2014|Facilitator’s Guide
ECOSYSTEM HEALTH
This publication was made possible in part through the support provided by the United
States Agency for International Development (USAID). The opinions expressed herein are
those of the author(s) and do not necessarily reflect the views of USA ID or the US
Government. USAID reserves a royalty-free nonexclusive and irrevocable right to
reproduce, publish, or otherwise use, and to authorize others to use the work for
Government purposes.
Preface
“One Health” is an important global activity based on the concept that
human, animal and environmental/ecosystem health are interdependent, and
professionals working in these areas best serve the population by collaborating
to better understand all the factors involved in disease transmission,
ecosystem health, the emergence of novel pathogens and emerging zoonotic
agents, as well as environmental contaminants and toxins that are capable of
causing substantial morbidity and mortality, and impacting on socioeconomic
growth, including in less developed countries.
This ECOSYSTEM HEALTH Module is part of a complete series of One
Health educational and training documents designed to be used in whole or in
part, and to be modified as needed to serve as a context- and culturallyrelevant source of information for teaching undergraduate students and
university graduate students, and for training workshops focused on One
Health professionals responsible for human, domesticated animal, wildlife and
ecosystem/environmental health. The goals are to:

increase exposure to and improve cross-sectoral and inter-professional
collaboration on key disease surveillance and disease outbreaks;

provide practical strategies useful for field investigations of disease
outbreaks, and a realistic exposure for students and faculty interested
in emerging infectious diseases, including emerging zoonotic
infectious agents, newly identified infectious agents capable of causing
pandemic threats, disease management and public awareness
campaigns, environmental and ecosystem health; and

improve cooperation among national, regional and district-level
government health officials interested in the One Health principle,
along with multilateral health agencies (such as the World Health
Organization [WHO], the Food and Agriculture Organization of the
United Nations [FAO], and the World Organisation for Animal
Health [OIE]), as well as non-governmental organizations (NGOs)
and private industry.
For more information
about this course, contact:
Stanley Fenwick
Regional Technical
Director RESPOND
Stanley_Fenwick@dai.com
Felicia B. Nutter, DVM,
PhD, RESPOND Project
Senior Technical Officer
Tufts University
+1 508 887 4921
Felicia.Nutter@tufts.edu
Roberta Talmage
TRG, Inc.
Organizational
Development & Training
Specialist
Arlington, VA 22203
+1 703-875-8909
rtalmage@trg-inc.com
This complete set of One Health modules can be used individually by
professors and trainers, but all users are encouraged to begin the activity by
consulting the this module, the introductory module, to provide an
appropriate context and background.
All of the training material represents contributions by the faculty and
leadership of the Southeast Asia One Health University Network
(SEAOHUN), and the input of technical and managerial support from the
partners of the USAID’s RESPOND Project, part of the larger Emerging
1|Page
Pandemic Threats (EPT) program, including Tufts University, University of Minnesota, Training
Resources Group (TRG), Ecology and Environment, Inc. (E & E), and). Development of these training
materials would not have been possible without the contributions of the following individuals and
groups:
Southeast Asia One Health University Network (SEAOHUN)
 Dr. Abu Tholib Aman, Universities Gadjah Mada, Indonesia
 Mr. Irwin Fernandez Chavez, Mahidol University, Thailand
 Dr. Ede Surya Darmawan, Universitas Indonesia, Indonesia
 Dr. Latiffah Hassan, Universiti Putra Malaysia, Malaysia
 Dr. Nongyao Kasatpibal, Chiang Mai University, Thailand
 Dr. Sumalee Lirtmunlikaporn, Chiang Mai University, Thailand
 Dr. Sarmin MP, Universities Gadjah Mada, Indonesia
 Dr. Mohd Rizal Abdul Manaf, Universiti Kenbangsaan Malaysia, Malaysia
 Dr. Roslaini Bin Abd. Majid, Universiti Putra Malaysia, Malaysia
 Dr. Walasinee Moonarmart, Mahidol University, Thailand
 Dr. Pham Hong Ngan, Hanoi University of Agriculture, Thailand
 Dr. Mohd Sham Bin Othman, Universiti Kenbangsaan Malaysia, Malaysia
 Dr. Surachai Pikulkaew, Chiang Mai University, Thailand
 Dr. Trioso Purnawarman, Bogor Agricultural University, Indonesia
 Dr. Agik Suprayog, Bogor Agricultural University, Indonesia
 Dr. Metawee Thongdee, Mahidol University, Thailand
 Dr. Kriangkrai Thongkorn, Chiang Mai University, Thailand
 Mr. Luu Quoc Toan, Hanoi School of Public Health, Thailand
 Dr. Ronald Enrique Morales Vargas, Mahidol University, Thailand
 Ms. Le Thi Thanh Xuan, Hanoi Medical University/Institute for Preventive Medicine and Public Health,
Thailand
RESPOND Project, USAID Emerging Pandemic Threats (EPT) Program
Development Alternatives International (DAI): Dr. Stanley Fenwick, Dr. Douglas Hatch, Ms. Pornthip
Rujisatian,
Environment and Ecology, Inc. (E&E): Ms. Louise Flynn
University of Minnesota: Dr. Jeein Chung, Dr. Karin Hamilton
Tufts University: Dr. Felicia Nutter, Dr. Raymond Hyatt, Dr. Jennifer Steele
Training Resources, Inc. (TRG): Ms. Kimberly Kennedy, Ms. Roberta Talmage
The following attribution should be used by anyone copying materials or content from the One Health
modules series:
One Health Educational Module, Southeast Asia One Health Network (SEAOHUN), 2014
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SEAOHUN One Health Course - Facilitator’s Guide
Module: Ecosystem Health
Module Description This module fosters an understanding of the basic principles of ecosystem
and Learning
health in the context of One Health. At the end of the course, students should
Outcomes
have a sufficient understanding of ecosystems dynamics so that they can work
with environmental professionals to analyze how natural and anthropogenic
changes to the environment can affect animal and human health locally,
regionally and nationally.
At the end of the class, the student should know how to look for the answers,
when to call in a professional and have the vocabulary and sufficient
background knowledge to be able to work with professionals.
