14-16 year olds
This is a project to be run over 2-3 lessons, or as a homework project.
Students learn about the importance of biodiversity and the need for conservation, the fine balance of an ecosystem, the impacts of human activity, and the economic benefits and services an ecosystem can provide.
Teacher resources:
­ Teachers’ notes
­ Introducing the topic ppt. file
­ Exploring www.arkive.org ppt. file
Student resources:
Student briefing packs, for each group of 3 students, containing:
­
Cover sheet
­
Worksheet: Getting started
­
Worksheet: Doing research & generating ideas
­
Worksheet: Things to think about
­
4 x case studies
­
Student planning sheets (multiple)
Other resources:
­ Internet access (unless setting the research as a homework activity)
­ Pens and paper to take notes
­ Presentation equipment e.g. access to
PowerPoint or paper, pens and other apparatus required to make posters
­ Blu-tack
1. Arrange internet access, and if necessary, library time.
2. Prepare the PowerPoint files provided in the teacher resources. You will need the following: a. Design a Conservation Programme – introducing the topic.ppt b. Exploring www.arkive.org.ppt
[You might also want to print off the notes that accompany the PowerPoint slides]
3. Print the student briefing packs. You will need to print enough copies for each group of 3 students. Each pack should include: a. A cover sheet – what your briefing pack contains b. Worksheet: Getting started c. Worksheet: Doing research & generating ideas
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d. Worksheet: Things to think about e. 4 x Case studies f. Student planning sheets (multiple)
4. Provide large sheets of paper and marker pens for mapping out ideas
5. If you are planning to allow students to create PowerPoint slides for their presentations, arrange computer access.
6. If you will be instructing students to produce posters, you will need to provide all the necessary equipment required to create posters for presentations.
STAGE 1 – Getting Started (30-35 mins)
1. Using the PowerPoint files provided, introduce the students to:

The importance of biodiversity and the fine balance of an ecosystem

The concept of ecosystem services

People v Conservation
[If you have already covered this topic in class, give them a refresher and find out how much they remember].
2. Split the class into groups of 3 and provide each group with a student briefing pack.
3. Tell students to look in their ‘student briefing pack’ and choose one or two of the four case studies provided. (Make sure that each of the case studies is covered by at least one group). Tell them to read the case study in their groups and work out: a. What is being conserved in the case study and how? b. What is the economic benefit in the case study?
4. Get each group to feedback their findings to the rest of the class.
5. Instruct the groups to read through their student briefing packs, looking at the ‘Getting Started’ worksheet and the ‘Doing research and generating ideas’ worksheet, so that they get to grips with what they are expected to do. Give them the opportunity to ask questions.
STAGE 2 – About the ARKive website (5-10 mins)
6. Introduce the students to the ARKive website ( www.arkive.org
). (You can either show them the website directly, or you can use the PowerPoint file: ‘exploring www.arkive.org’ provided).
STAGE 3 – Initial research and ideas (30-40 mins)
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7. Instruct the students to carry out initial research into their local region (or get them to choose a region to focus on). They should find out what species, threats to conservation and opportunities exist in their chosen region. (They can use the ARKive website to conduct this research along with any other resources such as the web and library books).
8. After 20-25 minutes, students should work in groups to discuss the biodiversity of their area and should pick a species, habitat or group of species to conserve.
9. Using the pens and paper provided they should map out initial ideas about how they would conserve these species and what economic benefits they could derive. (If they are struggling for ideas, see the example projects provided below).
STAGE 4 – Developing ideas (20-30 mins)
10. Once the students have come up with some ideas, they should weigh up the pros, cons and wider impacts, using their ‘planning sheets’ and the worksheet ‘Things to think about’. They may need to conduct a second stage of research at this point.
(You should be on hand to circulate and assist them with their thought processes – see the discussion points below for questions and areas to probe).
STAGE 5 – Planning proposals and planning their presentations (20-30 mins)
11. Once the group have completed their research they should put together a proposal which details: a. How the idea would work b. How the idea will benefit conservation c. Why the chosen target for conservation is important (e.g. why choose that species?) d. What economic benefits will result
They should also illustrate that they have considered the wider impacts of the proposed activity, on the biodiversity of their region (both positive and negative).
STAGE 6 – Presentations and class discussion (40-50 mins)
12. Presentation of proposals. The groups should present their proposals to the class, outlining the content of their proposals and illustrating their ideas with posters, PowerPoint slides and handouts.
13. Lead the class in discussion about the merits and pitfalls of the proposals, encouraging students to ask questions about the impacts on the biodiversity of the region. (See below for potential discussion points).
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Encourage the students to probe one another’s thought processes. To get you started, here are some areas to explore:

What are the impacts of the chosen species being endangered (or their potential extinction) on other players in the ecosystem? Who are their predators? What do they eat? Who else relies on their habitat? What are the knock on effects?

What are the impacts of conservation on other species e.g. if they rise in numbers, what will be the impact on their food supply/predators/habitat/competitors?

What are the major threats to conservation for their chosen species?

What ecosystem services do their species provide?

How can they exploit natural resources without endangering the resources they use?

How did they weigh up the need for conservation with the need for economic growth?
How did they weigh up the value of a species? (Over other species).

Does their method of conservation have any negative effects on other players in the ecosystem?

Are there any costs associated with the conservation programme? Is it viable? Will they need to build infrastructure/transport links? Will there be an increase in tourists? What are the environmental impacts of this?

Will the conservation programme create opportunities for employment?

How will it work? How will it raise income?

Is the conservation programme sustainable?

Are there any cultural implications? Do human perceptions of a species matter when valuing species e.g. Are they cute? Are they scary? Are they ugly? Do they attract visitors? Are they the national emblem?
The four case studies in the student briefing packs should provide inspiration for the kinds of conservation programmes the students can develop. However, if the students are really struggling for ideas, or if you do not have much time to develop new ideas, here are some examples:

Create a nature reserve which sells tickets and tours. The reserve will provide management and maintenance of an ecosystem and will provide opportunities to employ local people as ecosystem managers and tour guides. A gift shop and related souvenirs could also raise revenue.

Sink a shipwreck, or tank, to form an artificial reef – thereby providing vital habitat for marine life.
Turn it into a revenue stream by coupling it with the sale of diving tours.
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
Form a conservation garden centre – cultivate endangered plant species and sell plants, seeds and cultivation workshops to commercial markets. Couple this with a reintroduction programme for select plants.

Form a company which runs whale watching (or shark watching) research expeditions. Tourists, teachers and school groups can pay to be involved in the expeditions. Associated lecture series could also be sold. The research will benefit continued conservation efforts and monitoring of the species involved and can be coupled with an education programme raising awareness of the value of conserving these species.

Run specialist bird-spotting tours. The revenue from the tours, and associated merchandising can be ploughed into preserving and rebuilding habitat and running education and awareness raising programmes.

Make crafts (and market craft-making workshops) using natural resources e.g. wicker baskets.

Run a breeding programme for an endangered bat or bird species and then package and sell their guano for use in fertilisers.

Restore wetlands, providing vital habitat for many marine creatures. Benefit from the wetlands through the services provided i.e. water purification and defence against coastal flooding.

Set up a company which sells bird, bat or insect boxes.
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