Biological Diversity of the Solomon Islands
Lesson Plan
Students will learn about biological diversity—or “biodiversity”—in the Solomon Islands
and its importance. They will explore threats to this biodiversity and consider how
natural systems and humans might be affected by biodiversity loss.
Level: Form 6
Subject: Biology
Time: At least two 40-minute class periods
Vocabulary:
 Biodiversity
 Species
 Utilitarian value
 Intrinsic value
 Endemism
 Extinction
 Flagship species
Learning Objectives: By the end of this class, students should be able to:
 Define and give three examples of “biodiversity” in the Solomon Islands
 Discuss the value of biodiversity to life in the Solomon Islands
 Distinguish what makes biodiversity of the Solomon Islands unique
 Generalize about the impact of species loss/ extinction
 Describe what is a “flagship species”
Skills promoted:
 Working in groups
 Oral presentations
Materials:
 Chalkboard
All reproduction or distribution must provide full citation of the original work and provide
a copyright notice as follows:
“Copyright 2013, by the authors of the material and the Center for Biodiversity and
Conservation of the American Museum of Natural History. All rights reserved.”
This material is based on work supported by the MacArthur Foundation.
Any opinions, findings and conclusions, or recommendations expressed in this material
are those of the authors and do not necessarily reflect the views of the American
Museum of Natural History, or the John D. and Catherine T. MacArthur Foundation.
2
Biological Diversity of the Solomon Islands
INTRODUCTION
This lesson plan is designed as a two-day activity. On the first day, you will lead the
class in defining biodiversity and discussing the importance of biodiversity for the global
environment and human populations. Students will explore the natural environments
and biological diversity of the Solomon Islands and discuss its global importance.
Finally, the class will examine current local and global threats to biodiversity.
On the second day of the lesson, the class will examine strategies and practices that
are used to promote the conservation of biological diversity, using the concept of
flagship species. A flagship species acts as an ambassador, or mascot, for its
ecosystem. Working in small groups, students will select a plant or animal to serve as a
flagship species for ecosystems in the Solomon Islands. They will then develop and
present a short story to promote their selected species and explain why that species
should be selected to represent the Solomon Islands.
At the start of this lesson plan, you will find background information on the topic of
biodiversity and its importance. This information is intended for you as the instructor,
and can be presented to students in the manner of your choosing. Included in the text
are suggestions for short discussion questions and activities to help you familiarize
students with these ideas.
Using this lesson plan, you will guide students to:
 Explore the biodiversity of the Solomon Islands
 Discuss the value of biodiversity to life in the Solomon Islands
 Identify threats to biodiversity and how natural systems and human populations
might be affected by biodiversity loss
3
DAY 1: WHAT IS BIODIVERSITY?
Times
Teacher’s Activity
Students’ Activity
WHAT IS
Introduce the concept of
BIODIVERSITY?
biodiversity to students. Ask
0:00-0:10 (10 Minutes) students to brainstorm examples
of biodiversity in the Solomon
Islands and write down their list.
Brainstorm and share names of
plants and animals found in the
Solomon Islands.
WHY IS
BIODIVERSITY
IMPORTANT?
0:10-0:25 (15 Minutes)
Introduce the concepts of
utilitarian and intrinsic value. Ask
students to pick an example from
their previous list of biodiversity
and brainstorm its value(s).
Brainstorm and share lists of
values associated with species
from the list of plants and
animals found in the Solomon
Islands.
BIODIVERSITY IN
THE SOLOMON
ISLANDS
0:25-0:30 (5 Minutes)
Define endemism as an attribute
of biodiversity. Give students an
overview of the levels of diversity
and endemism in the Solomon
Islands, and how unique the
islands are in terms of global
biodiversity. Refer to Appendix I
for some plant and animal species
endemic to the Solomon Islands.
Identify species on the existing
list of plants and animals that
are endemic – found only on the
Solomon Islands. Why does it
matter if a species is endemic or
not?
THREATS TO
Give an overview of the historical
BIOLOGICAL
and ongoing threats to biological
DIVERSITY
diversity in the Solomon Islands.