Target Learner
Undergraduate University Students; or
One Health Partners, Practitioners and Professionals
Learning Map
Fundamental Concepts
for Ecosystem Health as
it Relates to Animal and
Human Health
Analyze the Effects of
Several Anthropogenic
Changes on Ecosystems
Analyze the Downstream
Effects on Animal and
Human Health
Abiotic Components of
Ecosystems
Identify Factors that can
Adversely Affect
Ecosystems
Analyze
Regional/Landscape
Ecosystem Changes and
their Effect on Human
and Animal Health
Relationships between
Ecosystems and Animal
and Human Health
Analyze Climate Change
as an Example of Global
Impacts on Ecosystem
Changes and their
Resulting Effect on
Health
Biotic Components of
Ecosystems
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Module: Ecosystem Health
Module Competencies
Competency #1
Understand fundamental
ecological/ecosystem
principles
Learning Objectives to Develop Competency
Understand basic ecological and ecosystem principles related to
human health by being able to describe:
 Abiotic components of an ecosystem: water, carbon and
nitrogen.
 Biotic components of an ecosystem such as trophic levels,
including primary and secondary producers, and consumers.
Competency #2
Recognize
interrelationships among
ecosystems, animal health
and human health
Learning Objectives to Develop Competency
Competency #3
Analyze the effects of
direct impacts on the
environment
Learning Objectives to Develop Competency
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Be able to explain how ecosystem health affects animal and human
health:
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Air quality
Water quality
Soil
Habitat
Biodiversity
Role of undeveloped areas in cultural, spiritual wellbeing
Analyze how anthropogenic and natural changes directly affect
ecosystems and that can affect animal and human health:
 Forest conversion
 Industrial and urban development
 Natural disasters
SEAOHUN One Health Course - Facilitator’s Guide
Module Overview
Time
60 Minutes
Topic
Introduction to Ecosystem Health
60 Minutes
Abiotic Cycles - Overview and Specifics
of Water, Carbon and Nitrogen
60 Minutes
Biotic Cycles, Food Webs and Southeast
Asian Ecosystems
90-110
Minutes
80 Minutes
60 minutes
60 minutes
60 minutes
60 minutes
Ecosystems of Southeast Asia:
Values and Services
Factors that Disrupt Ecosystems:
Natural and Man-Made
Effect of Disruption of Ecosystems and
the Impacts on Human and Animal
Health: Local, Regional and National
Scales
Climate Change, Ecosystems, Human
and Animal Health
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Gold Mining Simulation
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Learner Reflections, Evaluation and
Optional Exam
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Materials
Computer, LCD projector,
screen/blank wall
Flipchart or whiteboard with markers
Module PowerPoint
Student Guide
Flipchart or whiteboard with markers
Module PowerPoint
Student Guide
Computer, LCD projector,
screen/blank wall
Flipchart or whiteboard with markers
Module PowerPoint
Student Guide
Computer, LCD projector,
screen/blank wall
Flipchart or whiteboard with markers
Module PowerPoint
Handouts
Computer, LCD projector,
screen/blank wall
Flipchart or whiteboard with markers
Module PowerPoint
Access to the internet
Computer, LCD projector,
screen/blank wall
Flipchart or whiteboard with markers
Module PowerPoint
Student Guide
Computer, LCD projector,
screen/blank wall
Flipchart or whiteboard with markers
Module PowerPoint
Student Guide
Computer, LCD projector,
screen/blank wall
Flipchart or whiteboard with markers
Module PowerPoint
Student Guide
Exam (optional)
Student Guide
5|Page
Module: Ecosystem Health
Facilitator Background Resources
Included in Resource Folder
Corvalan, C., et al. (2005) Ecosystems and Human Well-Being: Health Synthesis. World Health
Organization. Retrieved from http://www.who.int/globalchange/ecosystems/ecosys.pdf.
Costanza, R., D’Arge, R., and de Groot, R. (1997) The value of the world’s ecosystem services and
natural capital. Nature 387 (253-259). Retrieved from
http://www.esd.ornl.gov/benefits_conference/nature_paper.pdf.
Sekercioglu, C. H. (2010) Chapter 3: Ecosystem Functions and Services. In Sodhi, N.S. and Ehrlich,
P.R. Conservation Biology for All. London: Oxford University Press. Retrieved from
http://www.conbio.org/images/content_publications/Chapter3.pdf.
Lindberg, K., Furze, B., Staff, M. and Black, R. (1997). Asia-Pacific Forestry Sector Outlook Study:
Ecotourism and other Services Derived from Forests in the Asia-Pacific Region: Outlook to
2010.
6|Page
SEAOHUN One Health Course - Facilitator’s Guide
INTRODUCTION TO ECOSYSTEM HEALTH
Learning Objective:
Type of Learning:
Timing:
Equipment and
Materials:
Pre-Class
Assignment:
 Describe the basic principles of ecosystems.
 Present the scope and objectives of the class.
Large Group Discussion; Lectures
60 minutes
 Computer, LCD projector, screen/blank wall
 Flipchart or whiteboard with markers
 Module PowerPoint
 Student Guide
 Read “Assessing Ecosystem Health” (Rapport. Constanza and McMichael)
Detailed Facilitator Notes
Pre-work
Prior to class, have students read the following article. The article will likely be
difficult to understand, but it covers most of the critical concepts and
overarching themes of this module. It will give students an excellent overview
and they should be able to fully grasp it by the end of the course.
 “Assessing Ecosystem Health,” by D.J. Rapport, R. Constanza, and
A.J. McMichael. TREE v. 13, no. 10 October 1998
15 Minutes Ask the class the following questions and record their answers on a flipchart
or whiteboard:
 What do you think a healthy ecosystem looks like?
Large Group
 What are some examples from the article of things that can affect
Discussion
ecosystem health?
Lecture
20 Minutes Introduction to Ecosystem Health
Give a brief introduction to ecosystems, ecosystem health and the relationship
of ecosystems and One Health. See the Module PowerPoint slides for detailed
notes on these concepts.
In this lecture, you will cover the following topics:
 Definition of an Ecosystem, Ecosystem Health and Biodiversity
 Primary Attributes of an Ecosystem
 Components, Structure and Functions of an Ecosystem
 Ecosystems and One Health
In closing the lecture, ask the class to respond to the following questions:
 What are the ecosystems in the area around this university?
