survive in a world without nature, trees, birds, .... tree produces up to 9,000 seeds per year. ...... P.N. Hong Refores
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Biodiversity Conservation and Restoration: Living in Harmony with Nature Tools for Teachers and Educators
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Preface The Ministry of Education and Training (MOET) of Viet Nam and UNESCO jointly produced this training series for teachers and educators on Biodiversity Conservation and Restoration: Living in Harmony with Nature. The set of courses comprises six individual components: i) Becoming Bioliterate: Living in Harmony with Nature; ii) Discovering Biodiversity: Taking Pride in Our Nature; iii) Benefits and Services of Biodiversity; iv) Threats and Risks to Biodiversity; v) Biodiversity Conservation and Bioliterate Competences; and, vi) Education for Sustainable Development for Social Transformation.
During the production of these courses, MOET and UNESCO received inputs from various national and international organizations and experts as well as from the schools that took part in the piloting of the courses.
This course on Threats and Risks to Biodiversity identifies the main challenges biodiversity is facing due to human activities, including deforestation, urbanization and the unsustainable use of natural resources. If these threats are not averted, the world's biodiversity faces the serious risk of being degraded or lost entirely, which is an irreversible process with far-reaching consequences for all other ecosystems and species.
The courses promote creative thinking and a holistic approach to some of our planet's most pressing issues. A contribution to sustainable development will be made by encouraging students, families, schools and communities to be bioliterate.
Careful attention was paid to ensuring that the learning material is presented in a clear and comprehensive manner. Each component includes a section on activities that can be used in class or in an extracurricular setting to develop students' competences in these areas and engage them in a fun and creative way.
MINISTRY OF EDUCATION AND TRAINING Vice Minister
UNESCO VIET NAM Representative of UNESCO to Viet Nam
Dr. Nguyễn Vinh Hiển
Dr. Katherine Muller-Marin
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Preface
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Introduction
Section 3: Educational Activities for Students
05 Objectives
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Section 1: Main Threats to Biodiversity 08 14 18 23 33
Invasive alien species The impact of climate change in biodiversity loss Habitat loss Overexploitation Pollution
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Course Review
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Answer Keys
Glossary
Section 2: Imagining a World Without Biodiversity 38 Endangered Species 52 Animals around us 57 Socio-economic impacts of biodiversity loss
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References
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Acknowledgements
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Introduction In this course, we will identify and analyse the main drivers of biodiversity loss and explore how natural resource consumption and overexploitation put pressure on biodiversity conservation. We will discuss the consequences of biodiversity loss for ecosystem, species and human wellbeing, as well as provide examples of educational activities to communicate to students the need to change our behaviour in order to preserve biodiversity.
Objectives By the end of this course, you will be able to: 1. Explain the main threats to biodiversity that will help you identify human activities that pose a risk to biodiversity; 2. Understand the linkage between biodiversity, species conservation and human wellbeing; 3. Enhance your capacity to develop your students’ understanding of the consequences of biodiversity loss.
This course is composed of three sections: Section 1 describes the main threats to biodiversity and the risks human activities pose to biodiversity. Section 2 analyses the consequences of biodiversity loss for species, humans and our environment. Section 3 presents suggested educational activities.
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Section 1: Main Threats to Biodiversity
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In this section, we will discuss the main drivers of biodiversity loss and how humans contribute to this process. By the end of this section, you will be able to: 1. Identify natural phenomena and human activities that contribute to biodiversity loss; 2. Understand the impacts and consequences of invasive alien species, habitat loss, overexploitation, wildlife poaching and trafficking, and pollution; 3. Explain to your students the impact of all these elements. Imagine a day without biodiversity. We could not survive in a world without nature, trees, birds, clean water and clean air. There are many examples of how human beings are diminishing biodiversity and depleting, contaminating and destroying nature. Many people are unaware of how quickly this is happening. Others are unaware that they contribute to this problem. People who waste water, waste energy, destroy plants, catch birds from the wild, consume bear bile or rhino horn, or buy a piece of decoration made from ivory are part of the problem. These negative behaviours and actions need to change urgently. In order to change and help others change, we first need to understand the consequences of these actions so that we clearly know what we need to do differently and the most effective way to do so.
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In this course, we will also share some positive actions that you can take and how to lead others to do the same.
The Golden Apple Snail
In this section, we will discuss: Invasive alien species. The impacts of climate change on biodiversity loss. Habitat loss. Overexploitation. Pollution.
Invasive alien species
Invasive alien species are non-native species introduced into a new ecosystem, either deliberately or accidentally. They can sometimes disrupt entire ecosystems and even inflict irreversible damage on populations of native species. Invasive alien species pose as serious of a risk to Viet Nam’s native biodiversity as river pollution or deforestation. In the following section, we will present some examples of invasive species. a. The golden apple snail To better understand the risks of introducing invasive species into an ecosystem, we suggest that you read “The Golden Apple Snail”, a story about an invasive species present in Viet Nam. You can turn this story into an independent reading assignment for your students or read it aloud to younger learners in the classroom.
The golden apple snail (Pomacea canaliculata) is an invasive species which is found throughout Viet Nam and other Asian countries. In the 1980s, apple snails were imported to Asia in order to set up a snail-farming industry. Golden apple snails breed quickly and are highly adaptable to different surroundings, which, along with their high protein content, make them an ideal dietary supplement. The golden apple snail owes its name to its shape and colour, as well as the economic potential that farmers foresaw when they were first introduced to Southeast Asia.
Their high population density and their ability to adapt to different conditions have made the golden apple snail a serious pest in many rice cultivation areas in Asia.
However, golden apple snails were not well liked by consumers, and it was discovered that they could transmit parasites to humans if their meat was not cooked long enough. As a result, they disappeared from restaurants and snail farms, and were released into the wild in Viet Nam. Golden apple snails love tropical regions, as they have gills that allow them to breathe under water and lungs to breathe air. Heavy rains and floods help them to spread faster and more widely. A single female golden apple snail lays up to 500 eggs a week. The hatched snails reach maturity in only two months, and can live for four to six years. These features make it an invasive species in Viet Nam.
Adapted from: http://www.applesnail.net/- Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License, last consulted on 15/09/2014 and http://2001-2009.state.gov/g/oes/ocns/inv/cs/2312.htm, US Department of State, last consulted on 15/09/2014.
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Quiz 1
Let us take a moment to test our understanding of the story about the golden apple snail: 1. Why were golden apple snails introduced in Viet Nam? a. There was an epidemic b. For human consumption c. They were illegally introduced by traders
2. Golden apple snails spread fast because: a. They reproduce quickly b. They have a very high adaptability to different habitats c. Hazards help them to spread d. All the above
Note: You can check the answers at the end of the course.
Let us continue with the second part of the story. Remember, you have the possibility to turn this story into a reading assignment for your students or adapt it to read aloud to younger learners.
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Golden apple snails are voracious plant eaters but, they mostly like to eat rice seedlings and morning-glory. Golden apple snails also consume native plants that are important to ecosystems and are a food source for native animal species.
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seemed benign so it was not closely managed, and due to its fast reproduction, the snails quickly spread out of the initial area and over tens of hectares of rice crops were devastated. Additionally, traders put these snails into markets and restaurants, which contributed to the epidemic reaching other provinces. In the rice fields of Cat Tien, farmers can see up to 15 snails per square metre. According to the Plant Protection Department (provincial Department of Agriculture and Rural Development), around five billion Viet Nam Dong are spent per year to combat this invasion in this locality, and it seems that the snails are still winning the battle. Some rice farmers are using catfish, carp and Pekin ducklings to try to control the huge snail population. Removing the snails and eggs by hand still appears to be the most effective way to control the golden apple snail population without harming the environment
Adapted from: http://www.baolamdong.vn/kinhte/201105/Van-nan-oc-buou-vang-2048347/
The economic loss in rice crops in Viet Nam due to golden apple snail infestation has been devastating. The first snail was initially seen at a religious institution, in the Lam Dong Province, 15 years ago. It
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Quiz 2
tree produces up to 9,000 seeds per year. These hearty seeds can live seven to eight years in water or survive on dry land for a full year.
1. Have you ever seen a golden apple snail? a. Yes
b. No
2. Where can they be seen? a. In rice fields. b. In freshwater ponds, streams or rivers. c. In the food markets. d. All of the above.
3. What is the most effective way to control the golden apple snail? a. Introduce catfish or carp to the rice paddy. b. Using Peking ducklings. c. Removing the snails and eggs by hand. d. All of the above
Note: You can check the answers at the end of the course.
b. The Mimosa pigra Now we are going to introduce another invasive species, in this case a plant: the Mimosa pigra. You can also adapt this text and share it with your students so they can better understand the risk that invasive species pose to biodiversity.
As they grow so fast, the Mimosa pigra competes easily against native wetland plants for space, nutrients and sunlight. Within just several years, they have become the dominant species in some wetlands, reducing them to
unproductive scrublands that are only able to sustain lower levels of biodiversity. Animals that feed on the leaves and fruit of native plants now find themselves threatened from a lack of food resources. Recommended control methods include stem cutting, the hand-removal of seedlings and the application of herbicides.
