Poverty 2 Prosperity - Challenge Pack

Thinking Skills Objective REASONING To enable students to make connections between information and real people and places. To develop value and respect for people and places. Critical change - turning point or crisis. Species loss - the reduction of biodiversity interrupting food chains and preventing a natural regeneration. Can be the result of natural events - volcanic eruption or human intervention - forest clearance. Tipping point - a tipping point is a point when a cycle or pattern changes from one stable state to another state which may not be stable. The tipping event may be irreversible. Threshold - the optimum number that can be supported within a system. Extinction - the end of an organism/ species. The moment of extinction is generally considered to be the death of the last individual of that species. Population growth - the change in population over time. This can refer to any species, but almost always refers to humans. Birth rate - the number of childbirths per 1000 people per year. Death rate - a measure of the number of deaths in a population, expressed in units of deaths per 1000 individuals per year. Habitat - an ecological or environmental area that is distinctive & lived in by a particular animal and plant species. Standard of living - measured by standards such as income per person and poverty rate. Other measures include access and quality of health care and educational standards. Malnutrition - medical condition caused by improper or inadequate diet. Sustainability - maintain balance of a certain process or state in any system. Used in connection with biological and human systems and is generally a system that can exist without external inputs to sustain it. B i od i ve r s i t y & POVERTY Action Active Citizenship REASONING Evaluation Reasoning Information Processing Enquiry Creative Thinking Key Words 16 IfOnly I’dKnown ItWasYou... Biodiversity & Poverty thankyou Forthe Memories ifonly i’d Known itWasyou... itWasn’tMe degreesoftruth Makingdreams Cometrue reAsoNiNG Graphsource:www.stconsultant.blogspot.com Lossofhabitats Wetlands Forests Arid lands Grasslands 60% 50 40 30 20 10 0 -10 -20 -30 -40 1968 70 75 80 85 90 95 00 05 07 Protectionof freshwater wetlandshasallowedmany waterbirds to thrive IfOnly I’dKnown ItWasYou... Biodiversity & Poverty thegraph isshowingastable increase thegraph isshowingaslightdecrease thegraph isshowingafluctuating increase thegraph isshowingafluctuatingdecrease thegraph isshowinga rapid increase thegraph isshowinga rapiddecrease thegraph isshowinganunsustainable increase thegraph isshowinga terminaldecrease thegraph isshowingneitheran increaseor decrease Launch activity -Generic descriptor cards reAsoNiNG thankyou Forthe Memories ifonly i ‘d Known itWasyou... itWasn’tMe degreesoftruth Makingdreams Cometrue IfOnly I’dKnown ItWasYou... Biodiversity & Poverty Groupwork:Pristine environment Anareapureandunspoiltbymankind’sexistenceandpollution,wherecleanseasand lushvegetationmakes fora rich andvariedhabitat. reAsoNiNG thankyou Forthe Memories ifonly i ‘d Known itWasyou... itWasn’tMe degreesoftruth Makingdreams Cometrue touse forgroupworkactivity ifnotable toaccess.BuiNationalParkwebsite. -> -> IfOnly I’dKnown ItWasYou... Biodiversity & Poverty Groupwork:MillenniumDevelopmentGoals (MDG) reAsoNiNG reduceChildMortality PromoteGenderequality andempowerWomen AchieveUniversalPrimaryeducation eradicateextremePovertyandHunger CombatHiv/Aids,malaria andotherdiseases improveMaternalHealth developaGlobalPartnership fordevelopment environmentalsustainability thankyou Forthe Memories ifonly i ‘d Known itWasyou... itWasn’tMe degreesoftruth Makingdreams Cometrue -> Plenary Discuss...Is it fair to have different standards of living and rates of development for different communities across the globe? Does the same apply for those communities that supply products that we use? What can we do to help ensure that the Millennium Development Goals are implemented? Extension Look at improving biodiversity in the UK. How do we manage that? Small habitats, e.g. village/community ponds, improving river quality, re-establishing forests, considering re-introducing species (wolves, beavers, sea eagles). Find similar examples of this in either Ghana or another African country. Are there any examples of interdependence? e.g. migrating birds from Africa to Europe. If there is loss of biodiversity in Africa, does this matter to you and I? What should we or can we do about it? 10 mins - find one example of where there is a threat to biodiversity and one example where there is rich biodiversity where you live. Half an hour - find some examples of where the local economy and biodiversity are both benefiting from projects in the natural environment. Two hours - undertake a survey of your peers to establish what natural environment they would want to live in in twenty years time. Contact the local council, Forestry Commission, National Park , Wildlife Trusts etc. to check out what medium and long term action plans are already in place. Do these create/sustain the world you and your peers want? Longer - get involved and take action. Volunteer to join a group or create a group to support conservation where you live and publicise a calendar of events and encourage others to join in. Monitor the success of this and compare yourselves with other schools. Share your successes in school and on local community bulletin boards.