 How do you derive benefits from these ecosystems?
 How does your health depend on ecosystems?
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Module: Ecosystem Health
Lecture
20 Minutes Module Overview
Give a brief overview of the Ecosystem Health Module, reviewing the class
agenda and the core module competencies.
Ecosystem Health Module Core Competencies
 Understand fundamental ecological/ecosystem principles
 Recognize interrelationships among ecosystems, animal health and
human health
 Analyze the effects of direct impacts on the environment
Module Agenda
60 minutes
60 minutes
60 minutes
60 minutes
60 minutes
60 minutes
60 minutes
Introduction to Ecosystem Health
Abiotic Cycles - Overview and Specifics of Water,
Carbon and Nitrogen
Biotic Cycles, Food Webs and Southeast Asia
Ecosystems
Ecosystems of Southeast Asia: Values and Services
Factors that Disrupt Ecosystems: Natural and ManMade
Effect of Disruption of Ecosystems and the Impacts on
Human and Animal Health: Local, Regional and
National Scales
Climate Change, Ecosystems, Human and Animal
Health
60 minutes
Gold Mining Simulation
60 minutes
Learner Reflections, Evaluation and Optional Exam
5 Minutes Abiotic Cycles Homework Groups
Divide students into three groups and assign each group one of the three
abiotic cycles: water, carbon or nitrogen. Each group is required to review the
topic and deliver a presentation to the class on the subject. They can use the
Homework
Abiotic Cycle slides in the Module PowerPoint as a starting point. Each group
Assignment
should be prepared to discuss the importance of the cycles and the effects that
disruptions in the cycles can have on human and animal health.
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SEAOHUN One Health Course - Facilitator’s Guide
ABIOTIC CYCLES
Overview and Specifics of Water, Carbon and Nitrogen Cycles
Learning Objective:
Type of Learning:
Describe abiotic cycles of an ecosystem: water, carbon and nitrogen.
Small Group Activity
Timing:
60 Minutes
Equipment and
Materials:
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Pre-Class
Assignment
Computer, LCD projector, screen/blank wall
Flipchart or whiteboard with markers
Module PowerPoint
Student Guide
Read – “Deforestation and Malaria: Revising the Human Ecology
Perspective” (Pattanayak, Subhrendu K., and Yasuoka, Junko)
Detailed Facilitator Notes
Prior to class, groups should prepare a presentation on the abiotic cycle they
were assigned in the previous session. Refer students to the Abiotic Cycle
slides in the Module PowerPoint presentation as a guide to presenting their
cycle. Each group should be prepared to discuss the importance of the cycles
and the effects that they have on human and animal health when disrupted.
Pre-work
5 Minutes
Introduction to Abiotic Cycles
Begin the session by outlining the concepts that will be covered in this
session:
 Ecology, Ecosystem, and Ecosystem Ecology
 Abiotic Cycles (water, carbon and nitrogen)
 How physical and chemical factors make up its non-living or abiotic
environment
Tell the students that they will review biotic environments and different types
of ecosystems in later sessions.
55 Minutes Abiotic Cycles: Water, Carbon and Nitrogen
Following the introduction, give students a few minutes to meet with their
homework groups and prepare for their presentations. Each group will
Small Group
present on their assigned topic and, following each presentation, the class will
Activity
discuss the importance of each cycle and how disruptions to the cycle can
affect human and animal health.
9|Page
Module: Ecosystem Health
 Note: As the facilitator, you should review the notes section of the
Module PowerPoint prior to class and make sure that the student
presentations cover each critical topic and that their facts are accurate. At
a minimum, the presentations must cover the terms and concepts outlined
below.
Abiotic Cycle: Water
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The different forms of
precipitation
Infiltration/percolation
Surface water
Groundwater
Springs
Glaciers
Interception
Evaporation
Transpiration
Aquifer
10 | P a g e
Abiotic Cycle: Carbon
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Flux
Pool/reservoir
Carbon dioxide (CO2)
Sources
Sinks
Abiotic Cycle: Nitrogen
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Mineralization
Denitrification
Fixation
Nitrification
Leaching
Plant Update/Crop
Removal
SEAOHUN One Health Course - Facilitator’s Guide
BIOTIC CYCLES, FOOD WEBS AND SOUTHEAST ASIAN
ECOSYSTEMS
Learning Objective:
Type of Learning:
Timing:
Equipment and
Materials:
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Explain the concept of biotic cycles and food webs.
Demonstrate how those apply to the major Southeast Asian ecosystems.
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Discuss the basic dynamics of mangroves, tropical rainforests and coral
reefs.
Lecture
60 Minutes
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Computer, LCD projector, screen/blank wall
Flipchart or whiteboard with markers
Module PowerPoint
Student Guide
Detailed Facilitator Notes
Lecture
50 Minutes Overview of Biotic Cycles, Food webs and Southeast Asian Ecosystems
Deliver a lecture on biotic cycles that covers the topics outlined below.
Review the Module PowerPoint slides for detailed lecture notes.
 Ecosystem Components: Abiotic and Biotic Cycles
 The Energy Cycle
 Trophic Levels, Food Chains and Food Webs
 Southeast Asian Ecosystems: mangroves, tropical rainforests and
coral reefs.
 Ecosystem Services
 Ecosystem Value
Ecosystem Food Web Presentations Assignment
After the lecture, divide students into three teams and tell them that each
team will take on the role of one of the Southeast Asian ecosystems –
mangroves, tropical rainforests, and coral reefs. They are responsible for
becoming experts on that ecosystem and must understand the following
aspect:
 Nutrient cycling
 The food web
 Status in their country (as applicable)
 The threats to the ecosystem
 Services that the ecosystem provides
 Things that can disrupt the functioning of the ecosystem
 How the ecosystem interacts with animal and human health
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Module: Ecosystem Health
10 Minutes For the next class, each team must present to the class a food web for their
ecosystem. Students should conduct research in a library or online with their
group and ensure that all of their facts are accurate. Often, overviews of an
Homework
ecosystem found online or in a book can include animals and plants that are
Assignment
not located in Southeast Asia. Students must make sure the food web is
accurate for their region. Presentations should be approximately 5 minutes.
