Biodiversity Basics Morocco-FinalDraft

8/8/2019 Biodiversity Basics Morocco-FinalDraft

1/148

Moroccos

Biodiversity Basicsan Environmental Education Program of

Peace Corps Morocco Environment Sector

High Commission for Water and Forests and the

Fight Against Desertification

World Wildlife Fund

Adapted from Biodiversity Basics, 1999,

a publication of World Wildlife Funds Windows on the Wild biodiversity education program.

For more information see .


2/148

Moroccos Biodiversity Basics

2 | T a b l e o f C o n t e n t s

TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSAbout Moroccos Biodiversity Basics ............................................................................. 3

Relevance of Biodiversity ............................................................................................................................ 3

Overview ..................................................................................................................................................... 3

Goals and Objectives .................................................................................................................................. 4

Concepts and Principals .............................................................................................................................. 4

Format .......................................................................................................................................... 4

Background Information ..................................................................................................... 5

What is Biodiversity? .................................................................................................................................. 5

Why is Biodiversity Important? ................................................................................................................... 5

What is the Status of Biodiversity? ............................................................................................................. 5

How Can We Protect Biodiversity? ............................................................................................................. 6

Activities................................................................................................................................... 7

CHAPTER 1: What is Biodiversity? ............................................................................. 7

All the Worlds a Web ..................................................................................................................... 7

Whats Your Biodiversity IQ? ....................................................................................................... 10

Inquiring Minds ............................................................................................................................. 18

Bled BioBlitz .................................................................................................................................. 26

The Gene Scene ............................................................................................................................ 36CHAPTER 2: Why is Biodiversity Important? ........................................................... 54

Secret Services .............................................................................................................................. 54

Biodiversity Performs .................................................................................................................... 63

The Culture/Nature Connection ................................................................................................... 70

Diversity at Your Table .................................................................................................................. 81

The Spice of Life ............................................................................................................................ 88

CHAPTER 3: Whats the Status of Biodiversity? ...................................................... 94

The Case of the Atlas Cedar Forests ............................................................................................. 94Mapping Moroccos Protected Areas ......................................................................................... 102

Space for Species ........................................................................................................................ 120

Food for Thought ........................................................................................................................ 135

Getting Involved! .............................................................................................................. 142


3/148


3 |A b o u t B i o d i v e r s i t y B a s i c s

ABOUT BIODIVERSITY BASICS

Relevance of BiodiversityBiodiversity represents the very foundation of human existence. Besides profound ethical and aesthetic

implications, it is clear that the loss of biodiversity has serious economic and social costs. The genes, species,

ecosystems and human knowledge that are being lost represent a living library of options available for and

adapting to local and global change. Biodiversity is part of our daily lives and livelihood and constitutes the

resources upon which families, communities, nations, and future generations depend. (Global Biodiversity

Assessment, Summary for Policy Makers United Nations Environment Programme)

iodiversity! At first the word may seem

complicated and not relevant or important for

study in Moroccan schools. However, this curriculum

seeks to prove otherwise. It asserts that you couldnt

choose a more engaging and stimulating topic or

one as all-encompassing and important for

Moroccos future.

Biodiversity is the variety of life on Earth. Its

everything from the tiniest microbes to the tallest

trees, from creatures that spend their entire lives in

the ocean to those that soar high above the Earths

surface. Its the word that is used to describe the

wealth of habitats that house all life forms and the

interconnections that tie us together. All of Earths

ecosystems and the living things that have evolved

within them including the fantastic range andexpression of human cultures are part of our

planets biodiversity. These simply summarized

express the species biodiversity, ecosystem

biodiversity, cultural biodiversity, and genetic

biodiversity that this curriculum seeks to explore

with the students.

Because the topic of biodiversity has so much

breadth and depth it is a useful complement to

Moroccan traditional education. As a theme,

biodiversity includes many disciplines and provides

real-world contexts and issues that promote criticaland creative thinking skills, citizenship skills, and

informed decision making. The subject of all the

lessons in this curriculum is life centered on the

student. The biodiversity curriculum not only acts as

a catalyst to learn about the topic of biodiversity, but

also learn about self-directed learning and group

participation and project work.

OverviewMoroccos Biodiversity Basics is adapted from World

Wildlife Funds Windows on the Wild: Biodiversity

Basics. The activities are targeted to grades five

through eight but several may be adapted for use at

other grade levels as well. The Morocco-specificactivities are not meant to cover every aspect of

biodiversity, but you should find plenty of

information to introduce the topic and take students

through levels of increasing complexity. The

activities may be completed in any order and may be

used singly or in units. Use as many as you have time

for to supplement your teaching and bring

biodiversity to life for your students.

Moroccos Biodiversity Basics is built on a set of

underlying principles about education. As you read

through the activities, youll see many familiar and

perhaps unfamiliar strategies and approaches fromconstructivist education, which values prior

experiences and knowledge, to innovative

assessment strategies, group learning, problem-

solving, interdisciplinary teaching, and experimental

learning.

Education should challenge students to think

critically and creatively about their world to

question how and why we do things, and how we

might do them differently. It should promote

positive change (both personally and within

communities), help students envision a better

society, increase respect and tolerance for others,

and build effective citizenship skills and stewardship.Staying true to WWFs vision for Biodiversity Basics,

the Moroccan adaption has emphasized four

overlapping themes: futures education (education

that encourages students to envision a positive

future and the role they can play to make such a

future happen); community action and service

learning (by getting involved in a community based

project, students invest energy in their community

B


4/148


4 | A b o u t B i o d i v e r s i t y B a s i c s

and see that they can help improve its condition);

education that examines sustainability; and

creating a sense of wonder.

Goals and ObjectivesThe goal in developing this booklet was to provide

Moroccan educators with a well-developed resource

to introduce students grades 5 through 8 to local

biodiversity concepts, issues, and conservation.

Upon completing the course, students should be

able to: (1) possess a basic understanding of species,

ecosystem, and genetic diversity, (2) explain the role

biodiversity plays in ecosystem stability and health,

(3) report on the current status of the local

environment, and (4) initiate, plan, and carry out a

community based biodiversity project.

Concepts and PrincipalsThe conceptual framework for Moroccos

Biodiversity Basics was developed and organized

around four major themes:

What is Biodiversity?Why is Biodiversity Important?

Whats the Status of Biodiversity?How Can We Protect Biodiversity?

The themes were chosen because they encompass

the essential components of quality environmental

education materials: awareness, knowledge,

attitudes, skills, and participation.

FormatMoroccos Biodiversity Basics was designed to give

educators access to as much information as possible

in an easy-to-use format. Youll find an overview of

Morocco biodiversity followed by 14 field-tested,

standards-led activities. While designed with specific

learning standards in mind (standards-led), the

activities also allow educators to help meet other

learning standards. Each activity provides basic

information and detailed procedures.

Windows on the Wild

Moroccos Biodiversity Basics is adapted from World

Wildlife Funds (WWF) publication, Windows on the

Wild: Biodiversity Basics. Through the cooperative

efforts of WWF, the Peace Corps Morocco

Environment Sector, and the Department of Watersand Forests, Morocco has joined now several other

countries to translate and publish its own version of

this curriculum guide to exploring the web of life.

If you are interested in teaching more about

biodiversity, you may want to obtain a copy of the

educator and student guides for Windows on the

Wild: Biodiversity Basics and/or other materials from

WWF. The core of the Windows on the Wild (WOW)

program is a series of modules on key topics related

to biodiversity, including Biodiversity Basics, Wildlife

for Sale, Marine Biodiversity, and Building BetterCommunities. Each module contains background

information, resource ideas and unit plans for the

educator, as well as creative and challenging

interdisciplinary activities for students. WOW

curriculum materials are designed to help students

explore the social, scientific, economic, and ethical

issues surrounding biodiversity and to give them the

knowledge and skills they need to build a more

sustainable future. Working with partners around

the world, WWF developed a Biodiversity Education

Framework to help guide people in life-long learningabout biodiversity, sustainability, and conservation.