Adapted from: http://taynambo.ubdt.gov.vn/modules.php?name=CMS&op=details&mid=239 http://vietbao.vn/Khoa-hoc/Thu-tuong-yeu-cau-nghien-cuu-va-xu-ly-cay-mai-duong/10725303/188/ http://www.issg.org/database/species/ecology.asp?si=41&fr=1&sts=&lang=EN
Mimosa pigra is a threat to other species living in wetlands Viet Nam, where this plant is extending. We invite you to read the following text to learn more about the situation of Mimosa pigra in the particular context of the in Tram Chim National Park.
The Case of the Mimosa Pigra in the Tram Chim National Park Mimosa Pigra
The catclaw mimosa (Mimosa pigra) is certainly one of the worst invasive species of wetland areas in the world. In Viet Nam, this invasive plant and its fruits have been carried by the current of the Mekong River to many wetland areas in our country. These plants grow and regenerate very rapidly and adapt swiftly to nearly any environmental conditions. They can reach up to six metres in height. Each
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Tram Chim National Park is a 7,600 hectare wetland protected area in the Mekong Delta established to protect the habitat of threatened wetland bird and other species. Mimosa pigra occupies well over 2,000 hectares, more than one-quarter of the total area of the park, threatening the survival of bird species and native biodiversity.
The invasion of Mimosa pigra into the core zone of Tram Chim is considered the most significant threat to the park’s biodiversity. Mimosa pigra is replacing the grassland vegetation, which is the habitat for the park’s most famous inhabitant, the vulnerable Eastern sarus crane (Grus antigone sharpie), as well as the critically endangered Bengal florican (Houbaropsis bengalensis) among the 20,000 other water bird species that the park supports.
Adapted from: http://vietbao.vn/Khoa-hoc/Thu-tuong-yeu-cau-nghien-cuu-va-xu-ly-cay-mai-duong/10725303/188/ and http://www.ramsar.org/cda/en/ramsar-documents-list-anno-vietnam/main/ramsar/1-31-218%5E15775_4000_0__
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Have you ever wondered why invasive species can be so successful at causing chaos in a new ecosystem, if they seemingly fit in so well back in their native habitat? The invasive species is a newly arrived alien in the habitat where it has been introduced, so native species might not be ready to fight against it. Invasive species usually have a predator in the same habitat that reduces their numbers, keeping the natural balance. But when they are introduced into a new habitat, the alien species may not have a natural predator to control their numbers. Most invasive species have been introduced to new habitats by humans themselves, either deliberately or by accident. In the case of the golden apple snail, it was introduced deliberately but without knowledge of the possible serious consequences. This can also happen when we plant tree or plants that are not native to the location. In other cases, some seeds of plants or trees, or some animals may be transported in the wheels or others parts of trucks or cars travelling from one place to another.
The impact of climate change on biodiversity loss The Earth's climate is constantly changing, but these changes are often very slow, affecting life on earth gradually and giving organisms plenty of time to adapt to the new conditions. In recent years, human activities have increased the amount of greenhouse gases in the atmosphere. This situation puts animal and plant species at risk of extinction and threatens the biodiversity of ecosystems.
As you may know, ecosystems and the biodiversity and services they support are intrinsically linked to climate. As the climate gets warmer or colder, it affects ecosystems and the entire planet. Rain patterns are changing, sea levels are rising, and snow and ice are melting. These changes affect plants, animals and ecosystems in many ways. Less rain can mean less water for some ecosystems, while too much rain can cause terrible flooding. Hotter days can dry up plants and make animals sick. Changes to the climate have far-reaching consequences that compound each other and their effects. Climate change does more than just warm our planet: climate change can also cause more intense weather events. This could means more hurricanes, floods, heat waves, droughts and even cold spells. These extreme weather events, in turn, will cause tremendous damage to plants, animals and entire ecosystems. The article below presents an example of the consequences of climate change
Temperature falls in Sapa, killing cattle
In December 2013, and again in February 2014, a cold freeze affected the northern provinces of Viet Nam, making temperatures fall sharply. Temperatures fell between 1 and 5 degrees Celsius, and locations such as Sapa even had some ice. This change affected people’s lives and caused the death of hundreds of buffalo and cows in colder mountain districts including Sa Pa, Bac Ha, Muong Khuong, Bat Xat and Si Ma Cai. The unexpected death of the cattle caused by the drastic descent of temperatures forced locals to sell the meat of the dead cattle at a low price, impacting the local economy. After the first cold spell in late December 2013, Lao Cai suffered losses of more than 35 billion VND. The district of Sapa alone lost nearly 19 billion VND with over 130 dead cows and buffalo and about 100 hectares of damaged crops.
Therefore, it is necessary to always consider the harm that can be done when species are introduced to new habitats without analysing the consequences. Adapted from: http://english.vietnamnet.vn/fms/society/95713/temp erature-falls-in-sapa--killing-cattle.html.
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A prime example of the impact climate change has on biodiversity is the case of coral reefs. Coastal wetlands, like coral reefs, provide important habitats for many types of plants and animals. As coral reefs are very sensitive and can only tolerate a narrow temperature range, they are seriously affected by climate change all over the world. The loss of coral reefs will reduce habitats for many other sea creatures and disrupt the food web that connects the living things in the ocean. Climate change has been identified as one of the greatest global threats to coral reef ecosystems and has resulted in coral bleaching. Elevated sea water temperatures can stress the coral and expel the energy-providing algae that live within them. As a result, corals turn white, weaken and are less able to combat disease. When bleached, most of the corals die. When coral populations are reduced, it affects the entire coral ecosystem as well as the living organisms that they support. Please have a look at these photos. The first photo depicts what healthy coral should look like. The second photo shows damaged coral that has lost its colour as a result of coral bleaching.
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Coral bleaching affects corals in Viet Nam and worldwide. We invite you to read the following article from a newspaper in Viet Nam and share this information with your students.
Phu Quoc coral starts to bleach!
Nearly 57 percent of the sea area around Kien Giang Province's Phu Quoc Island is affected by coral bleaching. Experts say the bleaching is caused by increased water temperatures, water pollution, the use of chemicals and coral exploitation. The bleaching was revealed through research recently conducted by the Institute of Oceanography in central coastal Nha Trang Province. Phu Quoc Sea Conservation Zone managers have taken measures to protect the reefs, including raising people's awareness, increasing security and surveillance, conducting scientific investigations and observing water quality and ecosystems. Phu Quoc, in the Gulf of Thailand, is Viet Nam's largest island, with a total area of 574 sq. km. The island receives about 280,000 tourists each year and is projected to host 2 million tourists by 2020. Within the area, the western part of Hon Thom and Ganh Dau communes are affected by the highest coverage of coral bleaching at approximately 90 per cent. In the core areas of Hon Vong, Gam Ghi and Hon Xuong, 20 to 40 percent of corals are affected. During the past
three years, authorities have confiscated two tonnes of illegally harvested corals, including many rare species. Coral exploitation has been difficult to control. The zone has a water surface area of over 26,800 hectares, of which 3,000 hectares are under strict management. Nearly 13,600 hectares are reserved for ecosystem recovery and over 10,300 hectares are planned for further development. The area is located in the northeast, southeast and south of the An Thoi Archipelago under Phu Quoc District, with 6,800 hectares stretching to Ham Ninh and Bai Thom communes reserved for seagrass conservation, and over 9,700 hectares for coral conservation stretching over Hon Thom Commune. There are currently 108 species of corals, 135 species of coral reef fish, 3 types of migrating fish, 132 types of molluscs and 6 types of marine mammals living in the Phu Quoc sea area. Adapted from: http://vietnamnews.vn/environment/226252/phu-quoc-coral-st arts-to-bleach.html.
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Climate change not only affects corals but it also alters the life cycles of plants and animals. It changes the timing of seasonal biological activities such as migration, blooming and mating. Studies have found that the seasonal behaviours of many species now occur 15 to 20 days earlier than they did several decades ago. These shifts are disrupting important ecological interactions.
For example, as temperatures get warmer, many plants are starting to grow and bloom earlier in the spring, and survive longer into the fall. Some animals are waking from hibernation sooner or migrating at different times. Migratory birds are arriving earlier, butterflies are emerging sooner and plants are budding and blooming earlier. These shifts are affecting other species that depend on them to survive, which in turn affects the entire food chain.
Did you know?
A small black-and-white bird called the European pied flycatcher has not changed the time it arrives on its breeding grounds, even though the caterpillars it uses to feed its young are emerging earlier. Missing the peak of food availability means that fewer chicks are surviving, causing the flycatcher’s population to decline. Source: http://oceanservice.noaa.gov/education/pd/climate/teachingclimate/ecological_impacts_of_climate_change.pdf.