Recommend that students visit the following sits to conduct their research:
Suggest that students visit the following sites to conduct their research:
 Food and Agriculture Organization of the United Nations (FAO) –
www.fao.org
 Science Direct – www.sciencedirect.com
 World Resources Institute (WRI) – www.wri.org
A list of additional resource links is included in the Student Guide and in the
Module PowerPoint.
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SEAOHUN One Health Course - Facilitator’s Guide
ECOSYSTEMS OF SOUTHEAST ASIA
Values and Services
Learning Objective: 
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Type of Learning:
Timing:
Equipment and
Materials:
Identify and compare values and services of ecosystems in Southeast Asia.
Appreciate the differences in values and services of each country in Southeast
Asia.
Lecture; Group Discussions; Student Presentations
90-110 Minutes
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Pre-Class
Assignment:
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Computer, LCD projector, screen/blank wall
Flipchart or whiteboard with markers
Module PowerPoint
Handout – Chapter 2: Services Provided by Forests. In Ecotourism and Other
Services Derived From Forests in The Asia-Pacific Region: Outlook to 2010,
Lindberg. K.
Handout – Economic Values of Coral Reefs, Mangroves, and Seagrasses: A
Global Compilation, 2008. Conservation International, The Ocean
Foundation. ICRI and NOAA.
Handout – Ecosystem service values for mangroves in Southeast Asia: A
meta-analysis and value transfer application. Ecosystem Services. Brander, L.,
Wagtendon, A., Hussain
Skim Reading – Ecosystems and human well-being: health synthesis. World
Health Organization (2005)
Skim Reading – The value of the world’s ecosystem services and natural
capital, Costanza, R., d’Arge, R., and de Groot, R. (1997)
Skim Reading – Ecosystem functions and services in Sodhi, N.S. and Ehrlich
P.R. Conservation Biology for All.
Detailed Facilitator Notes
Pre-work
In addition to preparing the Ecosystem Food Web Presentations, students
should review the following documents prior to class. They do not need to
read the documents thoroughly, but they should skim so that they are familiar
with the topics and concepts.
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Skim Reading – Ecosystems and human well-being: health synthesis.
World Health Organization (2005)
Skim Reading – The value of the world’s ecosystem services and
natural capital, Costanza, R., d’Arge, R., de Groot, R. (1997)
Skim Reading – Ecosystem functions and services in Sodhi, N.S. and
Ehrlich P.R. Conservation Biology for All.
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Module: Ecosystem Health
10–30
Minutes
Ecosystem Food Web Presentations
Have students deliver their presentations assigned as homework in the
previous session. Take time after each presentation to allow the audience to
ask questions. Give approximately 5 minutes per presentation.
40 Minutes
The History of Environmental Movements and Increasing Focus
on Environmental Issues
Give the lecture on the United States environmental movement that can be
found in the Module PowerPoint presentation. Describe the history of
recognition of the importance of the environment.
Large Group
Activity
Lecture
In the U.S., it was catalyzed by Earth Day- April 22, 1970. The
environmental movement has varied throughout the world and has
reflected country-specific issues, such as dams, deforestation,
industrial contamination, air pollution, oil and gas drilling, mining,
and nuclear power. As more attention has been brought to
environmental issues, more funding has been spent to provide
scientific evidence of the value of ecosystem services.
As result of the Exxon Valdez disaster in Alaska in 1989, there has
been a focus on providing an economic value on the services that
ecosystems provide as well as providing the value of an animal.
This is done in a field called environmental economics. Aside from
the economic value, the various components of ecosystems play
roles within ecosystems that can be critical to their functioning as
we discussed in the class on abiotic and biotic cycles.
Current programs to value ecosystems services include REDD and
REDD+. Both are UN-sponsored programs that are gaining
support world-wide. Below is a description of them.
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Reducing Emissions from Deforestation and Forest
Degradation (REDD) is an effort to create a financial value for the
carbon stored in forests, offering incentives for developing countries
to reduce emissions from forested lands and invest in low-carbon
paths to sustainable development. "REDD+" goes beyond
deforestation and forest degradation, and includes the role of
conservation, sustainable management of forests and enhancement of
forest carbon stocks (UN REDD Programme 2013. About REDD+.
Accessed from http://www.unredd.org/AboutREDD/tabid/102614/Default.aspx)
SEAOHUN One Health Course - Facilitator’s Guide
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REDD+ Deforestation and forest degradation, through agricultural
expansion, conversion to pastureland, infrastructure development,
destructive logging, fires etc., account for nearly 20% of global
greenhouse gas emissions, more than the entire global transportation
sector and second only to the energy sector. It is now clear that in
order to constrain the impacts of climate change within limits that
society will reasonably be able to tolerate, the global average
temperatures must be stabilized within two degrees Celsius. This will
be practically impossible to achieve without reducing emissions from
the forest sector, in addition to other mitigation actions. (UN REDD
Programme 2013. About REDD+. Accessed from http://www.unredd.org/AboutREDD/tabid/102614/Default.aspx)
These programs aim to mainstream the value of ecosystem services.
Ecosystem services contribute to environmental and human health and
human well-being by providing benefits such as clean air and water, fertile
soil for crop production, pollination, and flood control.
 Note: This introduction reflects the growth of the environment in the
United States. It covers important concepts, but the facilitator should add
how the environmental movement or environmental issues began (or are
beginning) to be recognized as important in their country.
Fresh Water
Food
Timber, Fiber,
Fuel
Biological
Products
Ecosystem Services
The hydrological cycle is regulated by the natural functions of
ecosystems and associated geophysical processes (e.g., evaporation and
the climate system). For example, wetlands filter fresh water by
removing pollutants such as chemicals and toxic elements. Water
availability is important and if scarce, jeopardizes food production,
human health, economic development and geopolitical stability.
Terrestrial and marine ecosystems, both wild and managed, are sources
of food and therefore provide a healthy life for humans. In rural areas,
human populations rely on locally productive ecosystems that provide
sources for basic nutrition. In urban areas, humans rely on local,
regional and global productive ecosystems.