5/148


5 | B i o d i v e r s i t y B a c k g r o u n d M o r o c c o

BIODIVERSITY BACKGROUND MOROCCO

What is biodiversity?Biodiversity is the variety of life on earth. There arethree levels of biodiversity: species diversity;

ecosystem diversity; and genetic diversity. Species

diversityincludes all living things from the tiniest

bacterium to the large Barbary sheep and the

individual oak tree. As of 2002, about 1.7 million

species had been identified worldwide. It has been

estimated that the number of species on earth is

somewhere between 10 million and 300 million.

Biodiversity also includes ecosystem diversity, the

habitats that house all life forms and theinterconnections that tie living things together.

Ecosystem diversity includes the deserts, coastal

lands, forests, and all other environments where

species live. Ecosystems not only provide habitat for

species but also perform functions such as flood

control and water purification. Biodiversity includes

the variety within species, which is determined by

the genes. Geneticdiversitymakes every living thing

unique. Each species is like a book of genetic

information, containing billions of genetic letters

that give it a particular code of life. Its traits are theresult of coded messages in the genes that are

passed from one generation to the next. When a

species becomes extinct, all the information is lost.

Genetic diversity is a safeguard against future

problems, such as disease or natural disasters.

Why is biodiversity important?Biodiversity is important for many reasons. It helps

maintain the atmosphere, keeps the soil fertile,

purifies water and provides other functions that

enable life to exist on this planet. Species are the

structure of ecosystems that provide the services.

Remove enough bricks and the structure crumbles.

Species variety also may provide the ability to avert

major disasters, such as crop failures from drought

and disease. It provides a variety of resources and

products for humans, including many foods and

medical products, and is the potential source for

many more. Biodiversity provides products that helpto boost the economy. The natural world also offers

us a place to relax and reflect. Many people believe

that biodiversity is important not just because it is

valuable, but simply because it exists.

What is the status of biodiversity?According to the worlds leading scientific and

environmental experts, loss of biodiversity is one of

the most urgent environmental problems facing the

planet. As human populations grow, they exert

increasing pressure on natural resourcespressurethat is endangering species and ecosystems around

the world. Habitat loss, introduced species,

pollution, population growth, and over-consumption

are the main threats to biodiversity. The extinction

of any species brings the irreversible loss of unique

genetic codes and the potential loss of medicines,

foods, products, and jobs. At the same time,

degradation of natural systems threatens the very

services, such as water purification and nutrient

recycling, that support all life on earth.

Moroccos BiodiversityFew in Morocco realize the relative richness in

biodiversity their country contains. Morocco's

biodiversity is second only to Turkey in the

Mediterranean region. Compared to the world, the

biodiversity Mediterranean region itself is among

the richest and also most critically threatened. For

these reasons alone, Morocco has an important

responsibility to protect its natural heritage.

Morocco also has a high rate of species

endeminism, species that naturally only occur in onearea or region. The vascular flora endemic to

Morocco numbers more than 800 species and

subspecies, representing about 18% of the entire

flora. There are also a large number of other

endemic species including the Barbary sheep,

Barbary macaque, and Barbary deer to name only a

few.


6/148


6 | B i o d i v e r s i t y B a c k g r o u n d M o r o c c o

We often discuss ecoregions when we talk

about a countrys ecosystem diversity. An ecoregion

is a large unit of land or water that is characterized

by a distinctive climate, ecological features, and

plant and animal communities. Morocco has 7

distinct ecoregions, including: Mediterranean Coniferand Mixed Forests, Mediterranean Woodlands and

Forests, Mediterranean Acacia-Argania Dry

Woodlands and Succulent Thickets, Mediterranean

High Atlas Juniper Steppe, North Sahara Steppe and

Woodlands, Atlantic Coastal Desert, and

Mediterranean Dry Woodlands and Steppe. Greater

ecosystem diversity leads to greater species

diversity.

People and Biodiversity

The people of Morocco make a significant impact on

the landscape and its diversity. Harvesting fuel

wood, plowing the forests, herding and grazing

sheep and goats, developing urban areas, building

roads, and conducting other human activities have

drastically reduced size of habitats and in some cases

the diversity therein. When people alter habitats

they kill and/or force out the organisms that live in

them, upset ecological relationships and reduce the

ecosystems ability to perform services like flood

control, water purification, and nutrient recycling.

Some of the habitats that originally occurred in ourcountry can no longer be found in their natural and

unaltered condition. However, we can help protect

biodiversity, a task that involves all of us. All species

are significant, many in unknown but, perhaps,

vitally important ways. We must value biodiversity

and try to preserve it.

How can we protect biodiversity?One of the greatest challenges we face in protecting

biodiversity is how to balance the needs of the

present without jeopardizing those of the future.

There is no one way to address this challenge,

partially because there is no single reason why we

are losing biodiversity. There are several goals,

however, which can be attained by people working

together. One proposal is to maintain a state of

relative equilibrium with our environment, calledsustainability. A society that reaches sustainability is

one that is able to persist for many generations

without producing significant amounts of pollution,

depleting natural resources, and causing a decline in

biodiversity. Many different points of view need to

be taken into consideration before sustainability can

be achieved. Land-use planning is needed so that

space may continue to exist for species and

ecosystems. Reducing overall consumption of

natural species is essential. Also, restoration of

habitats is an important goal. Research must bedone rapidly to find out as much as possible about

what species exist, how they depend on their

habitats, and how habitats can be managed to

ensure healthy populations. Legal protection is

necessary for some species. Stewardship of natural

resources should be considered when corporations

make business decisions. Captive breeding can be

used to increase the population of some species.

Gene banks are being developed to store seeds and

plant parts to preserve biodiversity for future

generations. Citizens can take action in their owncommunities to solve biodiversity problems.

Educating people about the problem will lead to

better understanding and solutions. Ensuring the

survival of species, genes, and ecosystems will

require a combination of approaches, and the

collective thinking of people from all disciplines and

backgrounds. It will mean fostering compassion for

other species, educating ourselves about the

connections among all elements of biodiversity and

coming to terms with the consequences of our

behavior for other people and other species.


7/148


7 | A l l t h e W o r l d s a W e b

1-1 ALL THE WORLDS A WEB

iodiversity is the variety of life around us . Its everything that

living things do the grand total of interactions of living things

among themselves and with their environment. These

interactions can be as simple as a moths dependence on one

species of plant for food, and the plants dependence on the

moth for pollination. At another level, the moth and the plant

also depend on all the elements that make up their ecosystem

from clean water to the right climate. At still another level, this

ecosystem interacts with other ecosystems to form a huge,

global, system of interacting parts.

This introductory activity is a great way to start a biodiversity

unit because it focuses on connections, which are the heart ofbiodiversity. By making their own word webs using the words

provided, students can begin to consider the complex

connections that characterize life on Earth. The activity can also

give you an idea of how your students are thinking about

biodiversity before you start a unit.

Write each of the key words on a sheet of paper, and put all the web

words on a chalkboard.

1. Review vocabulary and divide the class into groups.

Go over any key words and web words that the students arent familiar

with, and then have someone from each group pick a key word from the

container. Tell the groups to write the key word in the center of a piece

of paper. Next give them time to create a web using as many of the webwords as possible. Encourage them to write the words that describe the

connections they are creating. Examples include verbs and phrases such

as influences, affects, benefits, is helped by, can lead to, and can cause.

2. Discuss the webs.

Each group should be able to explain the connections that they drew

between the key word and the web words, as well as between the

BAT A GLANCEAT A GLANCEAT A GLANCEAT A GLANCECreate a word web thatillustrates the connections in

nature.