Habitat loss As we have just learned, coral reefs are the ecosystem and home of many other organisms. But what would happen if ecosystems that constitute the natural habitats of these animals and plants disappear? Every species has its own particular "home" or habitat with specific living conditions that provide it with the necessary food, water, air,
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shelter and a safe place to raise their young population. When a disruption to these key environmental conditions occurs, the species become homeless. This is called habitat loss, and it is defined as the process of the conversion of a natural ecosystem to a degraded system, incapable of supporting native wildlife. Habitats are constantly changing. These changes can sometimes take millions of years,
and many of the animals and plants living in a specific habitat can evolve to adapt to the changes. For example, over time, many animals and plants living in the sea would adapt to a slight change in the temperature of the water. But when a sudden change occurs, it can lead to the displacement, or even the disappearance of the organisms living there. Some fish, for example, will migrate to colder waters when the temperature of their habitat increases sharply. The migration of a particular species can affect those species that feed on them, or even fishermen and other inhabitants that depend on them for their survival.
Did you know?
Scientists have noticed that when extreme weather occurs, fewer birds show up in the places they call home. It is because the birds avoid the extreme weather by moving to a friendlier area. Rising temperatures in the ocean are affecting many species that require cold water to survive such as trout and salmon. Rising ocean temperatures also cause massive coral bleaching, leading to the collapse of these ecosystems and making sea creatures homeless. Source: http://climatekids.nasa.gov/extreme-weather-birds/
A habitat change can be caused by natural phenomenon such droughts, disease, volcanoes, earthquakes, and slight changes in seasonal temperature or rainfall. However, the main drivers of habitat destruction are the changes in land use through human activities. When we change the land use of a natural area for agricultural purposes, cattle rearing, logging, mining, construction of infrastructures or urbanization, we are altering the living conditions of that habitat. Sometimes, that habitat will not be able to support the life of the species living there anymore and this will lead to habitat loss. In recent times, the Earth’s forest surface has been reduced by 40 per cent, wetlands by 50 per cent, coral reefs by 20 per cent and mangroves by 35 per cent. Dams and canals have fragmented 60 per cent of large rivers, and croplands account for more than 25 per cent of land surface, excluding Antarctica. Source: http://www.unesco.org/mab/doc /iyb/faq.pdf.
Following, we will present different factors that contribute to habitat loss a. Agriculture Agricultural ecosystems also provide habitat for many animal and plants species, but human population growth and the increases in demand for food and energy are leading to an expansion of cultivated areas for agricultural purposes and food production. This implies clearing natural habitats
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and the conversion of those areas into agriculture and aquaculture areas. This habitat loss poses a threat to the species that depend on that habitat for their survival and it is a risk for the conservation of the whole ecosystem. Agriculture remains the largest driver of genetic erosion, species loss and conversion of natural habitats around the world.
Did you know?
cover our demands of these products, causing large scale destruction of habitats in the tropical regions of Africa, Latin America and Asia. The disappearance of large rainforest areas has caused the isolation and decline of food and shelter for many species such as orangutans, tigers, elephants and rhinos. Another consequence is the increased conflict between humans and wildlife, as these species come into contact with humans due to the lack of sufficient habitat, often resulting in these species being killed or captured.
b. Aquaculture
c. Urbanisation
Aquaculture can also be a threat to marine and freshwater habitats. For example, marine fish farms displace some wild fish species to create space for the farms.
Urbanisation is the process of transitioning from a rural to a more urban society. Urbanisation and the development of urban areas pose undeniable threats to sustainable development and biodiversity, directly influencing plant and animal species.
Over the last 30 years the world’s crop area has expanded by some 5 million hectares annually and it is predicted that this trend will continue with a further 120 million hectares of natural habitats converted to farmland by 2050 to meet demand for food in developing countries. Adapted from: Biodiversity for Food and Agriculture Contributing to food security and sustainability in a changing. Italy, Rome. 2010. FAO and Plattform for Agrobiodiversity Research. http://www.fao.org/fileadmin/templates/biodiversity_paia/PAR-FAO-book_lr.pdf, p. 8.
In many cases, lands with high biodiversity value are replaced with monocultures destined for large-scale biofuel production. An example is the expansion of palm oil plantations. Palm oil is used in food such as ice cream and margarine, and also to produce cosmetics and detergents. Palm oil plantations are expanding to
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In the Can Gio Biosphere Reserve, many of the replanted mangroves were destroyed due to overharvesting and conversion to shrimp ponds to meet the direct economic needs of local and nearby inhabitants. Since it was inscribed as a UNESCO Biosphere Reserve, activities are closely monitored and regulated. Despite these regulations, shrimp farming generates major profit for locals and some households still destroy mangroves to build ponds.
On the one hand, the rapid expansion of urban areas to accommodate a growing population not only transforms the landscape, but also reduces and changes the use of natural habitats. On the other hand, urban areas depend on natural resources for water, food, construction materials and waste disposal, which poses additional threats to biodiversity as the extensive use of natural resources will lead to their depletion. Urbanization needs to be effectively managed in order to reduce challenges to biodiversity. We suggest that you watch the video, “The Magpies’ Nest”, which provides an example of how urbanization can affect a habitat.
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Overexploitation
The construction of roads and industries also causes the fragmentation of natural habitats into smaller remnants of the original habitat. Most of the time, these smaller, fragmented habitats are not able to support the same level of biodiversity as before, leading to habitat loss and the disappearance of species.
Overexploitation is the second-largest direct threat to many species after habitat loss. Overexploitation refers to the harvesting of natural resources to a point exceeding the resources’ capacity to be renewed. This is the case in over-fishing, over-hunting and unsustainable extraction of raw materials such as wood from forests.
Half of the world’s population now lives in urban areas. In Viet Nam in 2011, 31 per cent of the total population lived in urban areas. Unless effectively managed, urbanization will continue to pose challenges and result in the further loss of natural habitats and biodiversity.. d. Tourism Currently, tourism is an important income activity in many countries and plays an important role in Viet Nam’s economy. The Government of Viet Nam aims to develop Viet Nam’s tourism sector to reach 7.5 per cent of the Gross Domestic Product (GDP) by 2020 and make tourism a central part of Viet Nam’s economic development plan. However, if not effectively managed, the rapid growth of tourism implies the transformation of landscapes, the construction of infrastructure and more pollution and waste, thus leading to increased threats to Viet Nam’s biodiversity. In another video produced by Tunza Eco-Generation, “Gull”, you can see an example of how tourism on a cruise ship affects local species.
From “Gull”, produced by Tunza Eco-Generation.
Viet Nam has a rich biodiversity and many places in Viet Nam have been internationally recognized for their unique biodiversity. Since these areas attract a high number of visitors, attention should be paid to the management of tourism at those sites, to avoid the risk of visitors causing changes in the natural beauty and the biological diversity contained in those areas. At the same time, if this diversity and beauty is destroyed, future tourists will lose interest in visiting and biological diversity that those places contain.
Did you know?
We fish, hunt animals, collect plants and log trees in order to fulfil our needs, whether it is for food, medicine or other needs). However, the exploitation of natural resources in an unsustainable manner causes the depletion of these resources more quickly than they can re-grow or repopulate. This will ultimately lead to the exhaustion of these natural resources on which our subsistence and economy heavily relies.
Global fishing fleet is 2-3 times larger than what the oceans can sustainably support. This means that people are taking more fish out of the ocean that what can be replaced by those remaining.
These human activities, when practised intensively, can have a direct impact on the environment. If they are practiced without taking into account the changes and consequences that they are producing in the environment, they can contribute to the disappearance of species and the reduction of biodiversity. Overexploitation leads to a decline in the number of species and in genetic diversity. It can lead to the extinction of some species and increases in the ecological footprint, altering the relationship between ecosystems.
Inefficient fisheries management, mass fishing, and illegal and destructive fishing practices are destroying sea beds and delicate habitats such as coral reefs. These practices also cause the death of fish and marine animals in Viet Nam, threatening several species, such as dolphins and marine turtles, with extinction.
a. Overfishing The increasing demand for fish to be used for human consumption and aquaculture production makes overfishing the main driver of biodiversity loss for
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marine ecosystems. Overall, 80 per cent of the world’s fish stocks, for which assessment information is available, are reported as fully exploited or overexploited. They, therefore require effective and precautionary management.
Source: http://wwf.panda.org/about_our_earth/blue_planet/problems/p roblems_fishing/
b. Overhunting and illegal uses and farming Millions of plants and animals are harvested or caught each year, for use as food, medicine, pets and ornamental plants. Hunting and collecting wildlife implies killing or trapping living species.
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Stories of Bears When hunting is carried out against the law, it is known as poaching. Illegal hunting can refer to hunting endangered species or using illegal or extreme methods like explosives or traps that can capture other non-targeted species. It also includes hunting out of season when populations face periods of vulnerability, such as during breeding seasons. Illegal hunting is usually carried out for trade purposes. Wildlife trade means selling or exchanging wild animals and plants. Wildlife trade is not always illegal, but when species are caught or harvested in an unsustainable manner or when endangered species are targeted, it causes direct threats to the survival of species and biodiversity. Wildlife trade has become a profitable business, conducted covertly and involving vast international networks.
Did you know?
There are records of over 100 million tonnes of fish, 1.5 million live birds and 440,000 tonnes of medicinal plants being traded globally in just one year. Source: http://wwf.panda.org/about_our_earth/species/problems/illegal_trade/
Hello! My name is Tieu Long. I am a moon bear from Viet Nam. Moon bears have shaggy, thick black fur with a yellow crescent across the chest and large round ears, just like me. We live in forests high up in the mountains in Asia. We eat a lot of fruit, nuts and plants and enjoy a worry-free and happy life. I am going to tell you a special story.