Over half of the world’s population relies on solid fuels that are direct
products of ecosystems for cooking and heating. Fuels include wood,
crop stubble and animal dung.
Many products found in ecosystems contain medicinal properties that
are used for human health care. Medical and pharmacological
discoveries continue, especially in areas of high biodiversity.
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Module: Ecosystem Health
Ecosystem Services Continued
Intact ecosystems constrain viruses, bacteria, and other microbes
and parasites geographically and seasonally.
Ecosystems recycle and redistribute nutrients, which helps
maintain healthy flora and fauna.
Regulation of
Infectious Disease
Nutrient and Waste
Management,
Processing and
Detoxification
Regional climate conditions are specific to the type of ecosystem
present. Ecosystem services are sensitive to climatic conditions.
Climate Regulation
Ecosystem Values
Conclude the lecture with a review of ecosystem values. Tell the class that
humans and communities attain many benefits from ecosystems which can
improve mental health, provide a subjective sense of culture and place, and
enhance knowledge of natural and social sciences. Ecosystems provide value
to humans through:
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Aesthetic Appreciation
Tourism
Recreation
Education
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Motivation
Genetic Resources
Culture and Spirituality
Ask the class, “Consider our community, nation and region. How do
ecosystems provide us value in the areas above?” Take a few responses for
each category and write them down on a whiteboard or flipchart.
20 Minutes
Small Group
Activity
Services of Southeast Asian Ecosystems
Divide the class into teams of about five students. Distribute a set of the
following articles to each team and give them 20 minutes to identify at least
five ecosystem services provided by each ecosystem of Southeast Asia. They
should write the services on a flipchart or whiteboard.
Handout Resources
 Chapter 2: Services Provided by Forests. In Ecotourism and Other
Services Derived From Forests in The Asia-Pacific Region: Outlook
to 2010, Lindberg. K.
 Economic Values of Coral Reefs, Mangroves, and Seagrasses: A
Global Compilation, 2008. Conservation International, The Ocean
Foundation. ICRI and NOAA.
 Ecosystem service values for mangroves in Southeast Asia: A metaanalysis and value transfer application. Ecosystem Services. Brander,
L., Wagtendon, A., Hussain, S.
 Note: As an optional activity, you can find the game Buy, Sell and Trade
16 | P a g e
SEAOHUN One Health Course - Facilitator’s Guide
20 Minutes
Large Group
Presentations
Ecosystem Services online at www.iucn.org.
For each ecosystem—mangroves, tropical rainforests and coral reefs—have
each group share their responses. Make sure the following points are covered.
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


Mangroves
Fisheries/Food
webs
Water quality
Flood protection
Coastal protection
Fuel wood
Material: wood
Carbon
sequestration
Biodiversity
Tropical Rainforests
 Air quality
 Water quality
 Flood protection
 Material: wood,
medicine
 Biodiversity






Coral Reefs
Raw materials
Coastal protection
Maintenance of
fisheries
Nutrient cycling
Tourism recreation
Biodiversity
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SEAOHUN One Health Course - Facilitator’s Guide
FACTORS THAT DISRUPT ECOSYSTEMS
Natural and Man-Made
Learning Objective:
Type of Learning:
Timing:
Equipment and
Materials:
 List common factors (both natural and man-made) that disrupt ecosystems.
 Identify impacts of those factors to human and animal health.
Lecture: Small Group Discussion; Student Exercise
80 Minutes
 Computer, LCD projector, screen/blank wall
 Flipchart or whiteboard with markers
 Module PowerPoint
 Access to the internet (for students)
Pre-Class
Assignment:


Readings – Self-selection from list below
Optional Assignment – Movie
Detailed Facilitator Notes
Prior to class, students should review a few of the resources below (not all)
and look for factors that disrupt each type of ecosystem found in Southeast
Asia.
Pre-work
Mangroves:
 The Present State of Mangrove Ecosystems in Southeast Asia (Food
and Agriculture Organization of the United Nations)
Tropical Rainforests:
 The Forests of Southeast Asia (United Nations Environmental
Program)
 Southeast Asian Biodiversity in Crisis (Associate Professor Navjot
Sodhi, National University of Singapore)
Coral Reefs:
 Reefs at Risk in Southeast Asia (Burke, L.E., and M. Spalding)
 Ecosystems: Coral Reefs (National Oceanic and Atmospheric
Administration)
Optional Activity: Have students watch the movie Avatar and prepare to
discuss what would happen if the scenario in the movie unfolded in real life
and happened in their country.
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Module: Ecosystem Health
20 Minutes
To introduce the factors that can disrupt an ecosystem, ask the class the
following questions:
 (Optional) How does the movie Avatar portray ecosystems and
factors that disrupt ecosystems?
 What ecosystems have you experienced and what are the factors that
can cause those to change?
 What is biodiversity?
 Why is biodiversity important?
 What would happen if we logged all the forests of (country name)?
 Why do we need natural areas?
 We all know that it would be bad to remove all the forests, but what
are the reasons why?
 How would human health be affected?
20 Minutes
Factors that can Disrupt Ecosystems
Introduce the lecture on factors that disrupt ecosystems by discussing how
most environmental problems can be traced back to population growth and
affluence. With affluence comes an increase in resource use, which increases
production and consumption of goods. Overpopulation, overconsumption,
development and industrialization are intertwined.
Large Group
Discussion
Lecture
The outline below highlights the key concepts that should be covered in this
lecture and the Module PowerPoint contains slides and detailed lecture notes.
1. Biodiversity – the diversity in living things in an ecosystem.
2. Factors that directly drive change to ecosystems include:
 Changes in local land use and cover
 Changes in climate
 Species introduction or removal
 Fishing
 Nutrient loading from activities such as fertilizer, pest control,
irrigation
 Modification of rivers
 Water withdrawal
 Pollution
3. Indirect drivers to change in ecosystems include:
 Population growth
 Economic (e.g., globalization, trade, market and policy framework)
 Sociopolitical (e.g., governance, institutional and legal framework)
 Science and technology
 Cultural and religious (e.g., beliefs, consumption)
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SEAOHUN One Health Course - Facilitator’s Guide
4. Five major impacts to the biodiversity of ecosystems include:
 Habitat destruction/alteration
 Overharvesting/overexploitation
 Pollution
 Introduction of exotic species
 Climate change
5. The critical changes in ecosystems that affect human health and their
examples.
