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TCA Teacher Training Manual Teacher Training Science and Conservation Tenkile Conservation Alliance 2006 This teaching manual has been prepared by the Tenkile Conservation Alliance, with the support of Zoos Victoria, Melbourne, Australia and the Rufford Small Grants for Conservation, United Kingdom. The materials are adapted from the Wildlife Conservation Society’s (USA) “Habitat, Ecology Learning Program” (HELP) and Zoos Victoria’s Discovery and Learning Resources. © These sheets may be reproduced for teaching purposes. Permission to reproduce them for other purposes may be obtained from the Tenkile Conservation Alliance or Zoos Victoria. Graphics: © Zoos Victoria. Photos: © Tenkile Conservation Alliance. Page 2 of 127 TABLE OF CONTENTS TABLE OF CONTENTS ............................................................................................... 3 MANUAL OVERVIEW .................................................................................................. 5 UNIT 1 – WORKING SCIENTIFICALLY ...................................................................... 7 ACTIVITY 1 - Introducing Science using a Concept Map ........................................... 9 ACTIVITY 2 - Defining evidence and Scientific Method ........................................... 13 ACTIVITY 3 – Insulation Testing ................................................................................. 17 ACTIVITY 4 - Can Rolling ......................................................................................... 19 ACTIVITY 5 - Tenkile Research - Distance Sampling .............................................. 21 UNIT 2 – LIVING THINGS – THE NATURE OF THINGS .......................................... 23 ACTIVITY 1 - Classification picture mix up ............................................................... 29 ACTIVITY 2 - Classification using the address analogy ........................................... 32 ACTIVITY 3 - Practice with plants ............................................................................ 37 ACTIVITY 4 - Classification of mammals – Venn Diagram...................................... 39 ACTIVITY 5 - Tree Kangaroo Fish Bone ................................................................. 43 ACTIVITY 6 - Classification board game ................................................................. 47 ACTIVITY 7 - Tenkile Y-chart .................................................................................. 51 UNIT 3– LIVING THINGS – ECOLOGY, RELATIONSHIPS AND INTERACTIONS 53 ACTIVITY 1 - Biodiversity – Counting Bugs ............................................................ 61 ACTIVITY 2 - Adaptations – Counting sticks ........................................................... 65 ACTIVITY 3 - Adaptations – Counting Characteristics ............................................ 69 ACTIVITY 4 - Aboreal vs terrestrial .......................................................................... 71 ACTIVITY 5 - Plant Adaptations .............................................................................. 75 ACTIVITY 6 - Plants in the Rainforest ..................................................................... 77 ACTIVITY 7 - Plant Pollination ................................................................................. 79 ACTIVITY 8 - Who am I? ......................................................................................... 81 ACTIVITY 9 - Food Chains ...................................................................................... 85 Page 3 of 127 ACTIVITY 10 - Food Webs .................................................................................... 889 ACTIVITY 11 - Pollinator vs Seed disperser ............................................................ 91 ACTIVITY 12 - Tumbuna Stori ................................................................................. 95 UNIT 4 – ENVIRONMENT AND RESOURCES – PEOPLE AND ENVIRONMENT .. 99 ACTIVITY 1 - Environment .................................................................................... 106 ACTIVITY 2 - Conservation ................................................................................... 108 ACTIVITY 3 - Endangered Species ....................................................................... 110 ACTIVITY 4 - The People Problem ........................................................................ 114 ACTIVITY 5 - Yu wanbel or nogat? ........................................................................ 118 ACTIVITY 6 - Role Play ......................................................................................... 120 GLOSSARY .............................................................................................................. 126 REFERENCES .......................................................................................................... 127 Page 4 of 127 Manual Overview The Tenkile Conservation Alliance (TCA) is a non-government organization based in Lumi, Sandaun Province, Papua New Guinea. It aims to protect the endangered Scott’s Tree Kangaroo, locally known as Tenkile, from eminent extinction. TCA conducts research on Tenkile to monitor the population, conducts conservation education to the local schools and communities and is introducing alternative protein sources to the people of the Torricelli Mountains. This teacher in-service training manual was written and produced by Jean Thomas, TCA Education Officer in conjunction with Bridget Hayes (Wildlife Conservation and Science Department-Zoos Victoria) and other Zoos Victoria staff. It has been adapted from the Habitat, Ecology Learning Program (HELP) produced by the Wildlife Conservation Society (USA) and Zoos Victoria Discovery and Learning Resources. Manuals have been printed by Zoos Victoria, Australia. This teaching manual is designed to give teachers a source of information regarding the unique fauna and flora of Papua New Guinea. It includes detailed lesson plans and how they relate to the learning outcomes produced by the Department of Education Papua New Guinea. The lesson plans include an aim, objective and learning outcomes. For the convenience of teachers at the village, lessons have been designed so they require only a small amount of materials. The lessons are based on the scaffolding principle of learning where the learner builds on the knowledge in a step by step process. The lessons are activity based and try to incorporate many learning techniques including graphic organisers, art and movement. Although the lessons are designed to be taught consecutively, they are still flexible enough to be taught individually. The manual can be used as a source of reference for teachers or as a complete set of lesson plans. Each Unit of work is not designed to be taught exclusive of normal coursework outlined by the Department of Education within PNG. Teachers should follow those Units of work as directed by the Department and use this manual as a supplement. This teaching manual provides teachers with an overview of the fauna of PNG and a few basic scientific principles. A list of references are included at the back of the manual and should be consulted to gain a deeper understanding and more detailed information on PNG fauna. The overall goal of this teacher in service training manual is to provide sufficient background information for teachers to deliver conservation education within their classroom both now and in the future, with the aim of empowering the students to help “make a difference” in preventing the decline of PNG’s unique flora and fauna. The major aims of this training manual is to provide teachers with: – A resource manual containing information on PNG fauna and flora – A series of lesson plans which incorporate scientific principles, conservation values and information on PNG’s unique flora and fauna. – Show how these lesson plans relate to the learning outcomes recommended by the PNG education department. – Provide teachers with a series of teaching techniques that can be adapted for other subject material. Page 5 of 127 The key themes and concepts for teachers and students to comprehend are: – What is science and what do scientists do? – Classification of living things and biodiversity within PNG – Rainforests how they work and why they are important – How plants, animals and humans interact with each other. – Conservation of natural resources within the environment These concepts fit in well with the PNG Science curriculum (Working Scientifically and Living Things) and the Social Science curriculum (People and Environment). Page 6 of 127 UNIT 1 – WORKING SCIENTIFICALLY Focuses on analytical and creative approaches and students are encouraged to explore, question, test ideas and formulate conclusions. Empowers students to implement problem-solving strategies when constructing their understanding of the world around them. Aim: To help students understand what science is and how it affects their everyday lives. Science has been a huge part of our lives and has made considerable contributions to society. Science has been a part of peoples lives ever since we evolved, from the time people started to “invent” tools and use fire to the present evolution of more complex and advanced computer technology that dominates the western world today. People are naturally inquisitive and exploratory animals so consequently in a way we are all scientists. When someone researches, studies, invents or discovers something new, it is all in the name of science. The professional scientist will write their results in a report which is then published in scientific literature
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