safari niagara- modified resource .open the lesson by engaging students in a discussion ... animals

Download safari niagara- modified resource .Open the lesson by engaging students in a discussion ... Animals

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    ACTIVITY ONE: The Background

    1. Open the lesson by engaging students in a discussion about current environmental issues (Section 2.1). a. When/why did a lot of these environmental issues originate?

    i. Industrial Revolution (late 18th to early 19th century): factories created a lot of pollution, excessive use of natural resources (forests, fish, land...)

    ii. New technologies were developed to improve quality of life but there was often a lack of understanding/ignorance of the consequences

    iii. Now the impact of these actions is becoming clearer: polluted water and air, species extinction...

    iv.The other extreme: Environmentalismv. Come up with examples of environmentalism all around us (in media).

    b. Technologys role in causing a lot of problems - does it also have a role in solving them?

    2. Discuss how our worldview shapes how we view the environment.a. The Green Movement: creation as god (as opposed to Creation from God)b. Discuss our Christian role in maintaining the environment (stewardship, the cultural

    mandate, etc.). c. Appendix A: How should a Christian view Environmentalism? article and questions

    i. What does it mean to use resources responsibly?

    SAFARI NIAGARA Educational Package (modified) 2014

  • ACTIVITY TWO: Zoos and the Protection of Biodiversity

    1. Read Appendix B What is biodiversity? and answer questions to review what biodiversity is. (take evolution paragraph out of SNs article)

    2. Read Appendix C Zoos and Conservation and answer questions.

    SAFARI NIAGARA Educational Package (modified) 2014

  • SNC1D: SUSTAINABLE ECOSYSTEMSCULMINATING TASKYou will be working in groups of 2.

    1. Choose a critically endangered or endangered animal that can be found at Safari Niagara. Every group must choose a different animal.

    2. You will be making a presentation on your chosen species as part of another gallery walk with the class. It is up to you how you want to present (poster, handout, brochure, video?) but it should include MOST (if not all!) of the following information:

    3. Part of your research can be done at Niagara Safari and the rest of it will need to be done on your own time.

    Your presentation must NOT exceed 5 minutes. This limit is important so the gallery walk can run smoothly.

    The gallery walk will take place on: _________________.

    - scientific name, common name- physical description, including

    adaptations that make it unique- its prey and how it catches it- its predators and how it evades them (if it

    has them)- description of habitat- other species in its habitat and its

    relationship to those species- range and distribution (map)- seasonal activities

    - how it raises its young- life span- life cycle- human impact on them- conservation status - why it is critically endangered/endangered- what is being done to increase its

    population and what organizations are doing this work

    - photos from Safari Niagara (be sure one of you has a camera on the trip!)

    SAFARI NIAGARA Educational Package (modified) 2014

  • SAFARI NIAGARA Educational Package (modified) 2014

  • Safari Niagara Field TripStart by finding a map of the park!

    PART A: YOUR CULMINATING TASK1. Use written resources at the zoo (plagues, brochures, etc.) to gather information about your

    chosen animal. Summarize the information here:

    You must also complete the following:2. Observe your animal for 5 minutes. Write your observations on its behaviour here:

    2. Interview one of the zookeepers. Ask them:- What does it mean to receive accreditation from the Zoological Association of America (ZAA)?

    - Why do you think zoos are important?

    - Why did you decide to work at this zoo?

    (Remember to thank them when you are done!)

    SAFARI NIAGARA Educational Package (modified) 2014

  • PART B: SCAVENGER HUNTYou may NOT use your phones to look up these answers! Be honest! 1. Fill in at least two specific names of animals/organisms that fit the following descriptions:

    Birds from Australia Animals that live by themselves or in very small groups

    Tertiary consumers

    Animals with a colour as part of their name

    Animals with no predators Invasive species

    Animals from Africa Diurnal animals Domesticated animals

    2. Number of species of birds: _________.3. A raptor is a: __________.4. There are 6 different types of flamingo. How can you tell the difference?

    5. The largest raptor in the world is the: ____________________6. List two adaptations that are characteristic of scavenger birds and explain what the purpose

    of each of these adaptations is.

    7. Owls can rotate their heads _____ degrees. Why is it important that they are able to do this?

    8. The owls _________________ funnels sound into the ear openings.9. How can you tell when a Great Horned Owl is irritated?

