Although safari-goers often see many lions and leave Africa with the belief that lion populations are doing well, this is unfortunately not the case. Lions outside the protection of national parks and reserves, where tourists usually see them, are seriously threatened. Conflicts arise between people, who want to protect their livestock, and the lions, which are enticed by cattle and other domestic animals.

In this lesson, students will read an article about these conflicts. They'll focus on an area of Kenya outside of the national park system that's being managed and studied in an attempt to maintain a healthy lion population as well as a comfortable local human population (particularly Masai herders). The students will gather information about how this balance might be attained, and they'll write imaginary dialogues between scientists and Masai elders.

Geography, life sciences

Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"
Standard 18: "How to apply geography to interpret the present and plan for the future"

Two hours

• Computer with Internet access

Students will

• look at maps and discuss the tensions that might arise when lions live near human settlements;
• read and discuss a National Geographic News article;
• investigate how scientists are working with the Masai to minimize damages to their livestock caused by lions;
• discuss how Crittercam might help scientists in their research; and
• write dialogues between scientists and Masai elders.

Have students locate Kenya on a world or Africa map, either in the classroom or at National Geographic's Xpeditions Atlas.

Have students also look at this map of Kenya. Dark green denotes national parks and reserves. Explain that it is in these parks and reserves that many classic photos of large African animals walking across the savanna (grasslands) have been taken.

Have students look at a map of Laikipia. Explain that Laikipia is a large area of Kenya that is not part of a national park or reserve, but that it is being managed and studied to make sure wild animals, including lions, can coexist with nearby human communities. There are no fences between the lions' roaming territory and the towns and villages, although people do build fences to enclose their livestock at night.

Inform the class that many people in Kenya, particularly the Masai tribespeople, keep herds of cattle near their villages. (See photo.) What tensions and difficulties do students think might arise from this situation?

Have students read the National Geographic News article Lions Vs. Farmers: Peace Possible?. After they've finished, discuss these questions:

• Why are lions in trouble?
• Why are lions in more danger now than in previous years?
• What do most conservationists think about this problem? Are they working hard to improve the situation?
• What are the researchers trying to figure out?
• What is the researchers' main goal?
• How do the researchers plan to work with the Masai?

Have students go to the Web sites below to learn more about scientific research and communications between scientists and the Masai. As they go through the sites, ask them to take notes about:

• evidence of Masai traditions that promote lion killing or that allow sport killing of lions;
• how to construct a strong boma;
• where to locate a boma, and what to place there besides the cows and a fence;
• why it's important to speak with Masai elders;
• how Masai children are affected by lions; and
• good herding practices.

Lions and People in the Ngorongoro Conservation Area (Tanzania)
Living With Lions

Have students discuss their findings as a class. Ask them how they think Crittercam might be helpful in continuing the research into lion hunting behavior. What questions do students think Crittercam might help answer, particularly when lions wear the cameras near villages and bomas? List the questions they come up with on the board.

Divide the class into pairs. In each pair, one partner will play the role of a scientist, and the other will be a Masai elder. If you have an odd number of students, one group of three will be OK; two students can play the same role.

Ask students to work with their partners to formulate a discussion that both parties might have with regard to lion research and conservation and the protection of Masai livestock. Then ask them to write their conversations in the form of dialogues. They should be sure to discuss:

• why lions are endangered, and why this is bad;
• why the Masai kill lions;
• what the scientists are trying to do;
• what the Masai want; and
• what can be done to improve the situation for the lions and the Masai.

If there's time, have one or two pairs act out their dialogue in front of the class, and hold a class discussion on the points they've made.

Have students draw "storyboards" showing what might be recorded from a lion's Crittercam. They should consider the types of activities the lion might be doing and the places it would go. This activity will be enhanced by further research into lion behaviors, such as hunting, eating, resting, caring for cubs, and mating.

This material is based on work supported by the National Science Foundation under Grant No. 0229817.

Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Laikipia Plateau Map
Lions and People in the Ngorongoro Conservation Area (Tanzania)
Living With Lions
Map of Kenya
National Geographic News: Co-Existence Good for People and Wildlife, Conservationist Says
National Geographic: Crittercam Chronicles
National Geographic: Xpeditions Atlas