Illegal trade, overharvesting and overhunting of species not only threatens the survival of species, but also implies other risks such as introducing exotic and alien species into a new country. This can drastically alter the web of life of an ecosystem and impact the life of rural households that depend on wildlife for their survival. The overexploitation of wildlife for trade has affected countless species, such as the Javan rhinoceros, which is now extinct in Viet Nam. Another well-known trade industry case is that of bear bile. This trade affects the two bear species living in Viet Nam: the sun bear and the moon bear. You can use the following story to introduce wildlife trade to your students.
A long time ago, my brother and I were trapped and caught by poachers. They then sold us to a bear bile farm and forced us to live in a tiny cage. The cage was so small that I could not even stand up or move around. It was very dark and dirty on the farm and I was very frightened. Every day, the farmer came in to take the yellow juice out of my tummy, known as bile. It was so painful! At night I dreamed of being
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free in the forest, but how could I ever escape? My cage was locked and I felt sick and weak. Some of my friends lost a leg when they were caught in the wild in a horrible leg-hold trap, some had their teeth pulled out and some had no claws as the farmer cut off the ends of their fingers. Life on a bear farm was terrible.
Fortunately, I was one of the lucky bears rescued by an organization that protects animals and was taken to a rescue centre. There, a veterinary team took care of me. They gave me some milkshakes with medicine, fruit and a lot of love and care. Now I am sleeping in a basket and playing in a place with grass, trees to climb on, toys to play with and even a swimming pool! A video of me at the Rescue Centre can be found using the link below: https://www.youtube.com/watch?v=DHinmvsx _bI
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I love the great smell of fermented shrimp paste, which is part of my enrichment programme aimed to keep all my senses active and challenged. You can see me enjoying my favourite smell here: https://www.youtube.com/watch?v=DHinmvs x_bI To learn more about me, you can see some basic information about moon bears, also referred to Asiatic black bears, below: ASIATIC BLACK BEAR OR MOON BEAR
Habitat: Southeast Asia, Northern China, Eastern Russia and Japan. In Viet Nam, they can be located in mountainous areas. Behaviour: Moon bears are primarily solitary animals, only pairing during breeding season or gathering in areas where food is plentiful. Moon bears live on the ground; however, they are also good climbers. In the wild, they can walk up to 5 kilometres per day searching for food. Moon bears do hibernate in cold areas, but in Viet Nam they are active the whole year. Diet: Moon bears eat vegetables, bulbs, fruits, roots, buds, shoots, insects and honey. Moon bears also eat small animals; however, the proportion of meat in their diets is very little. Breeding: A litter consists of one to three cubs. Cubs are often accompanied by their mother for two years to learn survival skills before becoming independent. The life expectancy of moon bears is around 25 to 30 years. Now I want to introduce you to my friend Lamma, a sun bear.
Species: Selenarctos thibetanus Weight: up to 200 kilograms Length: from 1.2 metres to 1.5 metres Physical appearance: thick black fur, round ears and white (or light yellow) V-shaped fur on their chest, similar to a crescent moon.
Sun bears are the smallest members of the bear family with each animal weighing just about 60 kilograms. They are easily recognized by their small ears, short, sleek black coats and golden crescents on their chest - just like a
rising sun! Their home is in the lowland forests of South East Asia. Lamma’s family is gone: poachers killed her mother and Lamma became an orphan. She was alone in a cage for a long time, until she was rescued by an organization that helps bears. Before:
After:
The sun bear is also on the List of Endangered Species of Wild Fauna in Viet Nam. Here is a technical sheet where you can learn some basic information about this species. SUN BEAR Species: Ursus Malayanus Weight: 50 to 65 kilograms Length: 1.4 metres Physical appearance: smooth, short dark brown fur with an orange U-shaped crescent on their chest. Because the crescent looks like a rising sun, they are called sun bears. Habitat: tropical forests spreading from the Eastern Himalayas to China and Southeast Asia.
Behaviour: Sun bears mainly forage for food at night. They live alone in the forest. Sun bears are skilful climbers and usually rest in standing trees with cavities. Diet: fruits, beehives, insects, leaves, bird eggs and small animals. With a long tongue, strong paws and sensitive hearing, sun bears can find and reach termites and hives skilfully. Breeding: Sun bears do not have a fixed breeding season. The pregnancy period lasts about three months. A litter consists of one to two cubs.
Source: Animals Asia Foundation
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Quiz 3 The process of bile extraction impacts the bears in many negative ways: 1. Sun bears get their name because... a. They like to lie under the sun b. They have a white or yellow V-shaped crescent on the chest c. They have an orange U-shaped crescent on the chest
3. Moon bears eat all of the following except... a. Honey b. Fruit c. Insects d. Small animals (such as mice and birds) e. Deer
2. Moon bears are also known as... a. Asiatic black bears b. Curly bears c. Grizzly bears
4. Sun and moon bears are endangered species a. True b. False c. Only the moon bear
Source: Animals Asia Foundation Note: You can check the answers at the end of the course.
Bears are often taken from the wild, kept in cages as pets or killed for food or for their gall bladders. Their habitats are also being destroyed or drastically reduced as a result of the impacts of humans. As the result of their shrinking habitats and wild bear hunting for bear bile farming, the number of bears in the wild is estimated to be only in the hundreds. Meanwhile, nearly 2,400 bears are being kept on bear farms in Viet Nam where they live in small cages and have their gall bladders injected with needles. Once captured and sold by poachers, bears endure prolonged captivity in poor sanitary conditions with an unhealthy diet, no fresh air and minimal medical care. They are injured physically and mentally.
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Repeated bile extractions can result in the thickening, inflammation and infection of the gall bladder, as well as gall stones and the contamination of bile. Infection and leakage of bile into the abdomen can result in severe peritonitis. There is a risk of damaging other organs during the extraction process, such as the liver, stomach and spleen. The bears are often inadequately anaesthetized, meaning they struggle with the pain caused by extraction, thereby increasing the chance of the needle puncturing other organs. Repeated, unmonitored anaesthetics are dangerous and cause many deaths due to anaesthetic complications. When the bears are too old to produce bile, they are slaughtered and their whole gall bladders, meat and paws are sold. Bear paws are considered a delicacy and have been found on restaurant menus across the country Bear bile extraction and the trade of bear bile and bear products are forbidden by Vietnamese law and International Conventions.
More than 10,000 bears – mainly moon bears, but also sun bears and brown bears – are kept on bile farms in China in addition to the 2,400 bears in Viet Nam.
For example, the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) prohibits international commercial trade of endangered wild animals, its parts and derivatives, including the Asiatic Black Bears and Bears Species.
In Viet Nam, bear bile farming has been technically illegal since 1992, but it wasn’t till 2005 that specific legislation was introduced banning the exploitation of these animals. Although bear bile industry is illegal, it is still legal to keep bears as pets, if they are microchipped and declared to authorities. In March 2015, the Vietnamese government, following a flurry of deaths at bile farms in Quang Ninh Province, issued a decree ordering all captive bears in the province to be moved to facilities with better care. Unfortunately, despite all these regulations, bear bile extraction still occurs in Viet Nam. By nature, sun and moon bears are strong and stoic animals, which is why they can survive such extreme cruelty and tolerate repeated bile extractions that cause severe illness and serious infections. Many of the bears that have been rescued would not have been able to survive if they would have been released into the wild. Most of them will never fully recover from the trauma of bear bile farming and will be scarred, emotionally and physically, for life. Both moon bears and sun bears love running, playing together, foraging and being free. They are not born to live a prisoner’s life.
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c. Viet Nam’s Bears Need Your Help! What can you do to save moon and sun bears? You can discuss this question with your students and come up with different ideas. Following are some suggestions: Promote the protection of forest and homes of bears and other wild animals. Do not use bear bile and encourage your family members and friends to choose herbal alternatives to bear bile. Do not tease bears or other wild animals when visiting parks or zoos. Report any wild animal trafficking or destruction of natural habitats to functional agencies like the Forest Protection Department or Environment Police. Raise awareness about the need to protect bears. You can contact Animals Asia Foundation (AAF) to check on their school programmes or take your students to visit the Viet Nam Bear Rescue Centre. In terms of solutions to reduce bear bile demand, AAF has co-operated with traditional medical practitioners of Vietnam’s Traditional Medicine Association to introduce and distribute the “Herbal Alternatives to Bear Bile Handbook”.
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Quiz 4
30 d. Illegal logging Another way of helping bears and other species, and avoiding habitat loss at the same time, is to protect forests.
1. True or False: Bear bile can be replaced by synthetic materials and herbs. a. True b. False 2. True or False: Bears often require a lot of surgery when they first come to the rescue centre. a. True b. False 5. True or false: One person can make a difference in the lives of animals in Asia. a. True b. False Note: You can check the answers at the end of the course.
