Session Guide for Teachers of year 4. Understanding forest conservation for
students of Madrasah Ibtidaiyah in Jember. This module supports learning within
an ...
Understanding forest conservation for students of Madrasah Ibtidaiyah in Jember
Session Guide for Teachers of year 4 This module supports learning within an Islamic School Environment through focusing on Islamic teachings throughout the sessions.
PREA MBLE What is conservation? Conservation is defined as preserving and renewing natural resources to assure their highest economic or social benefit over the longest period of time. This includes clean rivers and lakes, oceans forests and wilderness areas, as well as a diverse wildlife population, healthy soil and clean air. Conservation is also about achieving the use of less energy either by using more efficient technologies or by changing wasteful habits. The primary purpose of conservation is to preserve the plants, animals and natural communities that represent the diversity of life on earth by protecting the land and waters they need to survive. Conservationists seek to identify the highest priority places, landscapes and seascapes that if conserved promise to ensure biodiversity in the fututre. Through managing and protecting these sites over the long term it is hoped to secure the future of the natural world. Conservations seek protection of areas from fires, climate change and invasive species, in a range
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of areas that include marine parks, fresh water zones and forests. The intention is to work together with communities, businesses, governments and partner organizations to preserve lands and waters for future generations to use and enjoy. It is seen as particularly important that conservationists work side by side in collaborative arrangements with traditional landowners. Such partnerships offer the opportunity to advance mutual goals. Despite enormous efforts many aspects such as climate change, a rapidly expanding human population and changing industrial and agricultural practices threaten the natural world. Conservationists aim to create a world that sustains life in relation to people, as well as plants and animals. In this way all may be valued and sustained for generations in the future. Conservation activities include examination, documentation, treatment and preventative care supported by research and education.
Conservation in Indonesia Although Indonesia covers only 1.3% of the earths land surface Indonesia as an island nation is home to about 17% of the earths plant and animal species some of which are found nowhere else in the world. Indonesia is home to 17% of the worlds bird species, 12% of all mammals, 16% of all reptiles and amphibians and 33% of the worlds insects.
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As the worlds largest archipelago Indonesia faces many conservation threats. The growing population and the growth in economy mean that carefully guided decisions must be made to ensure that Indonesias natural resources remain protected. It is important to encourage a society that supports the maintenance of wild life, land and sea. Conservationists in Indonesia are guided by underlying principles: · To understand the imperatives of wild life and wild
life habitats and the impact of human life on their future · To conserve wild life and natural environments
throughout Indonesia · To inform all about nature and its co-relationship
with humanity · To inspire people to care about nature and aspire
to its conservation · To shape a public discourse on conservation · To engage in scientific, professional and caring
stewardship of nature · To develop and implement adaptive and innovative
solutions to conservation When considering programs for conservation it is important to understand the culture, the needs and values of the people of a place as much as it is to understand the environmental processes at work.
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Linking a vision for the future to the heritage and experience of the people is the foundation for building constituencies for a conservation action plan. Simply banning the timber trade or particular forms of fishing is not enough. Neither is establishing reserves sufficient to salvage the world's rainforests and coastal environments. For conservation to occur the underlying social, economic, and political reasons for destructive practices must be recognized and addressed. Once the issues are brought into the light, a decision can be made about what should be done. The creation of multi-use reserves that promote sustainable development and education of local people is a good starting place.
Conserving the Forests of Indonesia Tropical rainforests are incredibly rich ecosystems that play a fundamental role in the basic functioning of the planet. Rainforests are home to approximately fifty percent of the world's species, making them an extensive source of biological and genetic resources. In addition, rainforests help maintain the climate by regulating atmospheric gases and stabilizing rainfall, protect against desertification, and provide numerous other ecological functions. Indonesias forests have shrunk dramatically in the past few decades.
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They have been cut with increasing speed for their timber, and to clear land for agriculture and development. Lowland forest areas have disappeared with particular speed because they are most accessible. They are also among the most commercially attractive forests. Indonesias lowland forests contain a large percentage of dipterocarps, hardwood trees whose timber fetches high prices on international markets. Indonesias tropical rain forests are therefore currently considered to be in crisis. They are being lost at the rate of over five million acres per year. The disappearance of these forests means the loss of a habitat for threatened species including orangutans, tigers and rhinos. Much of Indonesias forest loss is actually driven by the high demand for timber and pulp within Asia. Indonesia is the world's largest exporter of tropical wood, but more than half of the country's timber production is illegal. Uncontrolled logging and clearing are the greatest threats and an estimated two thirds of this activity is illegal. In Indonesia damage to the forests not only hurts the environment but also impacts negatively on the people and the economy. Awareness of the crisis is increasing amongst timber producers and consumers and there is growing political support for reversing these trends. The move towards palm oil production in Indonesia also means that many forests are being permanently cleared. Indonesia is looking towards becoming the worlds leader in palm oil production.