0:30-0:40 (10 Minutes)
Choose examples from the
existing list of plants and
animals. Imagine that human
activities have directly or
indirectly caused the extinction
of this organism. Would the
Solomon Islands change in the
absence of the now extinct plant
or animal?
1. WHAT IS BIODIVERSITY? (10 MINUTES)
Biodiversity is another way of saying “biological diversity.” It is often used to describe
all the species—or groups of organisms (plants and animals) of the same kind, for
example, the Solomons Flying Fox (Pteropus rayneri)1—living in a particular area. If we
consider this area of interest as the entire world, then biodiversity can be summarized
as all “life on earth.” Scientists use a broader definition of biodiversity, to include not
only living organisms and the way that they interact with each other, but also
interactions with the non-living aspects of their environment. For example, biodiversity
not only includes a bird and the fish that it eats, but also the act of the bird eating the
1
Different criteria are used to determine whether organisms are of the same kind - such as whether they
interbreed, or have distinguishable differences. Different scientists may prefer different criteria or
concepts, for defining species, and this can affect how they count, and consequently, conserve species.
4
fish (and the fish’s interactions with its environment, such as using coral for shelter from
predators). A good definition of biodiversity is:
Biodiversity is the variety of life on Earth at all its levels, from
genes to ecosystems, and the ecological and evolutionary
processes that sustain it. In other words, from the single trait of one
animal (e.g., the color of a fish) to the river where it lives to the
water cycle that keeps the water clean.
Student Activity
Write the definition of “biodiversity” on the board and ask students to brainstorm
examples of biodiversity in the Solomon Islands. Be sure to give them a couple of
minutes to reflect. Write down their examples on the board or a flip chart – you will
return to this list later in the class period. For example, students may name fish, trees,
birds, sea turtles, coral reefs, etc. Students may also be more exact, for instance listing
a particular species by its common or traditional name. Encourage them to think beyond
just naming individual species and consider biodiversity on a larger scale: the
ecosystems where they live (rivers, coral reefs, bush), traits that make these
ecosystems interesting or unique, and the many different connections within an
ecosystem, between plants and animals and their environment.
You may ask them questions like:
- Are you remembering to think about what is beneath your feet, in the ground
below? What is above you in the air?
- Are there certain plants or animals you see only if another organism is present?
At certain times of year?
2. WHY IS BIODIVERSITY IMPORTANT? (15 MINUTES)
People depend upon biodiversity in many ways, both to satisfy basic needs like food
and medicine, and to enrich our lives culturally or spiritually. Yet some people forget
how fundamental biodiversity is to daily life and are unaware of the potential impact of
its loss. Determining the value or worth of biodiversity is complex and often causes
debate. This is largely because biodiversity means different things to different people,
and its worth is a reflection of underlying human values. These values may vary
dramatically among societies, within communities, and between individuals. Values are
also dynamic - they change over time and vary according to specific situations. As an
example, consider the perspective of rural versus urban human populations towards the
forest. How might their attitudes toward the bush differ?
In conservation science, the value of biodiversity is often divided into two main
categories:
 Utilitarian (also known as instrumental, extrinsic, or use) value, and
 Intrinsic (also called inherent) value.
5
A living thing’s utilitarian value is determined by its use or function. Usually utilitarian
value is measured in terms of its use for humans, such as for medicine, food, building
material, etc. However, it can also represent the value of an organism to other living
things or its ecological value: for example, pollinators, such as bees, are necessary in
the reproduction process of many plants. Phytoplankton (tiny ocean-dwelling organisms,
such as algae, that can photosynthesize) produce the majority of the Earth’s oxygen! In
contrast, intrinsic value describes the inherent worth of an organism, independent of its
value to anyone or anything else. In other words, it is the idea that all living things have
a right to exist – regardless of their utilitarian value to others.
Student Activity
Introduce students to the concepts of “utilitarian value” and “intrinsic value,” and then
ask them to look back over their previous list of biodiversity in the Solomon Islands. Pick
an example from the list and then ask students to think of its value. There may be
multiple types of value for one example – for instance, “trees” might have many different
values, including utilitarian values like “food” or “building materials,” “shade,” or even
“climbing.” Students may also propose that trees have intrinsic worth and just their
existence alone is valuable. Encourage students to consider the spiritual and cultural
values that each selected example might have – or even its recreational value! Repeat
this exercise with several examples.