OBJECTIVESOBJECTIVESOBJECTIVESOBJECTIVESDefine biodiversity and

create a word web that

illustrates some of the

complex connections in the

web of life. Discuss at least

one way biodiversity affectpeoples lives.

VOCABULARYVOCABULARYVOCABULARYVOCABULARYbiodiversity, ecosystem; plus

any unfamiliar words in the

Web Words list

TIMETIMETIMETIMEone session

MATERIALSMATERIALSMATERIALSMATERIALS

large sheets of paper (or achalkboard), pencils, key

words and container=

Before You Begin

What to Do


8/148



different web words. Ask if they noticed any similarities among different groups webs, and have them work as a

group to identify and write down two or more of these similarities. You might also want to have them write down

any differences they notice. Use their ideas to spur discussion.

3. Introduce biodiversity.Write the word biodiversitywhere everyone can see it, and ask the students for their ideas on its meaning. Use the

help in the background information to help familiarize the students with the word. Biodiversity is the variety of life

on Earth, reflected in the variety of ecosystems and species, their processes and interactions, and the genetic

variation in and among species. Explain that biodiversity is the ultimate web because it includes all life on Earth.

4. Create new webs.Have the groups try to create new webs as they had done before, but this time use the word biodiversity as the

key word. You can also use the key word nature if your students are having a difficult time understanding

biodiversity. They can add any new web words that they might think of. Again, have students share their ideas.

KEY WORDSKEY WORDSKEY WORDSKEY WORDS WEB WORDSWEB WORDSWEB WORDSWEB WORDS

Earth

animals

plants

people

energy

technology

natural habitats

crops

trash

agriculture

soil

solutions

pollution

God

food

money

water

education

trucks

atmosphere

trees

air

Culture

human population growth

traditions

future generations

survival

medicine

endangered species

Energy

Trucks

Pollution

Soil

Water

Air

Natural

Habitats

Food

Survival

Future

Generations

Human

Population

Growth

Technology

neededb

y

will grow

is

for

create

gives us

affe

cts

neededb

y

cancause

thelossof

needed for needed forExampleofW

ordWeb

Exampleo

fWordWeb


9/148



ResoResoResoResourcesurcesurcesurcesBiodiversityby Dorthy Hinshaw Patent (Clarion Books, 1996).

The Diversity of Life by Edward O. Wilson (Harvard University Press, 1992).

Biodiversity! Exploring the Web of Life Education Kit(World Wildlife Fund, 1997).

Connections: The Living Planetby Milton McClaren and Bob Samples (Ginn Publishing, 1995).

SummarySummarySummarySummaryAssessmentAssessmentAssessmentAssessmentThere is no direct assessment, but this activity can be used as an assessment for other activities. You can have

your students create webs after the conclusion of a unit to see if they understand the basic concept of biodiversity

and how it is linked to other issues. You can also use this as an assessment for several of the activities and units in

this module.

Field NotebooksField NotebooksField NotebooksField NotebooksHave each student copy their groups webs into their field notebooks. Each student should date the webs and

write any comments related to the activity.


10/148


10 | W h a t s Y o u r B i o d i v e r s i t y I Q ?

1-2 WHATS YOUR BIODIVERSITY IQ?id you know that there are insects that masquerade as plant

parts, birds that map their migration by the stars, and fungi

that find their way into your favorite foods? In Morocco

alone, there are more than 7,600 different species of plant and

animal life. When it comes to biodiversity, these and other

fascinating facts show that truth really is stranger than fiction.

Have your students take the biodiversity quiz to learn about some

of the exciting variety that biodiversity has to offer. In the

process, theyll learn about some important biodiversity basics.

Educator locates the quiz and quiz answer sheet and organizes the room

for quiz competition facing the chalkboard.

1. Divide into groups of 4 or 5.Divide into groups of four or five students. Have each group choose a

leader/ announcer and a group name. Educator selects a chalkboard

scribe and/or writes the group names on the board.

2. Call out questions and record answers.

Educator calls out questions and repeats the multiple choice selections

for answers. Each group selects an answer and calls it out in turn. Scribe

records each groups selection on the chalk board.

3. Announce answers.After each group has selected an answer, the educator reveals the true

selection. The scribe records the point tallies on the board.

4. Complete the final tally.

After the final question and answer has been given, tally up eachindividual group total points and record the winner. Discuss the

experience. How did they do? Were they surprised by any of the

answers? Which ones? You may want to suggest the students take the

newly learned facts home to their friends and family members.

DAT A GLANCEAT A GLANCEAT A GLANCEAT A GLANCETake a nature fact quiz tofind out how much you know

about biodiversity.

OBJECTIVESOBJECTIVESOBJECTIVESOBJECTIVESDefine biodiversity; discuss

facts and issues related to

biodiversity, and list reasons

why biodiversity is

important.

VOCABULARYVOCABULARYVOCABULARYVOCABULARYbiodiversity, ecosystems,

genes, migration, species

TIMETIMETIMETIMEone session

MATERIALSMATERIALSMATERIALSMATERIALScopies of the quiz and quiz

answer sheet, chalkboard

Before You Begin

What to Do


11/148



5. Develop a class definition of biodiversity and a list of reasons its important.Explain to the students that the quiz was designed to point out some interesting facts about the natural world, as

well as to introduce the concept of biodiversity. Ask the students what they think biodiversity means, and have

them write their ideas on the chalkboard. Then use the background information to explain the three levels of

biodiversity (genes, species, and ecosystems).

Next, have the students use the information on the board and in the quiz to list reasons biodiversity is

important. Afterward, combine their group lists to form a single class list. Your class list might include food,clothing, housing, ecosystem services, natural beauty,

and tourism potential.

ResourcesResourcesResourcesResources

1996 World Almanac (World Almanac Books, 1996).

Encyclopedia of Insects by Christopher OToole (Andromeda Oxford Limited, 1995).

Flora and Ecosystems of Morocco: Evaluation and Presentation of Biodiversityby Abdelmalik Benabid

The Moroccan Natural Environment,by Michael Toomey (Peace Corps Morocco Environmental Training

Resource, 2006).

SummarySummarySummarySummaryAssessmAssessmAssessmAssessmententententIf used as an introductory activity, there is no assessment. If used at the end of a unit, the quiz itself can be an

assessment tool if you add the questions that best reflect your teaching.

Field NotebooksField NotebooksField NotebooksField NotebooksEither at the beginning or end of the unit, the quiz can serve as a documentation of the students general

knowledge of biodiversity. Have the students note why they answered as they did and record their own definition

of biodiversity in their field notebooks.

ExtensionsExtensionsExtensionsExtensionsWrite each letter of the alphabet on a separate slip of paper. Fold the slips, put them into a container, and have

each student pick one. Then have each student write a poem or limerick about an animal, plant, or other life form

that starts with his or her letter. Ask the student how they think their animal functions in the ecosystem to

reinforce lesson learned. Then have the students draw pictures to go along with their writings and put them all

together in a book. You can also have the students present their poems to younger students.

Mini-Glossary

gene:a segment of DNA that includes the coded information inan organisms cells that makes each species and individual

unique. Genes contain the hereditary characteristics that are

transmitted from one generation to the next and partially

determine how organisms look and behave. Genes are

responsible for features such as hair color and texture and

resistance to disease.

species:a group of organisms that have a unique set ofcharacteristics (like body shape and behavior) that distinguishes

them from other organisms.

ecosystem: a community of plants, animals, andmicroorganisms that are linked by energy and nutrient flows

that interact with each other and with the physical environment.

Sand dunes, Alfa and Rosemary steppe, conifer forests, and a


12/148



1. Which of the following could the OlympicGold-medalist Hichum Geruj outrun in a

1500-meter race?a. Cheetah

b. Wart hog

c. Three-toed sloth

d. Domestic cat

e. Wild turkey

2.