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In normal rainforests there is much more carbon stored in microbes in the soil than in the leaves and branches of the trees. In peat wetlands that is magnified with soils many meters deep. But these wetlands are fast being cleared and drained, causing large quantities of carbon dioxide to be emitted. Every year 1.8 billion tonnes of carbon dioxide, which is a major cause of climate change, are released by the destruction of Indonesia's peat wetlands. Indonesia's rainforests contain 60% of all the tropical peat in the world. Peatland rainforests are wet, swampy rainforests. When they are drained and cleared, their peat filled soils become highly susceptible to long burning, carbon and methane rich fires. Such rainforests on peat soils are one of the world's most important carbon sinks and play a vital role in helping to regulate the global climate. They are also very rich in biodiversity and a refuge for species like orangutans, since most of the non-peat lowland forests have already been cleared. Rainforest peat-lands are being destroyed rapidly primarily by palm oil, timber, and paper and pulp companies.
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UNDERSTANDING FOREST CONSERVATION FOR STUDENTS OF MADRASAH IBTIDAIYAH
TABLE OF CONTENTS 1. Background to the Module
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ix 1.1 Who is KAIL and what is KAILs role? x 1.2 Why provide a teachers Guide? 1.3 What is the Indonesian situation in relation to rexi forestation and conservation in National Parks? 1.4 What is the local situation in Jember in relation to re-forestation and conservation in National xii Parks? xiii 1.5 Why Madrasah Ibtidaiyah? 1.6 Where does this module sit within the LAPIS xiii framework?
2. General Learning Goals 3. Specific Learning Objectives 4. Overview for Teachers 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
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xvi What learning approach is taken? xvi What is the style of the learning environment? xviii How is the Program organized? xix How are the sessions paced? xix What are the suggested teaching steps? What do you need to know about active learning? xxi What are examples of active learning activities? xxi xxiii How do you build effective learning groups? What are some suggestions for ground rules/ xxiii protocols for groups?
5. Evaluation Procedures 6. Sessions: 6.1
Overview of the program: Introduction to the forest 6.2 Meru Betiri National Park 6.3 Forest animals 6.4 Forest Birds 6.5 Forest Trees and Plants 6.6 Life in the forest 6.7 Medicinal Plants 6.8 Excursion to Meru Bitiri National Park 6.9 Tales of the Forest One 6.10 Tales of the Forest Two 6.11 Review and Reflection: Completion of Forest Model 6.12 Forest Celebration Day
7. Annexes:
A. Glossary B. KAIL C. Cross- Curricular Content
xxiv 1 17 36 49 60 74 84 95 106 126 135 144 149 151 156
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1. Background to the module 1.1 Who is KAIL and what is KAILs role? KAIL stands for Konservasi Alam Indonesia Lestari or Sustainable Natural Conservation of Indonesia. KAIL is a Non Government Organization founded in April 2001 in Jember District. This organization aims to develop a participatory and sustainable forest management system for both the protection of the forest and the welfare of the local people. KAIL has eight key strategies for development: 1. The rehabilitation of critical land with medicinal herbs 2. Community health via the training of local women in collecting herbs, producing and marketing natural medicines and acupressure techniques 3. The empowerment of women in the local community by supporting women in group initiatives 4. The implementation of Village Information Systems to support good governance within local communities 5. Economic empowerment to improve the welfare of local stakeholders and to support local Farmers Groups 6. Development of partnerships between NGOs, Government Organizations, local educational facilities, National Park staff and local community 7. Development of eco-tourism
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8. Development of bioregional management in three districts to replicate successful strategies in other areas In reviewing the crisis in conservation of the local rainforest KAIL realized that currently rain forest conservation is considered locally as an issue for adults. KAIL believed that it was imperative that an understanding of conservation commenced from an early age. The organization therefore determined to introduce modules in local Madrasah Ibtidaiyah and Madrasah Tsanawiyah. This initial module is specifically designed for students of Year Four at Madrasah Ibtidaiyah. The purpose of this module is to provide a foundation of understanding for students so that they will become strong advocates in forest protection. The module is intended as a building block so that in future years students can be further provided with lasting practical skills in relation to both seeking natural materials from the forest and to producing natural medicines. KAIL hopes to eventually produce a local content curriculum so that forest conservation education will become an ongoing part of all education in Jember District. This module for Year Four is seen as the beginning of this process. 1.2 Why provide a Teaching Guide? KAIL has produced a range of resource materials suitable for addressing conservation issues at each of six madrasah year levels.