Human Economic Activities and Impacts on Ecosystems
Habitat
Alteration
Overharvesting
Pollution
Introduction
of Exotic
Species
Climate
Change
X
X
X
Agriculture
X
Forestry
X
X
Fishing
X
X
Urbanization
X
X
Manufacturing
X
X
X
X
X
X
40 Minutes Factors Disrupting My Ecosystem
Have the students return to their ecosystem teams: Mangrove, Tropical
Rainforests, and Coral Reefs. Based on their research and homework readings,
Small Group
each team should develop a list of factors that are disrupting the ecosystem.
Activity
They should be prepared to explain their list.
Once the lists are developed, the other teams will evaluate the lists and identify
items that are missing. Each team will get a point for each factor they mention
and a point for any new factors that they identify other teams are missing.
Bonus points will be given to teams that can identify the factors that disrupt
biodiversity.
Be sure to encourage students to state the concepts outlined on the next page.
21 | P a g e
Module: Ecosystem Health










Mangroves
Pollution – industrial discharge, sediment
loading, chemical from mining, heavy metal
Sedimentation
Organic waste (municipal and industrial) –
reducing dissolved oxygen
Agricultural runoff – nitrogen and
phosphorus loading, pesticides
Salt production
Oil spills
Deforestation
Seafood farming
Illegal use
Tsunami














Coral Reefs






Overfishing
Destructive fishing techniques
Dredging
Mining of sand and coral
Coastal construction
Sedimentation
Homework
Assignment
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







Tropical Rainforests
Deforestation – legal and illegal logging
Agricultural conversion – palm oil
Subsistence agriculture
Urban expansion
Cattle ranching
Fuel wood
Dams
Mining
Industry
Tourism
Fire
Volcanic activity
Drought
Tropical storms
Biodiversity
Forest conversion
Forest fires
Bushmeat
Wildlife trade
Climate change
Invasive species
Nitrogen deposition
El Nino Southern Oscillation
For the next activity, keep students in the same groups, but reassign the
ecosystems. Each group should meet before the next class to prepare a
presentation that addresses the questions below. Encourage students to be
creative and tell the story using various forms of media.
 What is the current status of your ecosystem in a province, region,
country, and in Southeast Asia? Discuss the historical changes that
have occurred.
 What function(s) does your ecosystem serve that affect(s) animal and
human health?
 What are the factors disrupting your ecosystem? What functions are
being disrupted and how do they affect health locally, regionally and
nationally?
 What actions should be taken to address the health consequences of
ecosystem change?
 Is there hope? What can be done?
SEAOHUN One Health Course - Facilitator’s Guide
EFFECT OF DISRUPTION OF ECOSYSTEMS AND THE
IMPACTS ON HUMAN AND ANIMAL HEALTH
Local, Regional and National Scales
Learning Objective:

Type of Learning:
Explore impacts of ecosystem disruption on human and animal
health.
 Explain what can happen as a result of ecosystem disruptions on
local, regional and national scales.
Small Group and Large Group Discussion
Timing:
60 Minutes
Equipment and Materials:





Pre-Class Assignment:
Computer, LCD projector, screen/blank wall
Flipchart or whiteboard with markers
Module PowerPoint
Student Guide
Prepare Group Ecosystem Presentations
Detailed Facilitator Notes
Prior to class, students should meet with their assigned groups and
prepare a presentation that answers the questions outlined below..
Encourage students to be creative and tell the story using various
forms of media.
 What is the current status of your ecosystem in a province,
region, country, and in Southeast Asia? Discuss the historical
changes that have occurred.
 What function(s) does your ecosystem serve that affects animal
and human health?
 What are the factors disrupting your ecosystem? What
functions are being disrupted and how do they affect health
locally, regionally and nationally?
 What actions should be taken to address the health
consequences of ecosystem change?
 Is there hope? What can be done?
Pre-work
60 Minutes
Large Group
Activity
Have each group deliver their presentation and give the audience time
for questions, answers and comments. As the facilitator, be sure that
the discussion addresses the challenge at the local, national and regional
scales.
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SEAOHUN One Health Course - Facilitator’s Guide
CLIMATE CHANGE, ECOSYSTEMS, HUMAN AND
ANIMAL HEALTH
Learning Objective:

Type of Learning:
Timing:
Equipment and Materials:
Pre-Class Assignment:
Be able to analyze regional climate changes and their resulting
effects on ecosystem health.
 Be able to analyze the resulting effects of climate changes on
human and animal health.
Small Group and Large Group Discussion
60 minutes
 Computer, LCD projector, screen/blank wall
 Flipchart or whiteboard with markers
 Module PowerPoint
 Student Guide
 Facilitator-Selected Pre-Reading
Detailed Facilitator Notes
Pre-work
As the facilitator, select one or more of the following papers on the impacts
of climate change for students to read before this session:
 “Climate Change Impacts on Streamflow and Subbasin-Scale
Hydrology in the Upper Colorado River Basin” (Ficklin, D.L., I.T.
Stewart, and E.P. Maurer)
 “Cumulative Impacts of Human Interventions and Climate Change
on Mangrove Ecosystems of South and Southeast Asia: An
Overview” (DasGupta, R. and R. Shaw)
 “Climate Change and Agricultural Development: Adapting Polish
Agriculture to Reduce Future Nutrient Loads in a Coastal
Watershed” (Piniewski, M. et al.)
 “Climate Change and Ecosystems” (United States Environmental
Protection Agency)
Students should read the assigned paper(s) and prepare a quick presentation
on how climate changes affect ecosystem health.
15 Minutes The Climate Change Situation
Ask the following questions on the concept of climate change:
 What is climate? Is it the same as weather?
Large Group
 What is climate change?
Discussion
 What is climate variability?
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Module: Ecosystem Health
Note on a flipchart or whiteboard any key points that students come up with
and then summarize the definitions on some key issues:
 Climate is the average state of the atmosphere and the underlying
land or water in a particular region over a specific time period.