Quercus suber Cork oak, a tree that isfound in the Middle Atlas and Rif Mountainsin Morocco, can have its valuable bark

harvested on what length cycle?a. once every 3 years

b. once every 6 years

c. once every 10 years

d. once every 20 years

3. Which is the most common tree in Morocco(largest number of growing individuals)?

a. Quercus ilex var. rotundifolia - HolmsOak

b. Cedrus atlantica Atlas Cedar

c. Olea europea Olive tree

d. Argania spinosa Argan

4. Which of the following best describes

biodiversity?a. endangered species

b. different kinds of planets in the solar

system

c. the variety of life on all the Earthd. a bunch of biographies about famous

biologists

5. The Canary Islands, just off the shore of the

Morocco and Mauritania, are named afterthe Berber word for what plant?

a. Argania spinosa Argan tree

b. Opuntia ficus-indica Indian fig/Prickly

Pear

c. Balanites aegyptiaca Desert date

d. Acacia raddiana Acacia tree

6. Of the 4500 plants identified in Morocco,

what percent are found only in Morocco?a. 8%

b. 13%

c. 18%

d. 23%

7. According to legend, foreign ownership of

this territory will end when the Barbarymacaque dies out?

a. Ceuta/Sebta

b. Canary Islands

c. Melilla

d. Gibraltar

8. Which of the following can be considered anenemy to coral reefs?

a. starfish

b. jewelry

c. sunken treasures

d. divers

WHATS YOUR BIODIVERSITY IQ?ACTIVITY 1-2

tudenttudenttudenttudent PagesPagesPagesPages

Heres your chance to find out what you know about Moroccos and the worlds diverseHeres your chance to find out what you know about Moroccos and the worlds diverseHeres your chance to find out what you know about Moroccos and the worlds diverseHeres your chance to find out what you know about Moroccos and the worlds diverseplants, animals, and natural places. For each question, indicateplants, animals, and natural places. For each question, indicateplants, animals, and natural places. For each question, indicateplants, animals, and natural places. For each question, indicate allallallall the correct answers.the correct answers.the correct answers.the correct answers.


13/148



9. Whats the most serious threat tobiodiversity?

a. sharks

b. habitat loss

c. tourists

d. pollution

10.Which of the following are true statementsabout camels?

a. They store water in their humps.

b. During cooler weather, they can go up

to two months without drinking.

c. They played a key role in opening up

trade across the deserts of Asia and

Africa.

d.

They provide people with milk, meat,

cooking fuel (in the form of dried

dung), wool, and leather.

11.Without fungi and bacteria, which of the

following would you not be able to do?a. bake bread

b. live in a world free of dead things lying

all over the place

c. eat yogurt

d. cure many diseases using antibiotics

12.Which of the following statements are true?a. Potatoes originated in Ireland.

b. More than 5,000 different kinds of

potatoes have been identified in South

Americas Andes Mountains.

c. The French fry, invented by Madame

Bonaparte during the French

Revolution, became one of Napoleons

favorite snacks.

d. The early ancestors of the potatoes we

eat today we multicolored on the

inside and out.

13. If you decided to throw a party to celebratethe diversity of life on the Earth and wanted

to send an invitation to each species, howmany invitations would you need?

a. 150b. about 3,000

c. 652,983

d. more than 1.5 million

14.Which of the following are endangeredanimals found in Morocco?

a. Addax (Addax nasomaculatus)

b. Hoogstraal's Gerbil (Gerbillus

hoogstraali)

c. Mediterranean Monk Seal (Monachusmonachus)

d. Cuvier's Gazelle (Gazella cuvieri)

15.Which of the following is included inbiodiversity?

a. the color of your eyes

b. the creatures in your neighborhood soil

c. Antarctica

d. your classmates

16.If there was a prize for the strongestcreature for its size, which of the following

would win?a. gorillas

b. chickens

c. ants

d. turtles

17.Which of the following would not exist ifthere were no bees?

a. almonds

b. honeyc. cucumbers

d. apples


14/148



18.Which of the following is an example of anecosystem service?

a. a ladybug that protects your vegetables

by eating insect pests

b. a person who plows your land for

money

c. a wetland that filters dirty water

d. an ocean that controls the Earths

climate

19. How many threatened species are on the

edge of extinction in Morocco?a. 5

b. 10

c. 28

d. 517

20.Why is important to protect such species asthe Barbary macaque found in Middle Atlas

forests?a. The species is an indicator of how

healthy is the forest and how well it is

being conserved.

b. The Barbary macaque is the only

species of primate currently living in

Northern Africa (actually only in

Morocco and Algeria).c. It is an animal that is interesting to

study by all people, but it is particularly

interesting for tourists to visit in the

wild.

d. The Barbary macaques need to

reproduce to be captured and sold to

people in the cities.


15/148



WHATS YOUR BIODIVERSITY IQ?

1. Which of the following could the OlympicGold-medalist Hichum Geruj outrun in a

1500-meter race?c, e Lots of animals are quick on

their feet (or wings, or scales, or

fins), but speed doesnt necessarily

count for much these days in the

race for survival. Cheetahs, for

example, are the fastest land

animals in the world- but they are

among the most endangered.

2. Quercus suber Cork oak, a tree that isfound in the Middle Atlas and Rif Mountains

in Morocco, can have its valuable barkharvested on what length cycle?

c Cork oak may be harvested

once every ten years while still

retaining health of the tree. The

first harvest can be taken on a 25-

year old tree.

3. Which is the most common tree in Morocco(largest number of growing individuals)?

a Holms Oak forests cover

1,360,000 ha of Moroccan soil.

23.4% of forests can call

themselves a Holm oak. Argan,

however, is not too far behind with

14.3% of forested areas.

4. Which of the following best describesbiodiversity?

c The variety of life on the Earth

includes plants, animals,

microorganisms, ecosystems,

genes, cultural diversity, and more.

5. The Canary Islands, just off the shore of theMorocco and Mauratania, are named after

the Berber word for what plant?b Opuntia ficus-indica Indian

fig of the Opuntia genus of cacti

(aka prickly pear cactus) are called

Qanari in Tashelheit. The heavily-

seeded Indian figs are harvested in

early summer and are sold by the

thousands. Brought to Morocco by

early Spanish explorers from the

new world or the Americas, it is

widely distributed in current day

Morocco.

6. Of the 4500 plants identified in Morocco,what percent are found only in Morocco?

c 18% At least, 800 species and

sub-species of plants are found

only in Morocco and in no other

place on the Earth.

7. According to legend, foreign ownership of

this territory will end when the Barbarymacaque dies out?

d Gibraltar According to legend,

loss of the symbolic Barbary

macaque would signal the end of

British dominion over this territory.

------------AAAAnswersnswersnswersnswers------------


16/148



8. Which of the following can be considered an

enemy to coral reefs?

a, b, d Coral reefs, among the

most diverse habitats in the world,

are capable of supporting more

than 3,000 species of fish andother marine life. But these lush

underwater ecosystems are facing

serious threats. For example

outbreaks of the predatory crown-

of-thorns starfish, which relies on

coral for food, are a naturally

occurring phenomenon. However,

human activity has impaired the

corals ability to recover from the

damage, and may have reduced

the number of predators to thecrown-of-thorns. Other threats to

coral reefs include global warming,

coral poachers who supply jewelry

makers, people who buy coral

jewelry, and divers who dont treat

coral reefs gently.

9. Whats the most serious threat tobiodiversity?

b Loss of habitats. So how are

we losing habitats? All over theworld they are being turned into

agricultural land, harvested for

wood and fuel, and destroyed and

changed to build roads, schools,

housing, and other human

developments. Because the human

population is growing so quickly

and consuming so many natural

resources, habitat loss is occurring

at a rapid pace.

10.Which of the following are true statementsabout camels?

b, c, d Contrary to popular belief,

camels store fat - not water - in

their humps. And in the cooler

months they can actually go for

three months without drinking.