Remember that forests and trees... ...supply oxygen and water. ...provide homes for many species. ...play a key role in our battle against climate Change. ...mitigate disasters. ...protect the soil from erosion. ...contribute to our health and well-being. Despite all these valuable benefits, trees are logged for timber or sold as fuel. The areas that constitute the forest, home to thousands of species of animals, are often cleared to be used as pasture land for cattle, for agricultural purposes, or to establish urban areas. The increasing demand for timber, paper and other derivative products is causing a rise in illegal logging. Illegal logging is the unauthorized harvesting, transportation and buying or selling of timber. It is
sometimes carried out in protected areas and can involve endangered tree or plant species. It also implies an economic loss for the global market as it depresses the price of timber worldwide. For the governments of countries where illegal logging is taking place, it reduces revenues from taxes and duties normally applied to legal operations. Around half of all illegal logging takes place to obtain fuel wood. This means that forests are cleared to collect timber for use as fuel for cooking and heating. In other cases, illegal logging occurs to make way for plantations such as palm oil, answering demands for oil for cooking, cosmetics and biofuel, and replacing high diversity forest ecosystems with monocultures. Construction of industrial infrastructure and urban expansion are other reasons for over-logging. As a consequence, together with forest fires and climate change, forests are degraded, leading to a process called deforestation. Deforestation occurs when forests are cleared through logging or burning to convert the area for alternative uses. This implies a permanent change in the use of the land, converting it into a non-forest area instead of extracting wood in a sustainable manner that allows the forest to be regenerated. The main reasons for this conversion include agricultural purposes, including subsistence farming in which farmers grow enough food for themselves and their families and commercial agriculture for sale and widespread distribution, logging (for example, for paper products), removal of wood for fuel and urbanisation.
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Did you know? 12 to 15 million hectares of forest are lost each year. That is equivalent to 36 football fields per minute! Source: WWF Viet Nam - Retrieved from http://wwf.p da.org/about_our_ear th/about_forests/deforestation/
Deforestation jeopardizes the benefits that trees and forests provide. The disappearance of forests releases carbon, contributing to global warming. Moreover, deforestation results in a decline in biodiversity as a result of destroying forest ecosystems. The following video allows you to learn more about deforestation and its consequences. It can also be shared with your students and used to create a discussion or activity. For example, you can ask your students what a bioliterate citizen could do to counteract the effects of deforestation and over-logging.
More information on illegal logging Do you know where your wooden table comes from? What about your notebook? And your pencil? Try to be a responsible consumer: limit the use of wood and wood-derived products (such as paper), whenever possible. Do not waste it. Recycle. What happens with all the paper that you use at school? What do you do when the notes or copies that you made are no longer useful? Here are some useful tips on how to use paper in a more sustainable way: Print only when necessary and arrange the settings of your printer for a more efficient use of paper (for example, by printing on both sides). Use thinner paper: the thickness of paper (indicated on the package) makes a difference in the amount of paper used. Reuse your paper: collect used paper and re-use the other side. You can also use old newspapers to wrap gifts and reuse paper bags. Buy recycled paper or even treeless paper
Pollution Pollution is the presence of substances, gases or heat in the environment (air, water and land) whose nature, location or quantity produces undesirable effects. Pollution is also an important threat to biodiversity. There are many different types of pollution, all with different sources and consequences. a. Air pollution Air pollution is the contamination of the atmosphere caused by the presence of matter or gasses that do not disperse and have a harmful effect on humans and other living organisms. These substances can be natural or produced by humans. For example, the burning of fossil fuels in industrial activities is responsible for the release of carbon dioxide into the atmosphere. Natural air pollution can include smoke from forest fires, wind-blown dust and emissions from volcanic activity. There are a wide range of human activities that contribute to air pollution, primarily industrial activities and transportation.
Did you know? Excess heat, light or noise can also be considered forms of pollution. Researchers claim that long periods of exposure to relatively low levels of noise can have adverse effects on human health, such as increased blood pressure, hypertension, disrupted sleep, impaired cognitive development in children, diminished memory span and psychiatric disorders Source: UNEP/DEWA/Earthwatch 1996-2003 – Retrieved from http://www.un.org/earthwatch/health/noisepollu-
From “The Vanished Forest”, produced by Tunza Eco-Generation.
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tion.html
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b. Water pollution Water pollution takes place when harmful substances are found in water at levels that make it unfit for use. The main sources of contaminants in water are industrial and agricultural wastes, rainwater run-off, sediment from soil erosion, and sewage and trash discarded by people. Water pollution can occur in oceans, lakes, underground reservoirs or rivers, and the pollution can spread with the water flow. Have you ever asked yourself where your garbage ends up, or what happens after you flush your toilet or finish washing your clothes? You can use the following video with your students to show different ways in which water is polluted.
Here are some of the main effects of water pollution Water pollution reduces the availability of drinking water. As a consequence, there are also fewer water supplies for irrigation purposes. It impacts ecosystems and species that depend on water for their survival. It has also an impact on agriculture and food production, and therefore human consumption, health and well-being. c. Soil pollution Healthy soil provides many essential environmental services, such as supporting crops and plant growth, providing a habitat for soil organisms, and a stable foundation for constructing homes and other buildings, like your school. Soil also plays an important role in filtering and regulating the flow of water. Soil pollution can occur in several ways, whether from chemicals used in industry, nuclear waste, oil and fuel dumping or accidental spills. The continued degradation of our soil harms and endangers the Earth, robbing it of its ability to perform some of its most essential services.
Poor waste disposal habits, together with careless industrial and agricultural practices, can lead to soil pollution, causing the degradation of the Earth’s surface, affecting the composition of soil and reducing its ability to perform its functions. Industrial waste can end up in the ocean or seep into the ground, polluting our air, water and soil and contaminating the wildlife, crops and food supplies that depend on it. Waste disposal from industrial or mining activities also contaminate the soil, if not properly disposed according to laws and regulations.
The use of fertilizers, intensive farming practices and the introduction of genetically modified plants can also lead to a loss of soil fertility, which means a depletion of soil nutrients. In this case, the soil will not be able to provide food crops with enough nutrients. This reduces our crop yields and food supply and affects all who depend on the health of the Earth’s soil. Have you ever thought about how our consumption patterns impact the environment and the biodiversity around us? As population growth increases, so does consumption, which in turn generates more and more waste. The majority of this waste is incinerated and buried in the Earth, such as in landfills. Sometimes, this waste is disposed of in locations that once supported a healthy and biodiverse ecosystem. The good news is that many forms of waste can be recycled, reused or can biodegrade and replenish naturally.
Modern agricultural activities depend heavily on the use of fertilizers and pesticides that pollute top soil and infiltrate into underground water. These pollutants can also be transmitted to the flora, fauna and livestock, affecting the entire food chain, including people.
From “Bobby’s Dream”, produced by Tunza Eco-Generation.
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Section 2: Imagining a World Without Biodiversity
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Can you imagine a world without biodiversity and the consequences it would have for you and for future generations? Can you imagine walking through a forest, field or valley without flowers or the sounds of bird songs? After learning about threats to biodiversity in the previous section, we will now examine the endangered flora and fauna in Viet Nam that are being driven towards extinction and what we can do to stop this. In this section, we will also explore our attitudes and behaviours towards how the species surrounding us are treated and raised. This includes livestock-rearing practices for producing food and products as well as how we treat service animals and pets. Building a bioliterate future in Viet Nam begins with changing our ethical attitude towards the animals that are nearest to us. Finally we will examine the costs, both social and economic, of poor stewardship of Viet Nam’s diversity of species, water sources and world-renowned ecosystems. Objectives By the end of this section, you will be able to: 1. Understand specific examples of endangered species in Viet Nam and the practices of illegal poaching and trade in animal products; 2. Understand that pets and farm animals are part of biodiversity and require care and ethical treatment; 3. Recognize the links between human activities, biodiversity and human well-being, and understand their social, cultural and economic costs.
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Endangered Species Teaching your students about endangered species can be an engaging way to introduce them to biodiversity conservation. Empathy towards other living beings is an ethical value that can be nurtured from a very young age in the classroom. Here, we will introduce some of the world’s most endangered species as well as endangered species in Viet Nam, such as the langur, rhinoceros and elephant. You will also learn about other endangered flora and fauna, all of which are equally important to biodiversity conservation in Viet Nam. Endangered species are those species that face threats to their survival and are at risk of extinction. Species become endangered when their population size undergoes a significant and critical decline, often needing human intervention to survive as a species. Depending on the urgency of conservation, they can be classified into different categories. The International Union for Conservation of Nature (IUCN) is an international organization that analyses the status of each species in the wild and categorizes them by establishing a Red List of Threatened Species. Below are the categories in which endangered species are classified:
Extinct: there is no reasonable doubt that the last individual of a species has died. Extinct in the wild: a species is known to exist only in captivity, in the case of animals, or under cultivation, for plants. Critically endangered: a species faces an extremely high risk of extinction in the wild. Endangered: a species faces a very high risk of extinction in the wild. Vulnerable: a species faces a high risk of extinction in the wild. a. Endangered fauna In the next section, we will present some of Viet Nam’s endangered fauna, including examples of extinct, critically endangered, endangered and vulnerable species. i. Extinct: the Javan rhinoceros in Viet Nam Despite the many efforts that were made to save the small population of rhinos in Cat Tien National Park, the last specimen was found dead there in April 2010, with a bullet in its leg and its horn removed. On 25 October 2011, the Javan rhinoceros
Did you know?