 Weather is the day-to-day manifestation of climate in a particular
place at a particular time.
 Climate change is a statistically significant variation in either the
mean state of the climate or in its variability, persisting over an
extended period (typically decades or longer).
 Climate variability refers to variations around the mean state,
including the occurrence of extreme weather events.
Source: WHO, 2003, Methods to Assess Climate Change Effects on Human Health.
Lecture
Then, ask your class the following question, “Why does climate change
occur?” List the responses from the students and then give a summary
answer by presenting the slides on emphasizing greenhouse gas and the
carbon cycle in the Module PowerPoint.
10 Minutes The Current Climate Change Situation
Tell the students that you have presented some of the foundational concepts
with of climate change. Now you will turn to the question of the current
climate change situation at the global level. Given an overview of the signs of
global climate change including:
 Historic global warming
 Weather Extremes
 Increases in sea levels.
15 Minutes Climate Changes and Ecosystem Health
Break the students into small groups and have them review the assigned
homework readings. They should discuss how climate changes affect
ecosystem health – focusing on how climate change might affect ecosystems
in their country.
After the discussion, continue the lecture by presenting the diagram that
illustrates how climate changes affected ecosystem health, including fresh
water declines, land degradation, biodiversity loss, ecosystem health function
and stratospheric depletion that all will affect human health. Allow the
students space to ask questions on the relationships of in the diagram.
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SEAOHUN One Health Course - Facilitator’s Guide
20 Minutes Climate Changes and Human and Animal Health
Continue the Climate Change lecture and review the relationship between
climate change and human/animal health. See the Module PowerPoint for
slides and detailed notes on the following topics:
 Climate and infectious disease
 Climate change and impact on animal health
 Climate change and impact on human health
 Addressing the impact of climate change on human and animal
health
Conclude the lecture by asking the class, “What public health adaptation
strategies are applicable in your country?”
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SEAOHUN One Health Course - Facilitator’s Guide
GOLD MINING SIMULATION
Learning Objective:
Type of Learning:
Timing:
Equipment and
Materials:
Analyze gold mining with respect to ecosystem changes and the potential
cascading effects to animals and human health.
Either Presentations or Facilitated Discussion
60 Minutes
 Computer, LCD projector, screen/blank wall
 Flipchart or whiteboard with markers
 Module PowerPoint
 Access to the internet (for the facilitator)
Detailed Facilitator Notes
60 Minutes
Small Group
Activity
As students enter the classroom, give each student a role in the
following simulation and divide the classroom into their ecosystem
teams. Then read the following scenario aloud to the students.
Atangua Gold Mining Scenario
Atangua is a small island nation that is located 20 miles offshore. It is known for its natural beauty
because it is covered with rainforests and encircled by mangroves. It has several indigenous groups
that subsist on forest and sea products. There are two urban centers that are growing. Industries on
the island include tourism, fisheries, flower production, mango production, and guano mining for
fertilizer production.
The island suffered during the recent recession because many banks on the island went bankrupt,
thus, the island has reverted to traditional sources of revenue and is looking for some new ones.
Currently, the largest source of income is ecotourism, because the rainforest in the heart of the island
has rare orchids and is the home of laughing monkeys. These monkeys will approach people from a
distance and laugh and point fingers at them.
A mining company has approached the governor with a proposal to establish a gold mine in the
center of the island. Gold has been found in the rainforest and a large mining company wants to
build a road to the interior of the island and create the 1,000-acre mine. To create the gold mine,
1,000 acres of the rainforest will have to be cut down, a 50–mile-long road to the port will have to be
built and the existing port will have to be modified so it is large enough to accommodate deep draft
vessels. This means that the port will have to be expanded into the existing mangrove forest. The
mine will discharge its wastewater into the local stream which flows into the local mangrove forest.
The mining company also wants to establish accommodations for the 10,000 men needed to build
the facility. Half of them will have to be accommodated on the coast and half in the forest.
29 | P a g e
Module: Ecosystem Health
The governor wants to know about the potential impacts to each ecosystem and has asked a One
Health Team to respond to the following questions:
 What types of things will happen to the ecosystems?
 Which abiotic cycles will be affected?
 Will the food webs be affected?
 What will be the effects to animal health?
 What will be the effects to human health?
Give students 10 to 15 minutes to develop answers for the questions
outlined in the scenario. Then, take them through the gold mine
activity in the Module PowerPoint presentation. In this activity,
students will explore the changes that can happen to an ecosystem and
the resulting effects on human and animal health.
To close the activity, show this video on artisanal gold mining in
Indonesia:
 Video – http://blacksmithinstitute.org/pollutionstories/?p=29
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SEAOHUN One Health Course - Facilitator’s Guide
OPTIONAL ECOSYSTEM HEALTH FINAL
Learning Objective:
Type of Learning:
To demonstrate proficiency in Ecosystem Health concepts and be able
to synthesize the information and apply to real-life scenarios
Examination
Timing:
60 Minutes
Equipment and Materials:
Exam test paper
Detailed Facilitator Notes
Optional Final
Exam
1. Describe or draw the components of two abiotic cycles.
2. Identify the typical components of a food web and provide
examples of each.
3. Explain how the carbon cycle is currently being disrupted.
4. Name the major ecosystems in Southeast Asia and describe the
critical functions they play that affect human and animal health.
5. Describe how climate change could affect mangrove ecosystems.
Which abiotic and biotic cycles will be altered? How will food webs
change? How will human health be affected?
6. Describe the possible implications to the environment, wildlife
health and human health from each of the following:
a. Tsunami on the coast of Borneo
b. Wildfire in the rainforests of Malaysia or conversion of
10,000 acres of Malaysia rainforest to palm oil plantations
 What cycles will be disrupted and how?
 What will happen to the existing ecosystem?
 How could human health be affected?
 What would be the effect on wildlife?
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SEAOHUN One Health Course- Facilitator’s Guide
LEARNING REFLECTIONS AND EVALUATION
Learning Objective:
Type of Learning:
Timing:
Equipment and
Materials:


To reflect on learnings in the Ecosystem Health Module.
To get feedback from participants on what they felt were the
strengths of the module and areas of the module that could be
improved.