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KAIL acknowledges however that a practical set of Session Plans for teachers is essential if these materials are going to be used effectively in the classroom. Providing teachers with the actual tools to deliver the message about practices that encourage conservation of the forest is seen as a proactive means of achieving KAILs goals. This module is therefore in the form of a Teaching Guide to be used with Year Four students. The module thus becomes a model both in terms of its content and methodology for the future development of other modules for class levels Five and Six of Madrasah Ibtidaiyah and Classes 1-3 of Madrasah Tsanawiyah. The module is intended for extra-curricular use. However it incorporates a full range of curriculum areas: language arts, art, music, drama, maths, science, and physical education. 1.3 What is the Indonesian situation in relation to conservation? Indonesia has approximately 10% of the worlds remaining rain forest with 120.35 million hectares of forest, which is the third largest coverage of tropical forests in the world after Brazil and Zaire. Of this 60% is lowland evergreen, broadleaf rainforest. Currently about 21% of Indonesias rainforests are protected. The World Bank estimates that in recent years Indonesia has been losing up to two million hectares annually to illegal cutting and land conversion. It is considered that this is due to a lack of effective management and law enforcement. Forest crimes such as illegal logging and illicit trafficking in forest products, wildlife and biological resources
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are a major concern for conservation within Indonesia. The World Bank and the United Nations estimates that illegal logging on public lands alone causes losses in assets and revenue of over $10 billion annually with another $5 billion estimated to be lost through evaded taxes and royalties on legal logging. However the costs are not merely economic. The social costs and the environmental impact of forest crimes are also extremely high. Forest encroachment is a further issue. This commonly occurs as a result of illegal logging in Indonesia. This results in the loss of not only the trees but also of the land itself so that any kind of regeneration is impossible. As the population in rural areas grows so does the need for agricultural land. Forest land is frequently cleared and converted into plantations. This has become particularly significant since the production of palm oil became more valued and has caused a further pressure on the forests. 1.4 What is the local situation for forests in Jember District? KAIL members recognized that a) an alternative income program was required for forest dwellers and b) that local stakeholders must be involved in the rehabilitation of forest land. These two factors were vital in terms of future sustainability of the forest. A rehabilitation program for Meru Betiri National Park was initially piloted in 1995 to conserve the use of land within the park and encourage the growth of medicinal herbs.
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Since this time KAIL has been responsible for the training and support of women in TOGA Groups who cooperatively manage a medicinal herb cottage industry within the park. They have also been involved with a range of other activities such as selective rubber tree tapping that provide income for local people. 1.5 Why Madrasah Ibtidaiyah? This module is specifically written for teaching students in Year Four of Madrasah Ibtidaiyah. It is an introductory set of twelve one-hour sessions to be taught as an extra curricular activity on the weekend. This group of students has been chosen because it is seen as vital that they are effectively engaged in the process of conservation in this year level if future interest in conservation is going to occur. Through encouraging the involvement of this age group it will be possible later to develop their knowledge and skills base as they move progressively through the final five years of compulsory education. 1.6 Where does this Module sit within the LAPIS framework? This Module is based upon the six underlying principles of LAPIS: 1. It is Flexible: It provides a framework of sessions that are adaptable for delivery of classroom programs in a range of Madrasah Ibtidaiyah settings and have the ability to become model sessions for other related conservation topics.
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2. It is Participatory: The module utilizes an active learning approach. 3. It is Local: The module has been contextualized in relation to issues surrounding the local Jember environment where specific concerns have arisen in relation to the natural resources. 4. It is Sustainable: The module is seen as being sustainable in terms of an ongoing use in Islamic school settings within Jember and surrounding districts. It has the potential for a broader impact in Islamic schools throughout Indonesia as a teaching module that focuses on conservation. 5. It is Equitable: The module engages both the interests of girls and boys through activities within the learning process. It encourages both girls and boys to be active in protection of the rain forest by not supporting illegal activities and advocating roles for both men and women that are sustainable and not invasive. 6. It is Accountable: The module espouses principles of responsibility in terms of the ethical use of land and other resources and the protection of wild life. It teaches students to be answerable for their own daily actions in relation to forest management both now and in the future.