Globally, there are more than 10,000 threatened Tu can listed designon something species the IUCN similar Red List. You can check the status of any species by typing the name of the animal or plant species in the database at http://www.iucnredlist.org/ Viet Nam has its own Red List. According to 2014 data, 529 species of wild animals and plants in Viet Nam are threatened with extinction and at least 10 have become extinct between 1996 and 2007. You can find more information about IUCN Viet Nam’s activities in the following link: http://www.iucn.org/vi/vietnam/. Source: http://cmsdocs.s3.amazonaws.com/summarystats/2014_2_Summary_StatsPage_Documents/2014_2_RL_Stats_Table5.pdf (IUCN Red List, 24 July, 2014).
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(Rhinoceros sondaicus annamiticus) was officially declared extinct in Viet Nam. There are five rhino species that exist today, three in Asia and two in Africa: The Javan rhino (Rhinoceros sondaicus sondaicus), of which there are only around 40 individuals left, living in Indonesia. The Sumatran rhino (Dicerorhinus sumatrensis), living in Indonesia and Malaysia with a population of approximately 275 individuals. Both the Javan and Sumatran rhino are considered very close to extinction. The Indian rhino (Rhinoceros unicornis), which lives in India and Nepal, has a population of around 2,500 individuals. In Africa, the black rhino (Diceros bicornis) has a population of less than 5,000, while the southern white rhino (Ceratotherium simum simum) has a population of about 20,000 individuals. Rhinoceros in Africa and Asia are illegally poached and their horns are sold to Asian countries, with Viet Nam and China being home to the biggest markets. In Africa, a total of 1,107 rhinos were poached in 2013 (equivalent to 3.03 rhinos a day) in order to sell their horns on the black market.
In Viet Nam, some people still believe that rhino horn can cure cancer or reduce fevers. Others consume rhino horn to counteract the effects of drinking too much alcohol, while others consider it a high-end gift and status symbol; however, there is no magical ingredient in rhino horn. Its sole component is keratin, the same as human fingernails!
The main measures included in the Directive are:
Trading rhino horns is also illegal. In Viet Nam, the trading of rhino horns is punishable by law, with a maximum sentence of seven years in prison. The Government of Viet Nam is currently reviewing the Penal Code in order to increase the maximum penalty for wildlife trafficking. In 2014, the Vietnamese government issued a top-level Directive to its line ministries prioritizing enforcement at all levels, and across ministries, to combat poaching and trafficking of elephant ivory
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and rhino horn. In this Directive, the Vietnamese Government recognized wildlife crime not only as an environmental threat, but also as a threat to the country’s economy, national security, public health and international relationships. The Directive shows the commitment of the Vietnamese Government to stop illegal wildlife trade in Viet Nam and gives a signal to the ministries and Vietnamese citizens that illegal wildlife trade in rhino horn, among others, will not be tolerated.
Strong judiciary response to the sale and transport of rhino horn, ivory and other wildlife specimens; Deployment of inter-agency teams at border gates to detect and prevent smuggling of wildlife across Vietnam’s border; Education and mass media reporting on regulations on wildlife trade; Establishment of a centralized stockpile of ivory and rhino horn, requiring agencies to transfer seized wildlife specimens on the CITES appendices to the Viet Nam CITES Management Authority; Collaboration with NGOs. At the same time, education is key to stopping the rhino horn trade for medicinal purposes. The Government of Viet Nam and conservation and animal protection organisations in Viet Nam are working to raise awareness and call on people in Viet Nam to say no to rhino horn and other illegal wildlife products.
Quiz 5
1. Match the rhino species with their distribution 1. Javan Rhino a. Africa 2. Black Rhin b. Indonesia and Malaysia 3. Sumatran Rhino c. Indonesia 2. How many Javan rinos are still found in Viet Nam? a. 20,160 individuals b. Around 50 individuals c. None, they are extinct 3. What is the main threat to rhinos? a. Habitat loss b. Poaching c. Climate change 4. Can rhino horn cure diseases and make people healthy? a. Yes, it’s an expensive natural medicine that cures diseases b. It can help reduce fevers but not cure diseases c. No, it cannot. Rhino horn has the same medicinal properties as your fingernails 5. What can you do to stop illegal trade in Rhino horn? a. Do not use or buy rhino horn and rhino horn products b. Notify the authorities if you see or know anyone buying and using rhino horn c. There is nothing I can do to help Note: You can check the answers at the end of the course.
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ii. Critically endangered: the saola, the giant pangasius and the Siamese crocodile Some species have not become extinct yet, but face a very high risk of extinction and are considered critically endangered. This is the case of the saola, an antelope-like animal that lives in the remote valleys of the Annamite Mountains along the border of Lao PDR and Viet Nam. The saola has also been sighted in Phong Nha-Ke Bang National Park.
The saola (Pseudoryx nghetinhensis) was first discovered in 1992, during a joint survey carried out by the Ministry of Forestry (MOF) and WWF in the Vu Quang Nature Reserve ear the Lao Border in north-central Viet Nam. The saola numbers are very low and it has been difficult to spot and study it, therefore this animal is still a mystery to biologists. Although the saola is legally protected in both Viet Nam and Lao PDR, this unique but little-known species is on the brink of extinction, mainly due to hunting.
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Mammals are not the only endangered species: fish, reptiles and amphibians can also face extinction. For example, the giant pangasius is one of the largest freshwater fish in the world and is classified as critically endangered. This fish, which inhabits main sections of the Chao Phraya and Mekong River basins, are threatened by overfishing, pollution and habitat destruction.
Another example of a critically endangered species, in this case a reptile, is the Siamese crocodile, one of the most endangered crocodiles in the world. This crocodile is almost extinct in Viet Nam due to accidental capture and the conversion of its rainforest habitat for agricultural production.
iii. Endangered: elephants, the Sunda pangolin, the Chinese crocodile lizard and the Cat Ba langur 1. Elephants There are two species of elephants: the African Elephant and the Asian Elephant.
Source: African elephant - Profberger– Creative Commons – Attribution Share Alike 3.0
Source: Asian elephant, Melbourne zoo - Fir0002 – Creative Commons – Attribution Non Commercial 3.0
The African elephant is the largest terrestrial mammal on Earth. It can weigh more than 8,000 kilograms. It lives in 37 countries in Africa. There are two subspecies: the savannah elephant and the forest elephant
The Asian elephant is the largest terrestrial mammal in Asia. Isolated populations live in 13 tropical Asian countries, including Viet Nam. The Asian elephant population is estimated to have declined by 50 per cent over the last 60 to 75 years. There are four subspecies: the Borneo pygmy elephant, Sumatran elephant, Sri Lankan elephant and Indian elephant.
Can you guess the main differences between African and Asian elephants? The Asian elephant is smaller in size and weight than the African elephant. The Asian elephant’s ears are straight at the bottom. The African elephant has large, fan-shaped ears. Only some male Asian elephants have tusks, and females have none. All African elephants, including females, have tusks. The Asian elephant has four toes on its back foot and five on the forefoot. The African elephant has three on the back foot and five on the forefoot.
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Despite the differences between these elephants, both species are threatened and need to be protected. The greatest threats to elephants today are poaching for ivory trade, habitat loss and fragmentation, and conflict with humans.
Did you know?
Nearly 30 per cent of remaining Asian elephants live in captivity.
Did you know?
Why should we care about Viet Nam’s wild elephants?
In the 1980s, an estimated 100,000 elephants were killed each year and in some regions up to 80 per cent of herds were lost.
In fact, elephants help maintain forest and savannah ecosystems for other species, and are integrally linked to rich biodiversity:
Source: http://www.worldwildlife.org/species/asian-elephant.
The illegal ivory trade is the biggest driver of elephant poaching, though elephants are also sometimes killed for their meat. Although the international ivory trade is banned, tens of thousands of elephants are killed to meet a growing demand for ivory products, particularly in Asia. In the case of Asian elephants, poachers target male elephants, since females do not have tusks. Most of the illegal ivory comes from Africa, since both male and female African elephants have tusks. However, the increasing demand in Asia means male Asian elephants will continue to be hunted illegally for their ivory. An additional threat to elephant survival is habitat loss and fragmentation. Elephants are rapidly losing their natural habitats due to expanding human settlements, land conversion for agriculture and the construction of infrastructure such as dams, roads and canals.
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In the last 30 years, there has been a critical decline in the wild elephant population. Currently, there are only two areas suitable for long-term elephant conservation: Dak Lak Province, suitable for the conservation of wild and domesticated elephants; and Nghe An Province, suitable for the conservation of wild elephants.
An Asian elephant in captivity at the Imperial Citadel in the Complex of Hue Monuments.
Thousands of Asian elephants in Southeast Asia are domesticated, but are approaching extinction in the wild due to human encroachment into their habitats. Viet Nam, India and Myanmar have banned the capture of wild elephants, but they are still illegally caught for use in the timber and tourism industries. In Viet Nam, the Asian elephant (both in the wild and in captivity) is listed as endangered and may face extinction, like the Javan rhinoceros in Viet Nam, unless urgent conservation measures are taken.