If the students have not suggested intrinsic values for any of the examples, ask students
to identify an example with intrinsic value. Why have they chosen that example (or not)?
Do all the examples of the list have intrinsic value? Why or why not?
3. BIODIVERSITY IN THE SOLOMON ISLANDS (5 MINUTES)
The Solomon Islands are known worldwide for their remarkable biodiversity. The islands
contain many different ecosystems and vegetation types, such as mangrove forests,
lowland forest, and montane (cloud) forests. Seagrasses and mangroves stretch across
the archipelago, providing important feeding, breeding, and nesting habitat, and act as a
link between terrestrial and marine ecosystems. The mangrove forests on the islands of
Rennell, Shortland, Malaita, and New Georgia contain 26 different species of mangrove
- nearly half of all the mangrove species in the world! Additionally, the rivers and
streams of the Solomon Islands are an area of active and exciting scientific research,
with new species still being described by scientists. The islands are especially famous
internationally for high levels of species found only in one place in the world, or
endemism.
Terrestrially, the Solomon Islands have at least 69 endemic bird species, and at least
half of its palms (57%) and its orchids (50%) are also found nowhere else in the world.
Another well-known endemic species is the Solomon Islands skink (Corucia zebrata),
the largest skink on Earth. Because of how life evolved on these islands, each island
hosts different groups of species, and in many cases an island will have endemic
species found on that island alone. See also Appendix I for more examples of species
endemic to the Solomon Islands and found nowhere else in the world.
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The marine environments of the Solomon Islands are also extraordinarily diverse. The
Solomon Islands are a part of “the Coral Triangle,” a marine area that spans the waters
of Indonesia, Malaysia, Papua New Guinea, the Philippines, and Timor-Leste and has
the most diverse coral reef ecosystems in the world. Over 1,000 species of fish have
been found in the Solomon Islands. In 2004, scientists recorded 279 fish species on a
single dive – this is the fourth highest number of species ever recorded on a single dive!
Student Activity
Ask students to see if they can identify species on their biodiversity list that can be
found only in the Solomon Islands, or if they can name other species or organisms that
they know or think are endemic to the Solomon Islands. (See Appendix I for a partial list
of species endemic to the Solomon Islands.)
Why is it important if a species if endemic?
Students should be encouraged to think about why they think endemism is important.
Some answers may include: cultural identity and values – endemic species are often
important nationally or regionally; increasing scientific knowledge (for example,
endemism is important to the study of evolution, about how and why a species may only
be found in one place); biodiversity – endemic species are often at risk of extinction and
once lost locally, they are lost worldwide.
THREATS TO BIOLOGICAL DIVERSITY (10 MINUTES)
Like many ecosystems around the world, the Solomon Islands face threats to its
biodiversity. Human impact has sped up the rate of extinction (when all individuals of a
given species die, causing the species as a whole to disappear), starting with the initial
arrival of humans about 30,000 years ago and increasing with the arrival of cats and
dogs in the 16th century. Species like kukuvoju (Microgoura meeki, Choiseul Crested
Pigeon) and other ground-dwelling birds evolved without mammalian predators and
were thus especially vulnerable to over-harvesting by humans and their pets (not
recognizing them as threats and being unable to fly away). Invasive species (or nonnative plants and animals that negatively affect ecosystems, like fire ants) threaten both
aquatic and terrestrial environments, and these threats can be made worse when they
are combined with changes in the environment like the increase in logging.2
Freshwater and marine fish species face problems due to overfishing, mass harvesting,
competition from invasive species for food, changes in water quality from logging, and
potentially runoff from industrial mining. New fishing methods (gill nets, spear fishing at
night, and fishing with explosives) are putting additional pressure on fisheries because
of higher levels of fish consumption and higher impacts on the ecosystem. For example,
2
See the Global Invasive Species Database for more information on invasive species and the Solomon
Islands:
http://www.issg.org/database/species/search.asp?sts=sss&st=sss&fr=1&sn=&rn=solomon+islands&hci=1&ei=-1&lang=EN
7
dynamite fishing destroys the habitat that would support individual fish who could
replace the fish that are caught. This then reduces a fish population’s ability to replace
the fish that are removed from the system.
