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Overview:
Contemporary curricula strongly emphasize the study of tropical rain forests. However, much of Earth's tropics consists of less familiar habitats such as tropical dry forests, tropical deciduous forests, and spiny desert, all of which differ markedly from the tropical rain forests. Mark Olson, a National Geographic Emerging Explorer, is a botanist whose research is focused on the endangered vegetation of the world's dry tropical habitats.
In this lesson, students will learn about Olson's efforts to identify extinct or nearly extinct plants, and consider the issues surrounding conservation efforts in a variety of contexts. Students will read National Geographic Kids News articles and identify different viewpoints regarding conservation issues. They will then explain the ways in which people's backgrounds and experiences influence their views of conservation.
Connections to the Curriculum:
Geography, social studies, science
Connections to the National Geography Standards:
Standard 6: "How culture and experience influence people's perceptions of places and regions"
Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"
Standard 14: "How human actions modify the physical environment"
Time:
Two to three hours
Materials Required:
- Computer with Internet access
Objectives:
Students will
- learn about the life and work of Mark Olson;
- explain how Olson's cultural and life experiences influence his perceptions of plants and plant study;
- identify the cultural and experiential influences on people's perceptions of natural habitats; and
- analyze news articles to identify differing environmental perspectives and elucidate their origins.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Bring a plant to school, and tell students to imagine that this is the last existing specimen of this plant on Earth. Ask students for their reactions to your statement, and record their responses on the board. When everyone wishing to share their thoughts has done so, initiate a discussion of students' reactions. Tell students that in this lesson they will learn about a National Geographic Emerging Explorer, Mark Olson, and his work on the study and conservation of near-extinct plant species.
Development:
Introduce students to Mark Olson by having them watch a brief interview video and then read a profile of his life and work.
Ask for students' reactions to the information they saw, heard, and read about Olson. Does his career choice sound like something they would like to do? Why or why not? Ask students to identify ways in which Olson's early life, education, and cultural experiences influenced his talents and his career choice.
Activity 1:
Have students read the article Scaring Up "Ghost Plants" in Mexico. The article describes some specific expeditions he undertook to find rare plant species. Draw students' attention to Olson's search for slipper spurge, or Pedilanthus tomentellus, and his description of the inadvertent destruction of the species as farmers pulled it up to plant their crops. Ask students whether restrictions should have been placed on these farmers to prevent the total loss of the species, and whether such regulations would be justified in the situation described. Do they think the farmers considered the effects of their actions? Why or why not?
Activity 2:
Lead a brief discussion with students about the reasons why a farmer might not consider the importance of a plant which grows in an area he or she needs to cultivate. What are the farmer's priorities? Ask students if they can think of other situations in which various people might assess an environmental issue differently depending on their own needs, interests, and concerns.
Have students select one of the National Geographic Kids news articles below to read and present to the class. Students should read independently and then meet in small groups of three or four to summarize the issue and identify the different viewpoints discussed in the stories. Encourage students to present multiple perspectives, taken directly from the stories and derived from their own reflection. [If time allows, or if you have students who are ready for more advanced readings and research, encourage students to do further research on the issues about which they read.]
Wildfire!
Are Plastic Bags Harming the Environment?
Can Waves Make Electricity?
Wolves Reshape Yellowstone National Park
Sacred Borobudur—A Monumental Mall?
Closing:
Allow each group to present their articles. Ask them to identify the conflicting viewpoints and offer their own ideas about the issues raised. Summarize the concept of balancing a variety of cultural, economic, and other perspectives when designing conservation programs. Ask students if their own experiences have influenced their perspectives on conservation.
Suggested Student Assessment:
As students prepare and deliver their presentations, look for evidence of their understanding of the key concepts.
Extending the Lesson:
- Students can visit the National Geographic Explorer Magazine Online Adventure, Fantastic Forest to learn more about forests.
- Have students work with their parents to complete the Xpeditions Activity "Preserving Biodiversity" in which they study endangered animals and the importance of preserving biodiversity.
- Have students explore National Geographic's Nature and Conservation resources to find a conservation issue they would like to explore further. Have students choose an issue on which to do an independent study and present their findings to the class. Work with students individually to define study and presentation parameters.
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