Camels have been important to

desert peoples for thousands of

years. Camels are a good example

of the many creatures around the

world that have helped shape

human culture.

11.Without fungi or bacteria which of the

following would you not be able to do?a, b, c, d Though some humandiseases are caused by bad fungi

and bacteria, the world could not

function without these humble life

forms. Fungi and bacteria play a

key role in breaking down organic

matter and recycling it back into

usable nutrients. Without them,

dead things would definitely pile

up! Without fungi we wouldnt

many of our medication and manyof our important foods.

12.Which of the following statements are true?

b, d The potato actually

originated in South America. In

Peru, some family farmers grow as

many as 12 kinds of potatoes. Can

you imagine eating purple potato

chips or red fries? Its sure possible

with the thousands of kinds of

potatoes out there. Most potatoesgrown, however, are limited to 4

or five types.


17/148



13. If you decided to throw a party to celebratethe diversity of life on the Earth and wanted

to send an invitation to each species, howmany invitations would you need?

d But scientists have estimatedthat as many as 100 million species

may exist they just havent

gotten around to identifying all of

them yet.

14.Which of the following are endangeredanimals found in Morocco?

a, b, c, d All are listed on the

endangered species list and found

in Morocco. The gerbil is found

only in Morocco, and the Cuviersgazelle is found only in North

Africa.

15.Which of the following is included inbiodiversity?

a, b, c, d Biodiversity describes the

incredible variety of life on earth

and that includes diversity among

genes (which include inherited traits

like the color of your eyes), species

(from huge whales to tiny soilcreatures), and ecosystems (from lush

equatorial rainforests to the Earths

icy poles).

16. If there was a prize for the strongest

creature for its size, which of the followingwould win?

c An ant can carry a load up to 50

times its body weight.

17.Which of the following would not exist ifthere were no bees?

a, b, c, d Bees are worth billions of

dollars to the agriculture industry.

Each year bees pollinate millions of

acres of almond and apple trees,

cucumbers, watermelons, avocados,

plums, pears, cherries, carrots, and

melons.

18.Which of the following is an example of an

ecosystem service?

a, c, d Ecosystem services include the

free services provided by

ecosystems around the world and

which most of us take for granted. For

example, wetlands help control

floods, filter pollutants from water,

and provide a habitat for all kinds of

birds, fish, and other animals.

19. How many threatened species are on theedge of extinction in Morocco?

c According to a 2002 survey, 28

animals, including 16 mammals, 9

birds, 2 reptiles, and 1 fish were listed

as threatened and living in Morocco.

20.Why is important to protect such species asthe Barbary macaque found in Middle Atlas

forests?

a, b, c There are many reasons why

we should preserve a species, but the

sale of Barbary macaques to people in

cities, whatever the reason, is not a

good idea. These animals are unhappy

and unhealthy out of their natural

surroundings, making them act outaggressively toward their owners and

other people injuring and sometimes

spreading serious diseases.


18/148


18 | I n q u i r i n g M i n d s

1-3 INQUIRING MINDS

omewhere within each of us theres an inner scientist. This

built in scientist is naturally curious about the universe and

how it works. Its the part of us that wonders about all sorts

of things, from how a baby goat knows its mother to whether

there is life on other planets.

This activity will help your students get in touch with their

own inner scientists. Its designed to help them understand the

important role that good questions, good observations, and good

thinking play in the process of scientific inquiry. It also

encourages students to look around at our diverse planet, ask

questions about it and the life it harbors, and make their own

discoveries.

Students will work in groups of six or seven. Gather scissors, markers,

glue, and atleast one large sheet of paper for each group (or divide the

chalkboard and center discussion around the chalkboard).

How a Question Can Lead to DiscoveryHow a Question Can Lead to DiscoveryHow a Question Can Lead to DiscoveryHow a Question Can Lead to Discovery

1. Solicit student questions.Start by asking the following (or similar) questions: Have you ever

wondered why the sky is blue? Or how many stars there are in the night

sky? Or how a baby goat knows his mother goat?Then point out that it

seems to be human nature to wonder about things. Then have students

share some of the questions they have always had about birds, animals,

plants, or other natural phenomena theyve seen or heard about.

Remind them that questions about people and human behavior can fall

into this category, too, because humans are part of nature and greatly

influenced by (and have a great influence on) the natural world around

them.

SAT A GLANCEAT A GLANCEAT A GLANCEAT A GLANCEFocus on scientific inquiry byasking questions, reading

about scientific discoveries,

making observations, and

designing an investigation

OBJECTIVESOBJECTIVESOBJECTIVESOBJECTIVESDescribe the process of

scientific inquiry. Explain

how good questions and

accurate observations canlead to new discoveries in

science. Develop a

hypothesis and an

investigation to test it.

VOCABULARYVOCABULARYVOCABULARYVOCABULARYhypothesis, scientific inquiry

TIMETIMETIMETIMEthree sessions

MATERIALSMATERIALSMATERIALSMATERIALSlarge sheets of paper (or achalkboard), pencils

Before You Begin -

Part 1

What to Do

Part 1


19/148



2. List student questions.Make a list of students questions on the chalkboard.

You might want to include a few of the following to

get them started: Do fish sleep? Where do

butterflies go when it rains? Why are rainbows madeup of certain colors? Do animals dream? Why is the

ocean salty? Why did the dinosaurs become extinct?

3. Introduce the concept of scientific inquiry.Point out that most scientific discoveries, from the

mundane to the sensational, are rooted in the fact

that somebody wondered about something and

posed a question about it. But getting from the

initial question to the discovery often requires going

through a careful process, one that can involve many

steps and many people.Then explain that scientists answer questions

by using a process called scientific inquiry. Point out

that scientific inquiry can lead to some incredible

discoveries. In many cases these discoveries

dramatically affect peoples understanding of how

the world (or even the universe) works. In other

cases the discoveries may seem obscure and

pertinent only to scientists interested in a very

specialized field. But even the most mundane

discoveries can lead to other seemingly more

earthshaking ones.

4. Create teams to investigate AmazingDiscoveries in Science and Development.

Tell the students that they will be working in teams

to take a look at some of the questions scientists

have asked that have led to important or interesting

discoveries. Then divide the class into teams of six or

seven. Next, have each team select a leader who will

help lead a team discussion, a spokesperson who will

report on the teams discussion, and a recorder who

will take notes during the discussion. Finally, selectone student to read aloud to the group one amazing

discovery. Reread aloud the text for the students if

the students need help for better comprehension.

5. Discuss the discoveries within the teams.

After each team has heard and understood an

amazing discovery, explain that each team should

discuss what each of the scientists did to make their

discovery. Have each of the team leaders call on the

team members and direct a team discussion

describing, for the rest of the team, the discovery he

or she heard about. Then have the students use the

following questions to lead a discussion about the

discovery (these questions may be written on the

chalkboard by the educator). During the team

discussion, the recorders job is to try to capture as

many responses as possible.

What are the questions that started the

process of each discovery?

What were the types of tests the scientists

used to find out answers to their questions?

What were some observations that were

made? Did these results support the ideas

behind the original question?

Besides observing, what were some other

approaches or steps that the scientists used

to answer their questions or learn

something new? How did the final results lead to the

conclusion? What was the final conclusion?

What other questions were generated as a

result of the final conclusion? Is it possible

that there are other solutions to the original

observation or question?

As the students are discussing their stories, go

around to each team and make sure the students are

identifying elements of the scientific inquiry process

in each story.

6. Prepare team presentations.

Give the teams time to work together to create a

short presentation about their discussion of how the

discoveries were made. As part of the presentation,

have them create a diagram or other visual aid that

shows the steps the scientists took when trying to


20/148



answer a question or solve a problem. (Provide

large sheets of paper, markers, and other materials

as needed.) Remind the students that not every

scientist will follow the same path. Tell them to look

for the steps that the scientist took to make his or

her discovery.

