Innovative Approaches to Rainforest Conservation
Grades: 9-12
Time allotment: three to four 45-minute class periods
OVERVIEW
Using segments from the film Andasibe, students learn about challenges facing the world’s rainforests in the 21st century due to traditional agricultural methods, poverty, and limited economic opportunities. Students learn how this rainforest destruction is threatening the extinction of many of the world’s animal species.
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In the introductory activity, students learn about Madagascar, biodiversity, endemism, lemurs, and biological hotspots.
In the learning activity, students reflect on the importance of improving traditional agricultural practices in developing nations and learn about an innovative program, called the System of Rice intensification, SRI, which intensifies the production of rice without chemicals or genetic modification.
In the culminating activity, students explore the various obstacles facing the conservation of the world’s rainforests and the unique animal species that inhabit them and come up with ways to meet these challenges.
OBJECTIVES
Students will be able to
• Describe the biodiversity of Madagascar and list endemic species
• Discuss the current challenges to the forest and natural environment
• Describe the roles local people can play in conservation
• Discuss what is being done to protect Madagascar’s remaining forests
• Describe a method of rainforest conservation in a country other than Madagascar that has proven to be successful
KEY CONCEPTS
Biodiversity
Endemism
Conservation
Illegal logging
Precious Hardwoods
Invasive Species
Charcoal/Cooking Fuel
Slash and Burn Agriculture (Tavy)
System of Rice Intensification (SRI)
Political Coup
NGO
National Park
Ecotourism
Flagship Species
Global citizen
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VOCABULARY
Primatologist
Anthropologist
Malagasy
Habitat
Indigenous
Lemur
Chameleon
Aerosols
Palisander
Rosewood
Conservationist
Species
Fertile
Indri
Poachers
Environment
Ecosystem
Flora
Fauna
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​THEMES
Nature
Extinction
Ecology
Poverty
Deforestation
Global Warming
Grassroots
Endangered Species
Overpopulation
Critically endangered
Sustainability
Rainforest
Tropical
RESOURCES
The Lemur Conservation Society
Wild Madagascar
Cornell International Institute for Food, Agriculture, and Development
Patriciawright.org
Centre ValBio Research Campus in Madagascar
Seed Madagascar
Durrell Wildlife Conservation Trust
Islandoflemurs.imax.com
Primate Education Network
Duke Lemur Center
Lemurworld.com
Lemur Love
Madagascar.org
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INTRODUCTORY ACTIVITY
THE MALAGASY PEOPLE
1. Where is Madagascar located? To which continent does it belong?
2. Where did the people of Madagascar originally come from? How long has the island been populated with humans?
3. What are some examples of culture in Malagasy village life?
4. What type of agriculture do the Malagasy people traditionally practice?
5. What is the Gross National Product of Madagascar? How much does the average Malagasy family earn in a week? Month? Year?
6. How many children does the average Malagasy family have?
7. How do most Malagasy people survive?
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A BIOLOGICAL HOTSPOT
1. Define a biological hotspot. Why is Madagascar considered such a hotspot?
2. What types of species are found on Madagascar?
3. What does the term “endemic” mean? What is the rate of endemism on Madagascar? Name five species that are endemic to Madagascar?
4. Name five species (from the island) that have gone extinct in that last fifty years? The last one hundred years?
5. Name five species that are predicted to go extinct in the next fifty years?
6. What makes Madagascar flora and fauna so unique?
7. How many species of frogs are found on Madagascar? How many are endemic? What is the greatest threat to the survival of these species?
8. What are lemurs? Name five different types of lemurs and attach at least one characteristic to each that makes them unique.
9. What is a flagship species and why are they important? Why is an Indri considered a flagship species? What, perhaps, do they help protect?
10. How are the landscapes of Madagascar diverse? How might the climate and/or landscape change from east to west? North and south?
11. What is the greatest threat to Madagascar’s environment and/or ecosystem in the present day?
12. What is an invasive species? Name three that are present on Madagascar. How are they threatening the native species on the island?
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LEARNING ACTIVITY
AGRICULTURE
1. What are some common crops grown on Madagascar?
2. What is the main source of sustenance/nutrition for the Malagasy people?
3. What is slash and burn agriculture?
4. From where did this practice derive?
5. Name three areas of the world where this type of agriculture is practiced?
6. What are the benefits of this practice? What are the harms of this practice?
7. In Madagascar, in what way is there a “spiritual” side to this agricultural practice?
8. Why are the Malagasy people reluctant to give it up?
9. Name five side effects of slash and burn agriculture?
10. What are some better alternatives to this agricultural practice?
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SRI
1. What is SRI?
2. Where was it first developed?
3. What are the benefits of this practice?
4. What is the Cornell SRI Institute? Do some research online. Name some influential people that work there and describe the work they are doing around the world.
5. How might this practice benefit Madagascar’s environment? The Malagasy people?
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CULMINATING ACTIVITY
RESEARCH
1. Name five famous researchers that are well known for their work in Madagascar.
2. What influence have these researchers had on the natural environment of the island?
3. What effect did the 2009 political coup have on environmental initiatives in Madagascar?
4. What work needs to be done in Madagascar to improve its environment?
5. If you were a scientist or researcher, how would you try to improve Madagascar's environment?
6. In descending order, name five things that need to happen in Madagascar to improve the environment? Are some of these things happening already? How? If not, what is standing in the way?
7. How does the environmental degradation on Madagascar affect the rest of the world? Provide three examples?
8. Why do we need to be concerned about the environments in other areas of the world?
9. How does deforestation increase CO2 levels and contribute to global warming?
HOPE FOR THE FUTURE
1. What is being done right now on the ground in Madagascar to improve the environment?
2. What is the purpose of Mitsinjo? How are they helping the environment and the Malagasy people?
3. What are some grassroots initiatives that are occurring on the island to help re-grow the forest?
4. Besides the direct improvement of the forest (i.e. tree planting), what else needs to be done to avoid future degradation of the rainforest?
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GLOBAL RAINFORESTS
1. Name five rainforests around the world.
2. Name five of the greatest threats to these rainforests.
3. Name five things that are being done to protect these rainforests.
4. Name five reasons why these rainforests must be protected.
5. What can you imagine the state of the world’s rainforests will be like in 2050? 2100? Explain your reasoning.
6. Name five resources and/or organizations about Madagascar on the web and describe their purpose.
7. Aside from a monetary contribution, name at least three things that you can do to help conserve our global rainforests.
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