by teachers and students in grades K-12, in undergraduate and graduate classes, and across multiple subject areas. For more information, visit www.facingthefuture.org. FACING THE FUTURE 811 First Avenue, Suite 454 Seattle, WA 98104 (206) 264-1503 www.facingthefuture.org Acknowledgements Curriculum Development Kim Cleary Sadler, Associate Professor of Sheeba Jacob, Facing the Future Biology, Middle Tennessee State University Laura Skelton, Facing the Future Stacy Graison, Director of Education, Zoo Design and Layout Atlanta, Georgia DECODE, Inc. Wendy Hanlon, Science Teacher, Atlantic Middle School, Massachusetts Copy Edit Courtney Hughes, Becky Hutton Education Program Coordinator, Environmental Stewardship Division, Alberta Environment, Canada Field Testing Rebecca Klein, Social Studies Teacher, Mill Thank you to the following educators and Pond School, Massachusetts their students for field testing the curriculum: Danielle Nicholas-Fisher, Science Educator, Heidi Butterworth, Science Teacher, The Montana Day School at Baltimore Hebrew, Maryland Marissa Niranjan, Conservation Commerce Gioya DeSouza-Fennelly, Environmental Manager, Snow Leopard Trust Science Teacher, I.S. 143(M)-Eleanor Annie Oxarart, Project Coordinator, School Roosevelt Middle School, New York of Forest Resources and Conservation, Caitlin Estep, K-8 Teacher, Central University of Florida Washington University Tara Padula, Outreach Coordinator, Denver Irene Martine, Science Teacher, Spacecoast Zoo, Colorado Jr./Sr. High School, Florida Jeri Pollock, Independent Scholar, California Elizabeth Mulkerrin, Director of Education, Lorrie Rader, Naturalist, Montana Fish, Omaha’s Henry Doorly Zoo, Nebraska Wildlife & Parks Joshua R Wager, Science Teacher, Harding Katie Remine, School and Community Middle School, Iowa Engagement Supervisor, Woodland Park Donna Zvonar, Science Teacher, St. Mary’s Zoo, Washington School, Illinois Rebecca J. Rose, Field Conservation Coordi- nator, Columbus Zoo and Aquarium, Ohio Additional Contributions Meghan Rubinstein, Conservation Educa- Thank you to the following individuals tion Coordinator, Denver Zoo, Colorado and groups for reviewing and editing the Jennifer Snell Rullman, Conservation curriculum: Program Director, Snow Leopard Trust Molly Ward, Program Committee, Facing the Future Paleontology Educator and Technology Coordinator, Museum of the Teacher Advisory Council, Woodland Park Rockies, Montana State University Zoo Leanna Aker, Science Teacher, Columbia Junior High School, Washington Janet Bender-Keigley, Program Coordinator, Montana Watercourse About This Curriculum: Students Taking Action for Snow Leopard Conservation The snow leopard is a majestic and elusive endangered species found in the remote mountains of Central Asia. Uniquely adapt- ed to one of the harshest environments in the world, these cats survive at extreme alti- tudes and are a keystone species. Their pres- ence influences and regulates the balance of plants and animals within their ecosystem. Although they have roamed the moun- tains for centuries, like other top preda- tors they face threats due to the overlap in JOHN STAHL landscape and resource use between humans and snow leopards. Threats to snow leopard survival include illegal hunting by poachers cal thinking, collaborating with peers, and and loss of habitat and wild prey as people employing a global perspective. and their livestock move into new areas. The series of five lessons in this cur- Human-wildlife conflicts such as these are riculum unit is presented in a suggested not unique to snow leopards; they occur sequence. The series begins with an intro- all around the world. Solutions for wildlife duction to snow leopards and their unique conservation are complex because they are ecosystem, then moves into an exploration often linked to the livelihood and needs of of the human-wildlife conflicts that exist humans who share a habitat with wildlife. where people and snow leopards overlap, This unit of study encourages students and engages students in the creative process to explore a variety of topics and activities of developing conservation solutions for related to snow leopard conservation. By real-life wildlife conflicts. learning about snow leopards and the threats The unit culminates with a service learn- to their survival, students will understand ing activity that provides students with the the pressures facing wildlife around the opportunity to directly contribute to the world and the interconnections among those protection of these cats. In this final activity, pressures. They will engage in activities that students engage in a conservation project allow them to consider the many different called Snow Leopard Enterprises. Snow stakeholders and points of view involved Leopard Enterprises, operating in Mongolia in wildlife conservation. Students will also and Kyrgyzstan, is a conservation project of engage in real and meaningful efforts to the Snow Leopard Trust. protect these important animals, envision- Though the lessons are designed as a ing and designing solutions that balance the comprehensive unit, each lesson can also needs of people and natural ecosystems. Ad- stand alone. ditionally, these lessons encourage students to develop 21st century skills such as criti- Engaging Students in Conservation Students Engaging 4 © FACING THE FUTURE www.facingthefuture.org & SNOW LEOPARD TRUST www.snowleopard.org 5 Protecting the Endangered Snow Leopard Snow the Endangered Protecting Grade Level: 5-8 National Standards Addressed Unit Length: 1-2 weeks National Science Education Standards Key Concepts C. Life Science F. Science in Personal and Social Perspec- • adaptation tives • biodiversity • civic participation National Council for the Social Studies • community-based conservation III. People, Places, and Environments • ecosystem IV. Global Connections • environment V. Individuals, Groups, and Institutions • food web VI. Power, Authority, and Governance • government VII. Science, Technology, and Society • human-wildlife conflict IX. Global Connections • negotiation X. Civic Ideals and Practices • point of view North American Association for • service learning Environmental Education • sustainable solution Student Objectives (Abbreviated) 1 Questioning, Analysis, and Interpretation Skills • Discover how wild cats, in particular snow 2.2 The Living Environment leopards, are adapted to ecosystem condi- 2.3 Humans and Their Societies tions 2.4 Environment and Society • Understand how species are connected in a food web 3.1 Skills for Analyzing and Investigating • Evaluate how to meet the needs of hu- Environmental Issues mans and wildlife simultaneously 3.2 Decision-Making and Citizenship • Devise sustainable solutions for enhancing Skills human and ecological communities where 4 Personal and Civic Responsibility snow leopards live • Participate in Snow Leopard Enterprises, a conservation project of Snow Leopard Trust • Determine how to support an important conservation, community, or school project © FACING THE FUTURE www.facingthefuture.org & SNOW LEOPARD TRUST www.snowleopard.org Table of Contents About this Curriculum ....................................................................................... 4 Lesson 1: The Cat’s out of the Bag! ................................................................................... 7 Lesson 2: Mountain Mixer ................................................................................................19 Lesson 3: It Takes All Kinds of People ............................................................................32 Lesson 4: What’s the Plan?
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