7. Use the team presentations to identify

different aspects of the scientific inquiry process.Have each team present what it came up with and

leave its visual aid about the process of scientific

inquiry at the front of the class. Afterward have the

students look over each teams information. While

they are looking, launch a class discussion by asking

the following questions:

In the steps that the scientists took to maketheir discoveries, how are the scientists

processes the same?

How are the scientists processes different?

As the students discuss ways that the scientists

processes were the same and different, they should

begin to consolidate their ideas about how the

scientists made their discoveries. On blank pieces of

paper, write short descriptions of each of the steps

the students identify as part of the scientific inquiry

process. (Put only one step on a piece of paper. Forexample, one paper might say making

observations and another might be forming

hypothesis.) Tape each of the responses on the wall

as students come up with them, but dont put any in

order yet.

8. Arrange student ideas into steps reflectingone or more ways scientists make discoveries.When you have taped all the ideas to the wall, ask

the students how the ideas could be arranged. You

might want to start by asking for a volunteer toidentify a logical first step in the process of scientific

inquiry. Have the student come up to the wall and

place the paper where you would like your diagram

to begin. Then ask, Does anyone have any different

ideas for the first step? If so, what are some other

options? Next have a volunteer select a possible

next step, then have this student draw an arrow

from the first step and place the second step at the

end of the arrow. Again ask for students opinions.

Continue in this process until all the steps have

been placed in order. Then allow the students to

draw in more arrows to show other options about

how the steps might be arranged.

THE ROAD TO DISCOVERTHE ROAD TO DISCOVERTHE ROAD TO DISCOVERTHE ROAD TO DISCOVERYYYY

Emphasize that not all scientists use all the

steps of scientific inquiry every time they try to

answer a scientific question. A scientists particular

process depends on what he or she is trying to find

out, what materials are available, and many other

issues. Regardless of specifics, all scientists rely on

observation, critical thinking, creativity, and analysis

to solve problems and answer questions. Science

also involves a lot of trial and error and learning

from the work of others.


21/148



Making Your Own DiscoveriesMaking Your Own DiscoveriesMaking Your Own DiscoveriesMaking Your Own DiscoveriesNow that your students are familiar with the

process of scientific inquiry, you might want them togive it a try.

Option #1:Option #1:Option #1:Option #1: Focus on observationFocus on observationFocus on observationFocus on observation....Tell the students that one of the most important

skills a scientist uses is the skill of observation. Thats

because much of the work a scientist does is based

on what he or she can observe. Explain that, in

general, scientists try to be as objective as possible

in their observations. Its important to remind

students; however, that no one is completely

objective, although scientists do try to be asunbiased as possible.

Using the chart as a guide, ask the students for

their input on what constitutes an objective, as

opposed to a subjective, observation. (You might

want to draw this chart on the board and have

students fill it in.)

To help your students understand the difference

between objective and subjective observations, read

the following statements one at a time. Stop after

each one and discuss whether the statement is

subjective or objective, and why. Have students

come up with objective alternatives to the subjective

statements.

The weak land cannot support another

precious living thing. (subjective because itincludes value judgments and information

that is not merely factual; example weak

land and precious living thing)

The cow ate grass. (objective because it is a

simple statement of fact)

I laughed as I saw the animals play in the

falling rain in the dry desert. (subjective

because it includes personal feelings and

makes assumptions about the feelings of

the animal being observed)

The snake was as large as a house.

(subjective because the snakes length is

being compared to an object rather than

giving specific measurements)

At 9:02 a baby goat left the heard and was

eaten by a jackal. (objective because it is a

factual statement that provided specific

information)

My favorite bee hive usually swarms on hot

spring afternoons. (subjective because

favorite indicates bias; the statement

indicates a generality based on unmeasuredpast activity. The timing for the bee swarm

has not been objectively tested)

After discussing the statements, ask the

students why its important that scientific

observations be based more on objectivity than

subjectivity. (Science, by its nature, deals with

factual information. Subjective observations arent

solely, or even at all factual, and they can therefore

vary widely from person to person. Science relies on

information thats specific and consistent from one

observer to the next; without such information,

scientists wouldnt be able to arrive at factual

conclusions, and other scientists wouldnt be able to

use those conclusions to support other conclusions.)

Point out that theres nothing wrong with subjective

observations. In fact, they are a valuable part of the

work that artists, writers, poets, and many others

Objective

Observations

Subjective

Observations

include facts only may includeinformation not fromfacts

dont include personalfeelings

may include personalfeelings

dont include valuejudgments

may include valuejudgments

dont make assumptions may make assumptions

often include specificmeasurements or details

may compare sizes toother things ratherthan specificmeasurements

are as unbiased aspossible

are often biased

What to Do - Part 2


22/148



do. But scientific knowledge would not exist without

objectivity and facts supported by evidence.

After discussing objectivity and subjectivity, you

might also want to conduct one or more brief

observation activities. Before getting started,

brainstorm some of the characteristics of goodobservers. (They focus on their surroundings, take in

details, remember what they see, look in more than

one direction, look for change over time, can

describe to others what they see, and so on). Then

try one or more of the following ideas with the

students:

Observe a burning candle, flock of sheep or

goats, or a beehive for five minutes. Write

down everything that you notice.

Look at a photo or a drawing of an animal

or a natural scene for 30 seconds. Then

write down everything that you remember

about it.

Observe one or more natural objects

outside, such as trees, flowers, or other

stationary objects. Write down what you

notice about the object or objects.

Go outside for 10 minutes and make 25

observations. Highlight any observations

that surprised you. Share the results to see

how many people noticed the same things. Select something outside to observe

overtime. Record your observations in a

notebook and make sketches to illustrate

what you see. Describe any changes that

you notice over time.

Afterward have volunteers share their

observations. Ask if others noticed anything

else. Also ask if the observations were subjective

in any way.

Option #2Option #2Option #2Option #2:::: Write a hypotheWrite a hypotheWrite a hypotheWrite a hypothesis andsis andsis andsis and

conduct an investigationconduct an investigationconduct an investigationconduct an investigation....Conducting an investigation as a class (or as teams)

will help reinforce in students how the process of

scientific inquiry works. You can start by having yourstudents make observations- preferably outside-

that lead to questions. Have the students use the

questions they come up with to develop a

hypothesis that they can test, or you can present

your group with the following prompts to focus their

thinking. Have each student or team choose one of

the writing prompts.

1. Write a testable hypothesis the focuses on

the food an organism eats. (Examples of

questions leading to such a hypothesis

include the following: Do goats choose to

graze one type of plant over another? What

types of things do chickens peck at? Will

frogs eat prey that is not moving?)

2. Write a testable hypothesis to determine

how organisms use different areas of their

habitat. (Examples of questions leading to

such a hypothesis include the following:

Where do sparrows build their nests? Does

the location of food in a habitat determine

whether an animal will eat it? Where do

animals go when it rains?)

3. Write a testable hypothesis to determine

how an organisms special adaptations help

it survive. (Examples of questions leading to

such a hypothesis include the following:

Which body parts do insects use to escape

from predators? Does the shape or a birds

foot help in feeding?)


23/148



ResourcesResourcesResourcesResourcesEco-Inquiryby Kathleen Hogan (Kendall/Hunt Publishing, 1994).

Everyday Wonders by Barry Evans (Contemporary Books, 1993).

Abstract 1: SSS first light from Dome C Antarctica by Merieme Chadid, Jean Vernin, Herve Trinquet et al. (Web

Resource accessed August 2007).

Into the Mouth of Scientific History: Two Dinosaurs Found in Morocco, The New York Times, May 1996.

Benguerir meteorite: First declaration of a celestial body by a Moroccan university, Press cutting, December 16,

2004.

