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Transcript of Biodiversity Basics Morocco-FinalDraft
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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 .
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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
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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
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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.
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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.
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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.
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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
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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
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9 | A l l t h e W o r l d s a W e b
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.
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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
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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
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12 | W h a t s Y o u r B i o d i v e r s i t y I Q ?
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.
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13 | W h a t s Y o u r B i o d i v e r s i t y I Q ?
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
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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.
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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------------
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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.
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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.
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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
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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
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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.
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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
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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?)
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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.
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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
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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.
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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
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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
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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
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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