2. General Learning Goals The goals of this module fall essentially in the Affective and Cognitive Domain although some Behavioral learning is also implied. The module will involve all students in the following types of learning:
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1. Affective Learning: Students will be encouraged to consider their attitudes and feelings in relation to the sustainability of the forest and the protection of fauna and flora. 2. Behavioral learning: Students will become familiar with techniques for planting specimen plants from the Meru Betiri National Park. 3. Cognitive Learning: Students will acquire and process knowledge in relation to a range of topics related to conservation. By the completion of this Program students will have: · An understanding of forests and national parks · An understanding of the flora and fauna of Meru Betiri National Park · An understanding of the need to conserve Meru Betiri National Park · An understanding of the local myths and legends of Meru Betiri National Park
3. Specific Learning Objectives By the completion of this Program students will: · Define a forest · Define the economic benefits of a forest · Define the ecological functions of a forest · Define the social functions of a forest · Draw a basic map of Meru Betiri National Park · Describe the term Protection Forest · Describe the term Conservation Forest · Explain the difference between Natural Reserves, Natural Conservation Areas and Hunting Grounds
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· Differentiate between a Nature Reserve and a · · · · · · · · ·
Wildlife Reserve Differentiate between a National Park and an Ecotourism Park List the names of local National Parks Differentiate between the terms flora and fauna Identify local fauna found in Meru Betiri Park Describe the purpose of the plantations that border Meru Betiri National Park Make a leaf press Make an aromatic jar Relate the legends of Meru Bitiri National Park Make a rain making musical instrument
4. Overview For Teachers 4.1 What learning approach is taken? Teachers using these Session Plans are encouraged to use an active participatory approach to learning. Students will take part in group work, role-plays, games and discussions. They will also engage in creative writing, drama and artwork. The emphasis is on participatory learning. This module of Session Plans is designed so that teachers have sufficient print resources and are not disadvantaged in schools where technological support is unavailable. 4.2 What is the style of learning environment? · There is a well organized physical space with sufficient and appropriate seatin · All materials are well prepared
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The content of the sessions is appropriate for Year Four students All tasks are described clearly Activities are timed and paced so that students energy levels are maintained Learning is active There is a balance amongst affective, behavioral and cognitive learning There are a variety of learning approaches used There are opportunities for group discussion There are opportunities for all students to be leaders at different times in groups Any expertise that students bring with them is utilized All students are encouraged to take part in sessions There is always respect for all students Responses to questions and answers are framed in a positive manner Additional activities are prepared in case there is a need for extra material There is an ongoing revision of earlier learned concepts and skills There is real life problem solving so that students can transfer learning There is always a sense of joy in learning The teacher interacts with all members of the group The teacher makes no judgments in response to answers Each group of students within the class is acknowledged as having both different needs and different learning styles
· The principles of gender equity are constantly
considered · Future planning is considered 4.3 How is the Program organized? 1. Opening activities: Use this for group building, and to build interest in the program. This is also the time to discover students initial questions about the topic being covered. 2. Building blocks: Design activities here that teach the basic knowledge and skills and explore students' attitudes and feelings about the topic. Utilize experiential learning. 3. Middle activities: Design activities that help students to review the building blocks and introduce ideas to be covered at the next stage of the program. 4. Advanced knowledge and skills: Design activities that teach the program at a more advanced level and emphasize real world problem solving. Be careful to review the information and skills presented earlier. Draw on students' expertise and also draw out their feelings about what they are learning. 5. Closing activities: Design activities that help students test their knowledge and skills andencourage them to apply this to new problems. Allow time for goal setting and action planning. Students need to review what has been taught, assess what they have learned, consider what to do with new knowledge and celebrate their accomplishments.
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4.4 How are the sessions paced? · Time allotted: Think about how many minutes a section will take to implement. This allows the session to be well paced. · Key points and instructions: What are the main ideas in the session and what exactly do you want students to do? Give clear concise instructions. · Material: What extra resources do you need so that the session flows smoothly? Think ahead and have everything on hand. · Physical settings: How should you set up the physical environment for the session? Do you need to rearrange the seating before the session? · Ending: What do you need to do to bring closure to the session? What learning do you want students to take away from the session? 4.5 What are the suggested teaching steps? 1. Ensure that your students are engaged in the learning process from the very beginning: At the start of each session develop a climate for active learning. Promote interaction amongst students and stimulate interest in the sessions topic. Encourage a climate of respect and appreciation. Avoid jargon and unfamiliar language. If it is necessary to use unfamiliar terms make sure that adequate explanation of terms is always given. A large sheet of paper attached to the wall defining difficult terms is helpful.