It is difficult to tell what may be the most important threats to biodiversity in the future,
particularly as interest in commercial mining grows, but the greatest threat to all
biological diversity in the Solomon Islands to date has probably been unsustainable
logging. In response to logging restrictions in their own countries, Southeast Asian
companies have come to the Solomon Islands, and there has been a rapid increase in
commercial logging in the country since 1992. Logging causes increased erosion in the
soil and higher levels of sediment in the water, affecting water quality, and is a major
threat to freshwater and freshwater environments. Additionally, terrestrial fauna (or
species living on land) are losing valuable habitat through forest conversion and loss
due to logging. The International Union for Conservation of Nature (IUCN) has listed 16
plant species of the Solomon Islands as threatened (i.e., at risk of extinction), including
several palm and tree species, like Burmese Rosewood (Pterocarpus indicus) and the
endangered New Guinea Ebony (Diospyros insularis).
Student Activity
Ask students to pick an example of biodiversity from your list and discuss how their life
in the Solomon Islands might be changed if it were to disappear.
If students do not think their life would change, encourage them to think about how
species support one another, like pollinators and plant reproduction. You may wish to
revisit your earlier discussion on utilitarian and intrinsic values.
Optional homework: Ask students if they can think of a plant or animal that their parents
talk about that can no longer be found or one that they have noticed is less abundant
than it was when they were growing up. Has the disappearance of this plant/animal
impacted your life? Has it changed any other part of your environment? If so, how? If
not, why not?
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DAY 2: BIODIVERSITY CONSERVATION
Times
Teacher’s Activity
Students’ Activity
CONSERVATION OF
BIODIVERSITY
0:00-0:05 (5 Minutes)
Introduce conservation decisionmaking, noting that our own
values of biodiversity influence
how we make decisions regarding
conservation.
ACTIVITY:
CHOOSING A
FLAGSHIP SPECIES
0:05-0:40 (35
Minutes*)
Divide the class into small groups. Working in small groups,
Give an overview of the “flagship
choose a flagship species for
species” activity.
the Solomon Islands. Design a
short play or story to explain
why your chosen species is a
good ambassador for Solomon
Islands ecosystems. Briefly
reflect on what you have
learned.
** Note: The activity described below asks students to choose a flagship species, then
develop and perform short educational plays. This might not be possible if your class
period is strictly limited to 40 minutes – it is better suited to a longer class period. As an
alternative to a play, you could ask students to:
-
-
-
Reflect on the questions below and, in small groups, design a flag showcasing
the species they have chosen. Students would then take turns presenting their
flags, highlighting why they have chosen that species and its importance to the
Solomon Islands.
Reflect on the questions below and, in small groups, design promotional
materials (an advertisement, billboard, flyer) showcasing the species they have
chosen. Students would then take turns presenting their work, highlighting why
they have chosen that species and its importance to the Solomon Islands.
Reflect on the questions below and, individually, write a short poem on the
species they have chosen and its importance to the Solomon Islands. This could
also be completed as homework.
CONSERVATION OF BIODIVERSITY (5 MINUTES)
Why is biodiversity important? Values are central to conservation decisions, which seek
to protect natural resources for the future. When we set conservation priorities, we must
decide which species, populations, or ecosystems to study, monitor, manage, or
conserve, and these choices depend upon what we currently value. Here are some
questions we might ask:
 Which species/ecosystems should be protected?
9



Should we give priority to a species/ecosystem that is nationally endangered but
globally common, or to a species/ecosystem that is nationally common and
globally rare?
Should we give priority to a species/ecosystem that is culturally and/or
economically valuable?
Should we value areas with greater numbers of species over those with many
endemic species?
There are no correct answers to these questions – the responses depend upon what
the decision-makers’ value and what information is available to make these decisions.
Utilitarian values are also used to justify the conservation of species or ecosystems, for
example whether a particular area is valuable for recreation, logging, or fishing.