The seeds of numerous plant species must pass through an elephant’s digestive tract before they can germinate. According to World Wildlife Fund (WWF), Asian elephants travel hundreds of kilometres and produce about 100 kilograms of dung per day, which spreads germinated seeds across forests and grazing areas. In tropical forests, elephants create clearings and gaps in the canopy that encourage tree regeneration and influence forest composition and density. In savannahs, they reduce bush cover to create a good environment for browsing and grazing animals.
Did you know?
The conservation of wild Asian elephants is not only important because of their essential role in biodiversity. In many countries, elephants also have cultural and religious value. In Viet Nam, the elephant holds enormous cultural, religious, political and economic significance. Elephants are revered by a number of ethnic minorities and played a crucial role in transporting supplies and weapons during the wars of independence. They once graced the royal courts of Hue as symbols of the power and majesty of the old kingdom. Even today, elephants play an active part in Viet Nam's culture and economy, including as a component of ecotourism. Source: http://www.fao.org/docrep/005/ad031e/ad031e0f.htm.
What can a bioliterate citizen do to protect Viet Nam’s elephants? Do not buy ivory products. Report any illegal activities to authorities. Support and advocate for the conservation of forests, which are the natural habitat of wild elephants.
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4. The Cat Ba langur
Quiz 6 1.How does the wild Asian elephant contribute to Viet Nam? a. Helps seeds to spread throughout forest ecosystems after germinating in its digestive tract. b. Provides a symbol for sustainable tourism and interest in nature conservation for Viet Nam. c. Creates clearings and gaps in the forest canopy that encourage tree regeneration and influence forest composition and density. d. Reduces bush cover to create a good environment for browsing and grazing animals. e. All of the above. 2. What can people do to protect wild Asian elephants? a. Capture elephants and put them in the zoo. b. Buy ivory products. c. Support all efforts to promote conservation of forests and natural habitats of elephants. Note: You can check the answers at the end of the course.
2. The Sunda pangolin
3. The Chinese crocodile lizard Another example of an endangered species in Viet Nam is the Chinese crocodile lizard. This lizard is endemic to China and Viet Nam, which means that it can only be found in those two countries and nowhere else in the world. The Chinese crocodile lizard is listed as endangered due to habitat loss from logging and illegal hunting for the international pet trade.
The Sunda pangolin is illegally hunted for the wildlife trade and is used for food and medicines
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One example of an endemic and endangered primate species in Viet Nam is the famous Cat Ba langur. Here you can read a story to learn more about this langur. You can also turn this story into an independent reading assignment for your students or read it aloud to younger learners in the classroom.
The Cat Ba langur Can you see my beautiful orange fur? Soon my fur will turn brown-black, like my parents in the picture below, except for my head and shoulders, which will stay golden, yellow and white. When I am fully grown, I will weight only 10 kilograms. Cat Ba langurs have very long tails, much longer than our bodies: on average, we have an 85 centimetre tail and 53 centimetre body as adults. Our long tails help us balance when we climb and jump. At the moment, I am still breastfed by my mother, but langurs love to eat leaves. Sometimes, we also eat fresh shoots, flowers, bark and fruit. My home on Cat Ba Island is widely known for its spectacular natural beauty, its precious marine resources and its unique wild animals and plants.
Not long ago there were more than 2,500 Cat Ba langurs on our island. However, people are hunting and killing us, bringing our family to the brink of extinction. Humans are also polluting our island and overexploiting its natural resources, which is reducing the biodiversity of the island and jeopardizing our existence. Our home in Cat Ba National Park has an area of less than 100 square kilometres. Poaching has been a terrible threat and has resulted in a population decline from 2,800 to 2,500 langurs in the 1960s to only 53 individuals in 2000, representing a 98 per cent decline in 40 years. Meanwhile, another langur species, the Delacour’s langur, lives in a restricted area of approximately 6,000 square kilometres in the north of Central Viet Nam. The Delacour’s langur is locally extinct in areas where it once existed. Some populations, including in Cuc Phuong National Park and Pu Luong Nature Reserve, have continued to decline by 20 per cent in the last five years.
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iv. Vulnerable species: the dugong
Did you know?
Viet Nam is home to a large number of the world’s most endangered primate species. Twenty-six endangered primate species are found in Viet Nam, with four endemic species and five species listed on the “World’s 25 Most Endangered Primates”. This means that 20 per cent of the world’s most endangered primates live in Viet Nam!
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Before a species becomes endangered, it is classified as a vulnerable species. One of Viet Nam's vulnerable species is the dugong, a sea mammal that can be found in Con Dao National Park. The dugong is threatened by overfishing, suffering from food shortages or drowning as a result of getting entangled in gill nets; hunting for its meat, hide and oil; and habitat loss caused by pollution, boat traffic and illegal hunting. Some other species are not yet considered endangered or vulnerable, but need to be closely monitored. They are classified as follows: Near threatened species: species that have been assessed but do not qualify as critically Endangered, endangered or vulnerable, but may do so in the near future. Species of least concern: species that have been assessed but do not qualify as critically endangered, endangered or vulnerable. Data deficient: species where sufficient data is not available to assess its risk of extinction.
The giant river prawn, for example, is listed as a species of least concern. Assessments have been conducted on the species, since it is extensively fished because of its economic value as a food source, however, fishing is not considered a threat to the survival of the species.
Paphiopedilum vietnamense. All wild orchid species are legally protected against over-collection and trafficking, however, orchids are traded in high volumes throughout the world, with Southeast Asia being one of the major suppliers.
b. Endangered flora
Panax stipuleanatus is another one of Viet Nam's critically endangered flora species. This plant is a precious genetic resource since all of its parts can be used for medicinal purposes. It can be found in Lao Cai, but it is at the brink of extinction as a consequence of overexploitation and habitat loss from deforestation for agricultural cultivation.
We must keep in mind that animals are not the only vital forms of biodiversity at risk of extinction in Viet Nam. Plants and trees are also threatened by habitat loss, pollution and wildlife trade, resulting in thousands of endangered flora species in Viet Nam. Paphiopedilum vietnamense is a species endemic to Viet Nam and is one of the rarest species of slipper orchids. This orchid was found only in a very small mountainous area in Viet Nam, but due to overexploitation for the illegal wildlife trade, it became extinct in the wild only six years after being discovered.
Paphiopedilum vietnamense
The wildlife trade threatens wild flowers and jeopardizes the future of some species, such as the
Panax stipuleanatus
Another example of endangered flora is the tree Vatica subglabra, also endemic to Viet Nam. The tree is used to construct houses due to its hard and termite-resistant wood. This tree grows in Hà Tây, Ninh Bình, Thanh Hóa, Nghệ An and Hà Tĩnh Provinces, but is now an endangered species due
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to overexploitation and habitat destruction as a consequence of rapid urbanization.endangered species due to overexploitation and habitat destruction as a consequence of rapid urbanization.
Vatica subglabra Among the flora species classified as vulnerable, and that consequently face a high risk of extinction in the wild, is Barringtonia asiatica. In Viet Nam, it grows in Quảng Trị, Quảng Ngãi, Khánh Hòa, Bà Rịa Vũng Tàu, and Kiên Giang Provinces and in the southern coastal areas. This small tree can also be found in India, Taiwan, Malaysia, Indonesia, Philippines and Australia. However, its coverage has declined significantly due to its exploitation and use of its wood in construction. Mangroves are tree and shrub species that grow in tidal areas. As you may know, they break the impact of waves and storms and provide an important habitat for fish, shellfish, insects and other species. Mangroves help protect Viet Nam
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from extreme weather and provide a source of food and income. However, more than one in six mangrove species are at risk of extinction due to coastal development and other factors, such as climate change, logging and agriculture. This means that the animals and other organisms that live in mangrove ecosystems are in danger, too. This loss has devastating economic and environmental consequences. You may not be too interested in all of the species you have learned about in this course, however, whether an endangered species is a large and well-known mammal, like the elephant, or a small insect, reptile or plant, every living organism contributes to biodiversity and we should learn to protect them all! c. Protecting Viet Nam’s flora and fauna Endangered and threatened species need our help and awareness. Do you know what is being done internationally and in Viet Nam to protect them?
In order to protect biodiversity, the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) was created. It is one of the largest conventions in the world with 179 member parties, including Viet Nam. The convention establishes an international legal framework with shared mechanisms to prevent the international commercial trade of endangered species. CITES regulates the international trade on the basis of a system of permits and certificates. It strives to uncover the illegal trade of endangered species and confiscate all traded wildlife and wildlife products. These efforts are led by the Government of Viet Nam, together with CITES and other conservation organizations, but we can also contribute to species conservation as bioliterate citizens. Here you have some examples of what we can do to help conservation efforts and mitigate the negative impacts of our actions on biodiversity:
Research endangered or threatened species in your local area. Write a public letter to explain why we must protect endangered species in Viet Nam. Design posters and have them posted in schools and community centres. Encourage people to stop hunting, eating or purchasing endangered wildlife or wildlife products. Respect nature and do not disturb habitats unnecessarily. Do something today and every day to protect your environment and keep it clean. Your actions have an impact on biodiversity: you can contribute to a decline in biodiversity or its protection and regeneration. The choice is yours!