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2. Encourage students to be mentally alert: Present information and concepts that maximize students understanding and retention and stimulate students to be mentally alert and receptive to the learning process. One way of achieving this is by ensuring that there is sufficient variety within each session by using a range of methods such as games, role-plays, discussion, quizzes etc. 3. Promote lively discussion: Motivate students to participate and pursue the topic under discussion in depth so that learning is optimized. Ensure that confidentiality is respected and encourage students to express themselves honestly. 4. Urge students to ask questions: Develop a classroom climate where it is safe to ask questions so that students can feel comfortable to pose questions and seek answers. 5. Make learning a collaborative process: Convey a desire for student input into the program. Encourage students to learn from each other and to value diverse views by setting up group learning and peer teaching activities. Suggest students change their seating so that the group is not static. 6. Develop experiential learning activities: Design games and activities such as role-plays and simulations that enhance the learning of skills and values. Encourage all to participate.
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7. Integrate any technology and media sensitively: Blend in the use of any resources such as supporting power point presentations so that they are streamlined within the session. 8. Conclude all sessions so that students will value new knowledge: Close a session with reviewing techniques so that students can reflect upon new sessions learned and have the opportunity to consider future steps. 4.6 What do you need to know about active learning? · Hands-on means that students are actively undertaking tasks rather than just sitting and passively listening. · Interactive means that students are talking to each other, participating in activities with each other and learning from each other. · Learner centered means that the focus is off the teacher and on the student who is the learner. 4.7 What are examples of active learning activities? · Role plays: Students act out situations in pairs or small groups. · Think-Pair-Share: Students reflect on a situation individually by writing brief notes. Students form pairs to share their thoughts. Students report back to the full group.
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Brainstorming: Students provide words or phrases about an issue, which are written on a board or large sheet of display paper. There is no discussion or comment about any of these words or phrases as they are being listed. The objective is merely to list everything. Games: A variety of teaching games are useful in order to energize students and introduce concepts. Quizzes: This is a quick way of assessing students baseline knowledge. This should however not be seen as a test. It is preferable for students to personally score a quiz and note their own learning needs without the teacher enquiring as to the range of scores in a class. Mix and Match exercises: This is a practical way to assess understanding of concepts. Students are given two randomly sorted lists and asked to complete the statements in List A with the appropriate statements from List B. Jigsaw Activity: Material to be considered is divided amongst groups. Each group reviews a specific section of the material and then reports back so that the total learning is put together in the manner of a jigsaw. Simulations: Students are involved in a situation that is created to provide a real life situation where learning can be used in a practical manner. Guided Reflection: Students are asked to reflect upon learning by being given a number of different questions to consider.
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4.8 How do you build effective learning groups? · Keep the group small. This improves communication within a group. · Form diverse groups or homogeneous groups depending on the required outcome. On occasion it may be advantageous for students to form their own friendship groups.This is particularly useful when the material to be discussed could be confronting. · Discuss ground rules and responsibilities. · Have groups assign the following positions on a rotating basis: group leader, timekeeper, note taker etc. · Provide specific expectations of outcomes. Write these on the board or give out a print copy. · Gradually immerse your students in group learning. Start by keeping the tasks short until group skills are learned. · Monitor any excessive socializing to ensure that students remain on task. · Monitor the quality of the groups work. 4.9 What are some suggestions for ground rules or group protocols? · Start each session on time · Allow whoever is making a statement to talk without interruption · Keep statements brief and to the point · Ensure that there is respect and confidentiality at all times · Be sensitive to gender, race and ethnicity
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· Allow everyone a chance to speak · Turn off all hand phones (teachers and students)
5. Evaluation Procedures 5.1 Why evaluate the Program? It is important to have both Evaluation and Feedback following the Program. An evaluation appraises the worth or value of the Program while feedback communicates ideas to develop or suggests aspects of the Program to change if the Program is going to be repeated. Evaluating the Program provides the data that allows for the continuous growth of the Program. It also allows the teacher to discover what additional support students may require following the conclusion of the Program and to ascertain what should be changed about the Program next time it is delivered. The Evaluation process measures a range of factors such as: · Were the goals of the Program clearly stated? · Were a sufficient variety of learning activities used? · Were the students own experiences about topics covered taken into account? · Were all students included in the learning process throughout? · Did the Program follow the proposed Time Schedule? · Was the range of topics covered comprehensive?
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· Was the venue appropriate for the learning process? · Was any funding for the Program wisely spent? · Were the materials provided clear and interesting? · Did the Training use a participative approach? · Has the Program set in place future sustainability? · Was the Program sufficiently flexible to the needs
of the students? 5.2 Specific Evaluation Procedures 1. Students are given a Pre-Program Quiz in Session One. 2. Students are given a Post-Program Quiz in Session Eleven. 3. Students design a postcard that evaluates their understanding of the module in Session Eleven. 4.Students create a presentation of Rainforest Conservation issues for the local community.
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