SummarySummarySummarySummaryAssessmentAssessmentAssessmentAssessmentIf students developed a hypothesis and tested it in Option #2 in Part 2, this activity can be used as the assessment.

If not, you may want to test their knowledge and skills in using scientific inquiry. In this case have each student

choose one of the questions they listed in step 1 of Part 1 and turn the question into a hypothesis. Then have each

student develop a plan to test his or her hypothesis with one or more experiments. Finally have each student

identify the elements of scientific inquiry in his or her plan.

Unsatisfactory (1) Student does not complete the plan or identify elements of the scientific inquiry process.

Satisfactory (5) Student completes the plan and is able to label appropriate parts of the scientific inquiry process.

Excellent (10) Student develops a thorough study of the question and includes all components of the scientific inquiry in his or her

plan.Field NotebooksField NotebooksField NotebooksField NotebooksHave students take notes during the presentation and include the diagram of scientific inquiry developed in Part 1

as well as the notes during Part 2 on observations and their mini investigation.

ExtensionsExtensionsExtensionsExtensionsRemind students that there are many ideas that are now widely accepted in the scientific community that were

once though of as unlikely, impossible or ridiculous often by scientists and non-scientists alike. Examples includethe idea of the sun (rather than the Earth) as the center of the solar system and the fact that the Earth is round.

Have the students brainstorm a list of modern ideas that may one day be proven to be true or highly likely,

despite current skepticism.


24/148



1. Where do the rocks come from that fall from the sky?A Moroccan scientist, Hasnaa Chennaoui, has been asking these questions for a long time. As a member of the

Meteorological Society, an international scientific organization, she travels all over the world identifying and

researching these strange rocks called meteorites that fall into Earth from far reaches in space. Meteorites

normally orbit in the solar system without disruption; however, every so often one is thrown off and sent in a

trajectory toward another planet like the Earth. The gravity pulls this rock through the atmosphere landing with

much force. When Hasnaa Chennaouis finds one of these special rocks, she starts to question their age, origin, and

their mysterious chemical make-up.

On Monday November 22, 2004 at 11:45 in the area of Benguerir, in Sebt de Brikiine, Hasnaa Chennaoui was

doing just this on a newly fallen meteorite in her own country. The fall of 3 meteorites were observed by several

people who described a deafing noise of thunder followed by noises of bursting. These noises were heard at least

at twenty kilometers around. In the town of Benguerir, noise even shook the windows. Two of these meteorites

impacted on plowed ground, and one landed on a hard rock surface breaking the rock. Within three weeks the

composition and type of meteorite was identified in a laboratory in France. Dr. Hasnaa Chennaoui announced to

the scientific world her discovery, and it will go down in history as the first announced meteorite in Morocco. Also

the research done on these special rocks will help us better understand the complexity of outer space.

2. How do the figs get so big and sweet?

Farmers in America thought that the rich soil and the climate of California would be perfect for growing figs (not

normally found in America). Farmers therefore brought a large, sweet variety from Turkey and the trees began to

grow, then a mystery followed. The trees grew large and healthy, but the figs themselves withered and fell to the

ground soon after they started to develop. An American scientist, George Roeding, began working on the problem.

First, he went to the area in Turkey where the fig trees had come from. There he found the male fig trees with the

inedible fruit interspersed with fruiting female trees. It turned out that without the pollen from these male trees,

the fruits on the female tree would not ripen. So Roeding returned to California and tried pollinating the fruit on

the female trees by hand. The fruit ripened, but pollinating it took too much time and effort. He had to go back to

Turkey to find out how the fruit got so big and sweet without people to pollinate it.

Roeding discovered that in nature a tiny wasp carries the pollen from the male trees to the female trees,

doing all the work he had done. He brought some of the moths to America, and they went right to work. However,

after all his work, Roeding was discovering the problems with introducing a species native to another land into an

environment where the natural ecosystem services that normally make the species successful do not exist. The

problem with non-native species like the fig tree and the wasp in America is they can have unintended

consequences both good and bad in their introduced environment.

AMAZING DISCOVERIES IN SCIENCEACTIVITY 1-3

tudenttudenttudenttudent PagesPagesPagesPages


25/148



3. Are there other stars like our sun in other solar systems?

Merieme Chadid is a Moroccan astronomer and researcher for Concordia Research station in Antarctica. She is

considered the first astronomer in the world to install a large astronomical observatory in Antarctica. Her work is

not easy. It requires knowledge of complex scientific and mathematical concepts as well as the ability to withstand

working in -54C. She wears special polar clothing and must always cover her hands. Touching the metal

instruments on her telescope will quickly turn her fingers blue in 2 minutes.

But she endures all this for the unique opportunity to be able to see into the heavens through her new

observatory. She can see planets and stars that only can be seen from the bottom of the Earth. Her studies

particularly are looking at the brightest star in the Blazhko solar system which is many light years away from our

solar system. This star can only be studied from this special observatory for a short period (41 days) in July and

August. For these rare views Merieme Chadid is willing to endure the cold to see if she can make a unique

discovery about the nature of stars in worlds very far from our own.

4. What was animal life like in Morocco 100 million years ago?Exploring the Sahara in southeastern Morocco, paleontologists have found the fossil remains of two huge meat

eating dinosaurs. The discovery is seen as a major step in uncovering Africa's fossil past. The most spectacular

discovery of the finds is the gigantic skull and sharp teeth of a meat-eating creature that lived 90 million years ago

and measured 13 meters from snout to the tip of its tail. The skull, with a length of 1.6 meters, may be larger than

the largest skull of a Tyrannosaurus rex, which lived 70 million years ago in North America and had long been

considered the largest known terrestrial carnivore.

At the time these two predators lived in Africa about 90 million years ago, Earth's land had become a

patchwork of isolated continents. The single supercontinent in existence when dinosaurs first appeared 230 million

years ago divided into northern and southern land masses. By looking at the similarities and characteristics of the

animals, the scientists have been able to predict how the land might have been back when the dinosaurs roamed

the land. The new discoveries were made in the Kem Kem region of Morocco, a hot, dry land of red sandstone near

the border with Algeria and in sight of the Atlas Mountains. Dr. Paul C. Soreno, the scientist that made thediscovery of the dinosaur, determined that in the time of the dinosaurs, this region of the Sahara was a vast flood

plain with rivers edged by coniferous trees, and he hoped that it would be rich in fossils from that period.

5. Why did the apple fall to the ground?That was the question that occurred to Isaac Newton one summer day in the 1660s. Sitting in his garden under an

apple tree, Newton was in a thoughtful mood. When he saw an apple fall from the tree as he no doubt had seen

many times before something seemed to click in his curious brain. Why, he wondered, did the apple fall to the

ground instead of flying off sideways or even drifting off into space? At that moment Newton came up with the

possible answer that was to change science forever. He decided that the Earth itself must somehow have

attracted the apple.

In this way Newton discovered the concept of gravity. But his momentous discovery didnt end with theapple. He figured that gravity was a force found throughout the universe, and he used his ideas about this force to

consider, among other things, the distances between planets and how the moon stays in orbit around the Earth.

Also the concept of gravity did not end with Newton. Later, Einstein discovered things that in some ways proved

that Newton was wrong. Sometimes things discovered in science are later rediscovered showing the world the first

discovery was not all true. Discoveries in science are therefore judged on their usefulness, sometimes leading to

new discoveries, rather than being judged on their truthfulness. Questioning in all of science is important, no

matter how famous the discovery.


26/148


26 | B l e d B i o B l i t z

1-4 BLED BIOBLITZ

ou dont have to travel far or explore exotic locations to find

biodiversity. Biodiversity can be found in the most normal of

places, even outside your classroom. You will be amazed at

the variety of life that surrounds you everyday.