In most countries, conservation efforts focus on the species listed as endangered and
threatened (with the focus often on large and well-studied plants and animals). Also,
people often favor “charismatic” or attractive species, such as elephants and sea turtles.
Ultimately, every decision people make, consciously or not, is based on what they, as
individuals, value and these are the values that will be learned by their children.
II. ACTIVITY – CHOOSING A FLAGSHIP SPECIES (AT LEAST 35 MINUTES)
One technique used to promote the importance of biodiversity conservation and
influence decision-making is a flagship species, or a species chosen to represent a
larger environmental cause or concern. Flagship species are generally chosen because
of their appeal to the larger public or their symbolic value. For instance, the Giant Panda
of China or the Mountain Gorilla of Central Africa are used to build support for
conservation of key ecosystems where these species live. The idea is that by raising
public interest in one particular species and demonstrating its role as a representative of
the larger ecosystem, you can also create support conserving other biodiversity that
surrounds it. Another way to think of it is that a flagship species acts as an ambassador
for its ecosystem, or a mascot.
If you had to choose a flagship species for the Solomon Islands, what species
would you choose and why?
Step 1: Split into groups
Divide the class into three groups and explain that they will be selecting their own
“flagship species” to support conservation in the Solomon Islands. Alternately, you can
ask students to choose a flagship species for their province or island.
Step 2: Choose a flagship species (5-20 minutes)
You can ask groups to select a species of their choice or select from the list generated
earlier in Day 1. They should think about choosing a species that they feel will represent
the Solomon Islands (or their province/ island) and is important biologically and
culturally. For example, they should consider the value(s) of the species – does it
provide a key service to people? To the land or other animals? Or does it have a unique
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or beautiful appearance? Perhaps it features prominently in local stories or history, or
has qualities that we admire (“fierce,” “strong,” “wise,” etc.)? These are all potential
reasons to choose a flagship species.
Ask students to prepare answers to the following questions:
- Why is this species important?
- Why is it important to the Solomon Islands in particular?
- Does it exist somewhere else in the world?
- Does this species play an important role for humans? Examples: food, spiritual
value, medicinal, protection
- What role(s) does this species play in its environment? Examples: predators,
scavengers, pollinators
- How can this species act as a “mascot” or “ambassador” for conservation in the
Solomon Islands?
Step 3: Design a play (At least 15 minutes)
After selecting their species, student groups will each design and perform a short
educational play (at least 2-3 minutes long) demonstrating the importance of their
species (and the biodiversity it represents) and why they have chosen it. Plays can be
funny, dramatic, mysterious, or take any form – the only limits are your students’
creativity!
Students should have at least 15 minutes to create their plays. If you want to extend the
activity, students can do homework researching their species and create longer plays.
Step 4: Students perform plays (At least 15 minutes)
Each group should have at least 2-3 minutes to perform their play, plus 1-2 minutes to
answer questions from the class about their species and why they think it’s important.
Step 5. Individual Reflection
Ask students to reflect on what they have learned with the following questions – this can
be a homework assignment or a short class discussion.
How effective do you think protecting this species will be for biodiversity as a whole?
What other strategies would you use to have effective conservation of biodiversity in the
Solomon Islands?
11
ACKNOWLEDGEMENTS
The development of this lesson plan was led by scientists and educators at the
American Museum of Natural History (AMNH), with special contributions by Kristin
Douglas, Kimberley Landrigan, and Brian Weeks of the Center for Biodiversity and
Conservation at AMNH. Students in the Education program at the University of the
South Pacific (USP) contributed to the development of this lesson plan, and we thank
Brenda Bouro, Margaret Noda, Andrea Takabio, Kervin Sura, and Dann Tolia for their
contributions. We also thank CBC program affiliate Connie Hemmer.
This lesson plan is an adaptation of the following modules: What is Biodiversity?, Why is
Biodiversity Important?, and Biological and Cultural Diversity of the Solomon Islands –
all of which are available in full for free download from the Network of Conservation
Educators and Practitioners at http://ncep.amnh.org.
