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Overview:
Rain forest conservation is an extremely important topic of discussion—and action. Rain forests are a significant portion of the world's tropical region. Other important parts of the tropical region are dry tropical forests, tropical deciduous forests, and spiny desert regions. 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 the reasons for the plant losses, and consider the issues surrounding conservation efforts in these dry tropical regions. Students will read articles highlighting the tension between wildlife conservation and agriculture, compare the perspectives of those who are most intensely involved in both, and form an opinion as to what might be done to resolve the conflict. Students will research both sides of the issue and write an editorial or letter to Congress supporting their opinion.
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
- Writing paper and pens
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 tropical regions and their plant life; and
- compare and contrast information on conservation and agriculture to form an opinion about how to resolve a specific conflict over plant preservation.
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. As students respond to your statement, record their answers on the board. When everyone wishing to share their thoughts has done so, generate a discussion on the types of statements given. Did students express concern, disregard, or some other reaction? 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 choice of career as well as his ability to do well on his chosen path.
Activity 1:
Draw students' attention to a copy of the world map from the Xpeditions Atlas using an overhead projector or by projecting the image onto a white board or poster paper taped to the wall. Highlight the world's tropical region on the map. Have students visit Mark Olson's images of dry tropical habitat to learn about the types of plants and animals that live in this habitat. Ask students to look for information about the lack of attention these areas receive from conservationists compared to rainforest areas, and to explain why Olson believes it is important for that to change. Lead a brief discussion.
Activity 2:
Have students read the National Geographic News article "Scaring Up "Ghost Plants" in Mexico." The article reiterates Olson's interest in plant biology, and describes some specific expeditions he undertook to find rare 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 3:
Remind students of Olson's interview statements about the tragedy of losing plant species. Ask them to consider why that might be important, and whether there are other reasons for conserving plant species.
Have students research, via the Global Trees Campaign, a variety of plants that are considered endangered, and make a list of the suggested consequences—economic, cultural, medical, etc.—that could result from their loss. Listed below are links that will help students begin their research:
Global Trees Campaign
African blackwood tree
Swietenia macrophylla
Carossier palm
Encourage students to consider both short-term and long-term consequences. For example, a moratorium on the harvesting of the African blackwood tree would "devastate local economies" within the poverty-stricken countries of Africa where the tree grows. The short-term cost would be the loss of trade coupled with potential long-term benefits such as continued harvesting on soil stability, wildfire resistance, and food for indigenous and migrating animals. How should these issues be balanced? Who should decide? Lead a brief discussion on the issue.
Activity 4:
Have students meet in small groups to discuss the issues raised in their research. Allow them time to conduct further research on conservation issues and how long-term conservation efforts can conflict with the real and immediate needs of populations in areas where conservation is most needed.
Students may wish to pursue the biodiversity focus of this lesson or select an issue that has a greater influence on their locality (e.g., manufacturing vs. air quality, coal mining vs. natural resource preservation, forestry vs. defense of endangered species, etc.).
In their research, students should attempt to remain as objective as possible, and look for evidence to support the multiple perspectives inherent to their chosen issue. When finished collecting evidence, instruct students to write either an editorial for a relevant newspaper or a letter to a member of Congress, suggesting specific action in one direction or another.
Closing:
Allow students to share their letters or editorials. Ask them to identify the conflicts they faced when formulating their perspectives. Summarize the concepts of balancing short-term cost/benefits with long-term ones (e.g., economic, cultural, etc.). Be sure to consider the influence that people's cultural- and life-experiences have on their perspectives regarding such issues.
Suggested Student Assessment:
Examine students' writings and look for evidence of their understanding in class discussion.
Extending the Lesson:
- Have students contact conservation or industry groups to gather more perspectives on the issue they selected. The conservation groups in "Related Links" have contact information students can use to write letters or email for further information. When students are satisfied with their research and coverage, have them revise and submit their editorials or letters to an appropriate source.
- 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.
Related Links:
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