Individual Assessment; Group Feedback
60 Minutes
 Student Guide
Detailed Facilitator Notes
Evaluate/
reate
Apply
How would you rate your level of the following Ecosystem
Health Module competencies:
Understand
Individual
Learning
Assessment
Have students complete the following learning assessment which is located in
their Student Guides. Once the responses are complete, you may choose to
collect them to inform future deliveries of the course.
Understand fundamental ecological/ecosystem principles.
Recognize interrelationships among ecosystems, animal health
and human health.
Analyze the effects of direct impacts on the environment.
Write down two or three things that you learned from the session. Think
about:
 What did you learn in this module that was new to you?
 Have the lessons in this module led you to change any previously held
beliefs?
 What are you still unsure about? Do you have any questions that still
need to be answered?
 What was interesting to you/what would you like to study in more
detail?
 Are there new behaviors that you will try based on this class?
 What topics from the class will you share with others outside the class?
33 | P a g e
Module: Ecosystem Health
10 Minutes In small groups, have each student share:
 Their key learnings from the module.
Small Group
 How they will apply the concepts, knowledge, skills they gained from
Discussion
the module.
10 Minutes Ask the students:
 What is one element of the module they like/felt was a strength?
 What is one thing in the module they suggest be changed?
Large Group
 Any additional comments?
Discussion
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SEAOHUN One Health Course- Facilitator’s Guide
RESOURCES FOR STUDENTS
Included in Resource Folder
Brander, L.M., Wagtendonk, A.J., Hussain, S. S., et al. (2012). Ecosystem service values for mangroves in
Southeast Asia: A meta-analysis and value transfer application. Ecosystem Services. 1:1 (62-69).
Retrieved on December 1, 2013, from
http://www.sciencedirect.com/science/article/pii/S2212041612000046.
Burke, L., Selig, E., and Spalding, M. (2002) Reefs at Risk in Southeast Asia. Retrieved on December 1,
2013, from http://pdf.wri.org/rrseasia_full.pdf.
Conservation International, The Ocean Foundation, International Centre for Development Oriented
Research in Agriculture, National Oceanic and Atmospheric Administration and World Research
Institute. (2008). Economic Values of Coral Reefs, Mangroves and Seagrasses: A Global
Compilation. Retrieved on December 13, 2013, from
http://www.coastalvalues.org/work/coralvalues.pdf.
Corvalan, C., et al. (2005) Ecosystems and Human Well-Being: Health Synthesis. World Health
Organization. Retrieved on December 1, 2013. from
http://www.who.int/globalchange/ecosystems/ecosys.pdf.
Costanza, R., D’Arge, R., and de Groot, R. (1997) The value of the world’s ecosystem services and
natural capital. Nature 387 (253-259). Retrieved on December 1, 2013, from
http://www.esd.ornl.gov/benefits_conference/nature_paper.pdf.
Food and Agriculture Organization of the United Nations (FAO). (1980). The Present State of
Mangrove Ecosystems in Southeast Asia. Retrieved from
http://www.fao.org/docrep/field/003/ab751e/AB751E00.htm
Global Canopy Programme. (2007) Ecosystem Services of Southeast Asia: Major Threats and
Opportunities. Retrieved on December 1, 2013, from
http://www.globalcanopy.org/sites/default/files/Alex%20Morel%20report%20PDF%20.pdf.
Lindberg, K., Furze, B., Staff, M. and Black, R. (1997). Asia-Pacific Forestry Sector Outlook Study:
Ecotourism and other Services Derived from Forests in the Asia-Pacific Region: Outlook to 2010.
Retrieved on December 13, 2013, from http://www.fao.org/docrep/w7714e/w7714e00.HTM.
McMichael, A.J., Campbell-Lendrum, D.H., Corvelan, C.F., et al. (2003). Climate Change and Human
Health: Risks and Responses. Geneva: World Health Organization. Retrieved on December 1, 2013,
from http://www.who.int/globalchange/publications/climchange.pdf.
National Oceanic and Atmospheric Administration (NOAA). (n.d) Ecosystems: Coral Reef. Retrieved
on December1, 2013, from http://sanctuaries.noaa.gov/about/ecosystems/coralwelcome.html.
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Module: Ecosystem Health
Sekercioglu, C. H. (2010) Chapter 3: Ecosystem Functions and Services. In Sodhi, N.S. and Ehrlich, P.R.
Conservation Biology for All. London: Oxford University Press. Retrieved on December 1, 2013,
from http://www.conbio.org/images/content_publications/Chapter3.pdf.
Stacey, N., Boggs, G., Campbell, B. and Steffen, W. Prepare for Impact!: When People and Environment
Collide in the Tropics. Retrieved on December 1, 2013, from
http://cdupress.cdu.edu.au/books/documents/Contents.pdf.
United Nations Environment Program. (n.d) The Forests of Southeast Asia. Retrieved on December 1,
2013, from http://www.unep.org/vitalforest/Report/VFG-15-The-forests-of-southeast-asia.pdf.
World Health Organization (WHO), Europe. (2003). Methods for assessing human health vulnerability
and public health adaptation to climate change. Retrieved on December 1, 2013, from
http://www.euro.who.int/__data/assets/pdf_file/0009/91098/E81923.pdf.
Additional Resources
Bose- O’Reilly,S., Drasch, G., Beinhoff, C., et al. (2010) Health assessment of artisanal gold miners in
Indonesia. Science Total Environment. 408(4):713-25. doi: 10.1016/j.scitotenv.2009.10.070.
Bose- O’Reilly,S., Drasch, G., Beinhoff, C., et al. (2010) Health assessment of artisanal gold miners in
Tanzania. Science Total Environment. 408(4):796-805. Doi: 10.1016/j.scitotenv.2009.10.051.
Haines, A., Kovats, R.S., Campbell-Lendrum, D.H., et al. (2006). Climate change and human health:
impacts, vulnerability and mitigation. The Lancet. 367:9528 (2101-2109).
Krisnayanti B.D., Anderson C.W., Utomo W.H., et al. (2002) Assessment of environmental mercury
discharge at a four-year-old artisanal gold mining area on Lombok Island, Indonesia. Journal of
Environmental Monitoring. 14(10)2598-607.
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