12
Appendix I. Endemic Species of the Solomon Islands – Partial List
Common Name
Solomons Flying
Fox
Scientific Name
Pteropus rayneri
Local Name
Image
Flower-faced Bat
Rhinolophidae
Anthops ornatus
http://en.wikipedia.org/wiki/File:Ant
hops_ornatus.jpg
By E. Haeckel (1904) [Public
domain], via Wikimedia Commons
Rennell Island
Monitor
Varanus
juxtindicus
http://www.flickr.com/photos/tony
morris/7349002960/
photo ©ajmatthehiddenhouse
Image source
http://www.flickr.com/photos/tony
morris/7368254192/ photo
©ajmatthehiddenhouse
Areca guppyana
Photo by: Pavel Hrdlička, Wikipedia
[CC-BY-SA-3.0
http://creativecommons.org/license
s/by-sa/3.0)], via Wikimedia
Commons
Palm
Livistona
woodfordii
http://www.flickr.com/photos/scott
zona/5299651213/sizes/o/in/photos
tream/
Photo by: scott.zona
http://www.flickr.com/photos/scott
zona/
Yellow-bibbed
Lory
Lorius
chlorocercus
http://en.wikipedia.org/wiki/File:Lori
us_chlorocercus-20040821.jpg
Photo by: Doug Janson
14
Solomon SeaEagle
Haliaeetus
sanfordi
Touo: Aato
Roviana: Atata
Marovo: Kakaka( pato)
http://www.flickr.com/photos/7322
586@N06/7176072477
photo ©ajmatthehiddenhouse
Pied Goshawk
Accipiter
albogularis
Roviana: Kurukuru pella
(juv.)
http://en.wikipedia.org/wiki/File:Uro
spiziasAlbogularisKeulemans.jpg
Drawing: J G Keulemans
Red-Knobbed
Imperial Pigeon
Ducula rubricera
Touo: Mqi ngausu
Roviana: Baruku soloso
Marovo: Kurukuru/Isu
binga
http://www.flickr.com/photos/tony
morris/7176075877/
photo ©ajmatthehiddenhouse
15
Cardinal Lory
Chalcopsitta
cardinalis
Touo: Siriki
Roviana: Siri
Marovo: Chiri
http://flickr.com/photo/87941181@
N00/496220272
Photo by Aaron Wormus
Melanesian
Cuckoo-shrike
Coracina
caledonica
Touo: Mblisi
Marovo: Matakekeve
http://www.flickr.com/photos/tony
morris/7340693352/
photo ©ajmatthehiddenhouse
Imitator
Goshawk or
Imitator
Sparrowhawk
Accipiter imitator
https://pt.m.wikipedia.org/wiki/Fich
eiro:Accipiter_gentilis_injured_Goshawk.jpg
Photo by: Jonathan Lidbeck
http://www.flickr.com/photos/7707
1923@N00
16
Yellow-bibbed
fruit-dove
Columbidae
Ptilinopus
solomonensis
http://commons.wikimedia.org/wiki
/File%3APtilopusSpeciosusSmit.jpg
Joseph Smit [Public domain], via
Wikimedia Commons
Red-knobbed
imperial-pigeon
Columbidae
Ducula rubricera
http://www.flickr.com/photos/tony
morris/7361301204/
Photo by: Tony Morris
http://www.flickr.com/photos/tony
morris/
17
White-headed
fruit-dove
Columbidae
Ptilinopus
eugeniae
http://commons.wikimedia.org/wiki
/File%3APtilopusEugeniaeKeulemans
.jpg
John Gerrard Keulemans [Public
domain], via Wikimedia Commons
Ducorps's
cockatoo
Cacatuidae
Cacatua ducorpsii
http://commons.wikimedia.org/wiki
/File:Hana2.jpg
Photo by Kathy Lewis
[CC-BY-SA-2.5
(http://creativecommons.org/license
s/by-sa/2.5)], via Wikimedia
Commons
18
Ultramarine
kingfisher
Alcedinidae
Todirhamphus
leucopygius
http://www.flickr.com/photos/tony
morris/7365160952/
Photo by: Tony Morris
http://www.flickr.com/photos/tony
morris/
Moustached
kingfisher
Alcedinidae
Actenoides
bougainvillei
http://commons.wikimedia.org/wiki
/File%3AActenoidesBougainvilleiKeul
emans.jpg
By J G Keulemans (1842 - 1912)
(Novitates Zoologicae. Volume 12.)
