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Learner Outcomes
After completing this unit, the student will be able to:
- Explain what wildlife trade is and how it threatens biodiversity.
- Describe several reasons why plants and animals are traded.
- Analyze a variety of perspectives regarding ways people use and value wildlife, and give specific examples that indicate how people's values, attitudes, and beliefs affect the decisions they make as consumers.
- Explain what consumer demand is and how it contributes to wildlife trade problems.
- Cite specific ways we can protect wildlife from excessive trade.
- Examine your local community for evidence of wildlife trade and take action to promote greater awareness about wildlife trade issues.
Defining The Problem
We have been asked to participate in
the Student
CITES (pronounced "site-ease") Project. Groups of
2-3 students will develop their own 30 minute presentation
on wildlife trade and endangered species for other students
in grades K-3. Five teams of high school students located in
Ft. Lauderdale, New Orleans, Los Angeles, Chicago/Dolton and
New York City are working on this project to educate
consumers about the impact of wildlife trade on endangered
and threatened species. We will travel to our American
Association of Zoos and Aquaria facility (i.e.,
Brookfield
Zoo) to study exotic endangered or threatened
species, to a US Fish and Wildlife Service Refuge (i.e.,
Midewin National
Tallgrass Prairie) to study indigenous species and
to a nearest USFWS Inspection Station at a port of entry
(i.e.,
O'Hare
International Airport) to learn about wildlife trade
importation. We need to think about how we are going to get
ready for this responsibility. What do we need to do? What
do we need to know?
Handbook of Engaged Learning Projects sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab. Funded by the North Central Regional Technology in Education Consortium based at the North Central Regional Educational Laboratory (NCREL). Created: July, 1997