    SAFARI NIAGARA Educational Package (modified) 2014

  • 10. What effect do cattails have on aquatic ecosystems?

    11. This animal is neither a male nor a female: ____________.12. This __________ is the only one that has life young.13. What are cygnets?14. The real name of budgies is: ______________15. In what body position do warthogs search for food?

    16. The name of the turkey vulture in the Wonders of Flight show is ______.17. This cat has feet that act like this human invention, which also happens to be the name of its

    prey. 18. How can a Canada lynx and a bobcat be distinguished?19. What does it mean to be leucistic?20. How are the eyes of nocturnal vs. diurnal cats different?21. What is carrion?22. What is causing the decline of the Amur Leopard?23. What is the purpose of the Species Survival Program?24. A cougar is also known as a _______.25. What is brachiating? 26. Over half of the births of the following animal are twins.27. What is a prehensile tail?28. Zooboomafoo is not actually a ring-tailed lemur. What is he?29. What bird was saved from extinction by the San Diego zoo?30. Fill in the following chart:

    Animal How it catches prey


    African Hunting Dog


    31. Fill in the following chart:

    Animal Defense mechanisms

    Prairie Dog



    SAFARI NIAGARA Educational Package (modified) 2014

  • PART C: BONUS SCAVENGER HUNTA prize will be awarded for accuracy/creativity.

    1. Take a photo of:a)the group with the ZOOS signb)an animal with its tongue sticking outc) a sculpture that looks like DNAd)the group in the budgie cagee)a selfie with the animal youre researchingf) a member of your group feeding a giraffe

    In order for these photos to count, they must be emailed to Miss Koning by Friday.

    2.Where was the photo in Figure A taken?

    3. What is the name of the hippopotamus?

    4. Who is Rod Dowling?

    SAFARI NIAGARA Educational Package (modified) 2014

    Figure A

  • APPENDIX AQuestion: "How should a Christian view environmentalism?"

    Answer: There is a difference between the biblical view of the environment and the political movement known as "environmentalism." Understanding this difference will shape a Christians view of environmentalism. The Bible is clear that the earth and everything in it was given by God to man to rule over and subdue. "And God blessed them, and God said to them, 'Be fruitful and multiply, and fill the earth and subdue it; and have dominion over the fish of the sea and over the birds of the air and over every living thing that moves upon the earth'" (Genesis 1:28).

    Because mankind was created in His image, God gave men and women a privileged place among all creatures and commanded them to exercise stewardship over the earth (Genesis 1:26-28; Psalm 8:6-8). Stewardship implies caretaking, not abusing. We are to intelligently manage the resources God has given us, using all diligent care to preserve and protect them. This is seen in the Old Testament where God commanded that the fields and vineyards would be sown and harvested for six years, then left fallow for the seventh year in order to replenish the soil's nutrients, both to rest the land and to ensure continued provision for His people in the future (Exodus 23:10-11; Leviticus 25:1-7).

    In addition to our role of caretakers, we are to appreciate the functionality and beauty of the environment. In His incredible grace and power, God has placed on this planet everything needed to feed, clothe, and house the billions of people who have lived on it since the Garden of Eden. All the resources He has provided for our needs are renewable, and He continues to provide the sun and rain necessary to sustain and replenish those resources. And, as if this were not enough, He has also decorated the planet in glorious color and scenic beauty to appeal to our aesthetic sense and thrill our souls with wonder. There are countless varieties of flowers, exotic birds, and other lovely manifestations of His grace to us.

    At the same time, the earth we inhabit is not a permanent planet, nor was it ever intended to be. The environmental movement is consumed with trying to preserve the planet forever, and we know this is not God's plan. He tells us in 2 Peter 3:10 that at the end of the age, the earth and all He has created will be destroyed: "But the day of the Lord will come like a thief, and then the heavens will pass away with a loud noise, and the elements will be dissolved with fire, and the earth and the works that are upon it will be burned up" (NKJV). The physical, natural earth in its present form, with its entire universe will be consumed, and God will create a "new heaven and a new earth" (2 Peter 3:13; Revelation 21:1).

    So we see that, rather than trying to preserve the earth for thousands or

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