[Public domain], via Wikimedia
Commons
19
Rennell shrikebill
Monarchidae
Clytorhynchus
hamlini
http://www.flickr.com/photos/tony
morris/7349005798/
Photo by: Tony Morris
http://www.flickr.com/photos/tony
morris/
Chestnut-bellied
monarch
Monarchidae
Monarcha
castaneiventris
http://commons.wikimedia.org/wiki
/File%3AMonarcha_castaneiventris_
Keulemans.jpg
John Gerrard Keulemans [Public
domain], via Wikimedia Commons
Rennell whiteeye
Zosteropidae
Zosterops
rennellianus
http://www.flickr.com/photos/tony
morris/7348999194/
Photo by: Tony Morris
http://www.flickr.com/photos/tony
morris/
20
Solomon Islands
white-eye
Zosteropidae
Zosterops
kulambangrae
http://commons.wikimedia.org/wiki
/File%3AZosteropsRendovaeKeulem
ans.png
{{{Name}}} [Public domain], via
Wikimedia Commons
Yellow-throated
white-eye
Zosteropidae
Zosterops
metcalfii
http://commons.wikimedia.org/wiki
/File%3AZosteropsMelcalfiiKeulema
ns.png
{{{Name}}} [Public domain], via
Wikimedia Commons
Silver-capped
Fruit Dove
Ptilinopus
richardsii
http://commons.wikimedia.org/wiki
/File%3APtilopusRhodostictusKeule
mans.jpg
By J G Keulemans (Ibis 1882) [Public
domain], via Wikimedia Commons
21
Bare-eyed
White-Eyed
White-billed
crow
Woodfordia
superciliosa
http://commons.wikimedia.org/wiki
/File%3AWoodfordiaSuperciliosaGro
nvold.jpg
Henrik Grönvold [Public domain], via
Wikimedia Commons
http://commons.wikimedia.org/wiki
/File%3AMacrocorax_woodfordi.jpg
William Matthew Hart [Public
domain], via Wikimedia Commons
22
Choiseul Crested
Pigeon
(Extinct)
Columbidae
Microgoura
meeki
http://en.wikipedia.org/wiki/File:Ch
oiseul_Crested_Pigeon.jpg
By J G Keulemans (Ibis 1904) [Public
domain], via Wikimedia Commons
Papilio erskinei
http://commons.wikimedia.org/wiki
/File%3APapilio_erskinei.jpg
By W. Purkiss [Public domain], via
Wikimedia Commons
Upper-side of the wing on the left, under
the right
Longhorned
beetle
Batocera lamondi
http://commons.wikimedia.org/wiki
/File%3ABatocera_lamondi.JPG
By Notafly (Own work) [CC-BY-SA-3.0
(http://creativecommons.org/license
s/by-sa/3.0) or GFDL
(http://www.gnu.org/copyleft/fdl.ht
ml)], via Wikimedia Commons
23
Carrion beetle
Nicrophorus
reticulatus
http://www.flickr.com/photos/nhm_
beetle_id/4995874936/
By Luxmmi Varathan & Craig Perl.
http://www.flickr.com/photos/nhm_
beetle_id/
Ant
Stereomyrmex
dispar
http://commons.wikimedia.org/wiki
/File%3AStereomyrmex_dispar_cast
ype05026_dorsal_1.jpg
The photographer and
www.antweb.org [CC-BY-SA-3.0
(http://creativecommons.org/license
s/by-sa/3.0)], via Wikimedia
Commons
Bess Beetle
Gonatas
naviculator
https://picasaweb.google.com/lh/ph
oto/gmk540Zmmpzv8bd6EVMaGNC
Oc6U_o5crfbaknTdd-Vw
Photo by KI:
https://picasaweb.google.com/iwase
.kazuo
24
Land snail
Partula
cramptoni
http://research.amnh.org/iz/types_d
b/details.php?specimen_id=11111
Land snail
Placostylus
almiranta
http://research.amnh.org/iz/types_d
b/details.php?specimen_id=10233
25