Morocco is especially unique because communities and

schools are often found in the countryside, adjacent or on top of

mountains, or near rivers or ocean estuaries. In each of these

unique environments, humans are but one of countless

components in the web of life. This activity will give your students

a chance to explore the diversity of life in their community.

Theyll also get an introduction to how scientists size up the

biodiversity of an areaand why its so hard to count the speciesthat live there.

Youll need a copy of the Ecoregional Survey for each student, (or a

dictated version for their field notebooks). Also it might be beneficial to

acquire additional information from local area brochures or field guides

or local specialists from the Water and Forests Department to help both

you the educator and the students in filling out the survey correctly.

An Ecoregional SurveyAn Ecoregional SurveyAn Ecoregional SurveyAn Ecoregional SurveyIn this part of the activity, your students will get a chance to complete

an ecoregional survey. It is designed to get them thinking about their

local area, the plants and animals that live there, and some of the

factors that may affect where and how plants and animals live in your

region. Because some of the questions can require a good amount of

research, Part 1 can be turned into a long term project. Student groups

can be assigned a particular set of questions or the entire survey to

answer. Most of the answers can be obtained by consulting the Water

and Forests Department if they are able to make a guest visit.

AT A GLANCEAT A GLANCEAT A GLANCEAT A GLANCEAnswer an ecoregional

survey and then take a

firsthand look at biodiversity

in your community.

OBJECTIVESOBJECTIVESOBJECTIVESOBJECTIVESName several native plants

and animals and describe

your local environment.

Design and conduct a

biological inventory of anatural area.

VOCABULARYVOCABULARYVOCABULARYVOCABULARYecoregion, migration, native

species, survey

TIMETIMETIMETIMEtwo sessions

MATERIALSMATERIALSMATERIALSMATERIALSPart 1- copies of

Ecoregional Survey anylocal resource materials or

field guides

Part 2- copies of BioBlitz

Survey

What to Do

Part 1

Before You Begin -

Part 1


27/148



1. Take the ecoregional survey.Give a copy of the Ecoregional Survey to each

student and review any unfamiliar terms, such as

native and introduced species. Then give students

about 10 minutes to complete the survey. (If nophotocopies are available, the survey can be

dictated, and the students record their answers in a

notebook.) Afterward ask the students how they

think they did. (Dont share possible answers at this

point.) Collect the completed sheets as a pretest of

the students knowledge.

2. Divide the group into teams and complete

the survey.Divide your class into teams of about four students

each. Give each team a clean copy of the ecoregionalsurvey. Tell the students that the members of each

team should work together to complete the survey

as accurately as possible. Explain that the students

can use whatever resources they can find to answer

the questions, including additional resources you

were able to gather, the Internet, community elders

or a local naturalist. Stress that they should find the

most accurate information they can and encourage

them to collect drawings or pictures of the animals

and plants they list.

3. Set a time limit on their research.

Give the students at least two days to find answers

to the questions. If you plan on doing the entire

BioBlitz activity, this is a good place to stop and

skip ahead to Part 2. Research for the Ecoregional

Survey should be done as homework on the days

you spend on Part 2, the BioBlitz Survey. By the

third day, Part 2 should be completed. You can go

over the Ecoregional Survey results from their

research as a wrap-up for this activity.

4. Go over the survey results.Once the students have finished the survey, have

them share the information they found and compare

their answers to the pretest. Did students find

different answers to some of the questions? (For

example, how extensive was the groups list of

native plants?) What sources proved to be the most

helpful? Were they surprised by any of the

information they found? The survey discussion can

also be used as the wrap-up to Part 2 and as a way

to discuss things the students observed during the

blitz.

You will need to find a nearby natural area where the students can conduct their BioBlitz Survey. School grounds,

a nearby park or the grounds around a neighborhood nature center can all work. You will need to sketch a quick

site map for the students. This map should show the boundaries of the study area and a rough delineation of

different plant types. For example, areas with shrubs would look different from grassy areas (see sample below).

Before You Begin - Part 2

Before You Begin - Part 2


28/148



A Look at BiodiversityA Look at BiodiversityA Look at BiodiversityA Look at BiodiversityIn this part of the activity, your students will have a

chance to go outside and take a firsthand look at

biodiversity in their own local environment.

Observation is very important in science. This activity

is a great opportunity for students to develop their

observation skills.

1. Set the StageTell your students to imagine that the local Water

and Forests department is considering expanding a

nearby protected area to include the area around

your town or school. The Water and Forests

department needs to know if there is significant

biodiversity in plant and animal life to warrant this

expansion, and they need your help.

What kinds of things would your students need

to consider as they survey the biodiversity of this

area? List their ideas on the chalkboard and have

them record these ideas in their field notebooks. If

the students have a hard time coming up with

questions (or answers), you might help them by

asking them the following probing questions and

again ask if there are any other questions that have

been missed.

Might there be differences in biodiversity

(what species are there) depending on the

time of year?

Would they expect to find the same species

in areas covered by grass as in areas where

trees grow?

Do they think the relative numbers of

individuals, or the population sizes, of each

species might be important?

Stress that knowing what lives in an area, knowing

where different things live within the area, and

having an idea of the size of the populations of

different living things are all important pieces of

information that wildlife managers and conservation

biologists try to find out when they investigate the

biodiversity of different land areas.

Save all the questions the students generate for

the wrap-up (step 7).

2. Explain the task.Explain to the students where their study site is

located and post a copy of the site map you

sketched earlier. Also distribute copies of theBioBlitz Survey. Explain each of the different

biodiversity categories listed on the survey sheet and

give some examples of each. Divide the group into

teams of four or five students and explain that the

team members must work together to design a way

to fill out their sheets as completely as possible in a

relatively short time. Where are they going to look?

What are they going to look for? How will they

record what they find? Are they going to draw

sketches of different species or take very detailed

notes? How are they going to divide up the work?Tell them they will have only 30 minutes to work at

the site and let them know that they are not to bring

samples back. (Remind the groups that correct

identification of different species is not a necessary

goal of this activity. Tell them to describe what they

see even if they dont know the name of the species.

Review the range of animal signs the students

should look for (see Animal Signs to Look For). Also

review the Dos and Donts of Field Work.

Now give the students time to work in their

teams to come up with their survey plans: including

roles; responsibilities (data recorder, observers,

etc.); equipment needs and distribution among team

members; and time allotment.

3. Review the survey plan.Once the students have designed their survey plans,

meet with each group independently and have the

group explain its design. Make sure that each group

has evenly divided the amount of work to be done

among the group members, will be getting to all

areas of the study site, and has accounted for

surveying the full range of species types listed on its

survey sheet.

4. Conduct the BioBlitz.Take the students to the study area and give them

approximately 30 minutes to conduct their survey.

Although identification is not the ultimate goal of

What to Do - Part 2


29/148



this activity, you might want to have field guides

available for students to use to help identify what

they are seeing. Remind students of safety

precautions and of the Dos and Donts of Field

Work. Have the students draw sketches of items

that are hard to describe or identify. Students shouldnot collect any materials.

5. Finalize findings.Give the teams time to review their results and

consolidate information. Have them make notes on

their own sketch of the area to indicate where

certain things were found or where animals or plants

were concentrated.

6. Share results.Have the groups report on their findings and discuss

the processes they used. How many different living

things or signs of living things did they find? Where

did they find different things? Did they find any

native species? Non-native species? Were species

evenly distributed across the site or did the students

find greater variety in particular areas? If there were

distribution differences, where did they find the

greatest diversity? Do they think that as a group they

found everything out there? What factors might

have affected the number of species they found? For

example, would they have expected to find the samenumber and types of species if theyd done their

BioBlitz at a different time of year? Did one team

have a way to complete the investigation that

worked particularly well? What was the hardest

thing about conducting their Bi

Biodiversity Basics Morocco-FinalDraft

Documents

Transcript of Biodiversity Basics Morocco-FinalDraft