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Animals around us In this section, we will provide you with some examples, situations and recommendations regarding domestic and farm animals. Situation 1:
Do you think keeping your dog tied on a short leash will allow it to protect and serve you? Allow your dog to sit or lie down. When it is tied up, it may not be able to sit properly. Do not tie your dog up so tight that it cannot breathe. Do not leave your dog in the sun or rain without proper shelter. Do not forget to feed your dog with appropriate food and make clean water available at all times. If you take care of your dog, give it food and water, and take it for walks, your dog will be healthy, happy and always protect and serve you. Do not keep your dog in a cage that is too small. Your dog needs to be able to sit up, stretch and move.
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Imagine if you could never lie down, stretch or walk around. This affects the body very negatively.
it! Instead of declawing your cat to prevent unwanted scratching, you can train your kitten to use a scratching post and trim its nails.
By taking care of the natural habitat around you, birds may happily visit and sing for you in the morning.
Situation 2: Do you think that having a cat automatically means it will take care of rats and mice, amuse you and keep you company?
Situation 3: Do you think a bird in a cage exposed all day to the heat and sun will happily offer you its beautiful song?
Think carefully before getting a dog, cat, bird or other animal. Having a pet is a great responsibility and these animals require constant care and attention.
Some people believe that declawing their pet cat is a harmless solution for unwanted scratching or bird hunting but declawing a cat means amputating the bone at the tip of each toe. If performed on a human being, it would mean cutting off each finger at the last knuckle!
It is very sad to see how some people capture birds from nature and keep them in small cages. Sometimes, the birds do not even have enough room to spread their wings. This is the same as if a person was locked up without being able to stretch their arms or legs.
Dogs, cats and birds may not be endangered, but they are still a reflection of Earth’s biodiversity and beauty. Becoming a bioliterate citizen should begin with changing how we treat the animals around us on a day-to-day basis.
Cats scratch to exercise their muscles. They also scratch to mark their territory and for defence. If you declaw your cat, it will cause it pain and put it at risk of infection. Claw removal also changes the way a cat’s foot impacts on the ground, so they have to learn to walk again, which can be very painful. The lack of claws also may make them more aggressive toward people, including their owners, as a means of self-protection. Declawed cats may stop using their sandbox or litter tray in an attempt to mark their territory. Often after removing the claws, shredded newspaper is used instead of sand to avoid irritation to the declawed feet and this unfamiliar substitute, accompanied by the pain of scratching in the tray, may also lead cats to stop using their sandbox or litter tray altogether.
Birds need to be healthy and happy in order to provide you with their beautiful songs.
If you already own a cat or kitten, or have ever considered adopting one to keep you company and protect your home from rodents, do not subject your cat to unnecessary procedures: do not declaw
If you own a bird, do not leave it out in weather that is too hot or too cold. When birds are free, they enjoy the sunshine for a while but also look for shade. If bird songs bring you happiness, why not build a bird house or bird feeder, rather than keep the bird caged?
Animals and humans are not so different: we all form part of the web of life and we all share a number of needs. For example, both humans and animals need water, food, air, shelter and space to move around. Besides these basic needs, we all need some other things in order to be happy, such as exercise, recreational time and health care. The difference is that many animals, especially domestic animals, depend on us to meet their needs.
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Different types of animals Wild animals live in nature and fulfil their own needs. They are not taken care of by humans. Farm animals have been domesticated to provide humans with food, labour, skin or leather. Humans are responsible for their health and care. Pets are animals that people keep at home as companions and take care of by providing them with food, water, shelter and health care. Pets are animals whose needs are met by people. Humans are fully responsible for their well-being and care. Animals, whether pets, farm animals or wild animals, serve different functions. Some animals are used for food, others are used to obtain products such as wool, and other animals are used for working, like water buffaloes in Viet Nam or guide dogs for people with visual impairments. Working animals are kept by humans and trained to perform certain tasks. They may be like close members of the family, such as guard dogs, or semi-domesticated animals, such as logging elephants. Millions of people rely on working animals to supply them with basic necessities and enable them to earn enough money to support their families. Some categories of working animals are:
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Animals working in agriculture, such as buffalo Transport animals, such as donkeys and horses Animals in law enforcement, such as dogs Assistance or service animals, such as guide dogs Security animals, Search and rescue animals, Herding, guarding and hunting animals. These animals have to be healthy and therefore need adequate rest, food, care. If you do not invest in your working animal, it will lose its capacity to serve you. Animals are also used to obtain products for food or clothing, such as the beef in your pho bo or animal hides used to make your shoes. Farm animals provide us with milk, eggs, meat and other products, but they may be raised in very different circumstances. For example, a free-range farm animal is given more space to move and exhibit behaviours it needs to stay healthy and disease free. Free-range animals can usually roam around freely outdoors and also have an indoor enclosure to protect them from the sun and rain. In contrast, an intensively farmed animal is kept in an over-crowded enclosure that restricts movement and prevents them from living naturally and healthily. In any case, animals should not be mistreated. We do not need to hurt the animals we use for food. Animals have shown that they are sensitive and
care about each other. We do not need to make them suffer. Situation 4: Hens often live in less space than the size of a piece of paper. They cannot spread their wings or build nests for their eggs. Similarly, sows (female pigs) are kept in enclosures so tight that they often cannot turn around and cannot be with or raise their piglets. Piglets are separated from their mother just four weeks after they are born. Normally, a sow would look after her young for 13 to 17 weeks. Have you ever seen how a cow cries and stops eating because she has been separated from her young too early? Farm animals are often simply considered product providers. However, if farm animals are not raised in a healthy and safe way, humans can suffer the consequences.
Did you know?
Pigs have been found to have one of the highest levels of intelligence out of all the animals. They are also good swimmers, sometimes swimming for several kilometres. Cows have such a good sense of smell that they can distinguish scents from up to 9 kilometres away. They can also recognize and respond to the names humans give them. Chickens can see the morning light almost an entire hour before humans can. Roosters respond by crowing. Situation 5: Have you ever thought about how animals are transported from the farm to the slaughterhouse? Imagine a cow stuck in a truck for ten hours in the sun without food or water, tied to the inside of the truck by a hook through the nose. The rope is so short that she has to strain her neck and there are so many cows in the truck that she cannot see where she is or where she is going. Or imagine a hen travelling on the back of a motorbike in the rain with ten other birds in a small cage or hanging upside down for hours. Or a water buffalo being pulled by a rope onto a boat while
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produced meats and slaughtering animals humanely before transportation or transporting them under hygienic conditions and improving conditions of transportation so that animals can be healthy on arrival.
seeing and hearing the terror and discomfort of other buffalos. Live transportation can involve travel on boats or trucks for many hours, sometimes weeks, in filthy and cramped conditions where sickness and death is common.
Did you know?
The water buffalo has an especially important value in Viet Nam. During the war, the buffalo played an important role in transportation. Even today, the water buffalo is often the most valuable possession for poor farmers due to their role in transportation and agriculture.
Livestock animals will remain one of most important sources of nutrition for many people. But they can be raised in a healthy and fair manner and transported and slaughtered humanely. Realistic alternatives to reduce and reject this form of mistreatment include choosing locally-
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Responsibilities towards animals around us Report cases of animal abuse and cruelty. Be responsible for the health of animals in your care. Provide your pets and farm animals with the correct type and amount of food and water. Give your pets and farm animals space to move. Provide shelter from the sun and rain. Play with and exercise your pets. Do not keep wild animals as pets. Recognise the important role they play in nature and respect their need to live freely and in their natural habitat. Take care of natural habitats. Do not litter because it is the home of animals. Do not remove animal or plant species from their ecosystems. Bioliteracy is not only about being committed to protecting endangered species and balancing our ecological footprint. Fostering bioliterate attitudes begins with changing the way we view all animals under our stewardship.
Socio-economic impacts of biodiversity loss Most threats to biodiversity are also threats to ecosystems as a whole. This has a direct impact on our lives, since ecosystems provide basic services and are the foundation for our security, resilience and health. Therefore, biodiversity loss will lead to the deterioration of services provided by ecosystems, which will have a negative impact on human wellbeing. Humans depend on biodiversity for our livelihoods and our most basic needs. Millions of people around the world depend on forests for hunting, medicine, products such as rubber and rattan, and small-scale agriculture
Biodiversity loss threatens the most important natural resource for life on Earth: water. Water is essential for meeting all human needs, including nutrition, health and energy. According to a 2015 World Health Organization and UNICEF Joint Monitoring Programme Report, 2.4 billion people lack access to improved sanitation facilities. Globally, 663 million people still lack access to improved drinking water. The UN General Assembly declared access to clean water and sanitation a human right in July 2010, taking into account the consequences of lacking clean water. Addressing the sanitation crisis goes is at the heart of ensuring good health, a clean environment and human dignity for all. Source: World Health Organization and UNICEF, Progress on Sanitation and Drinking Water: 2015 Update and MDG Assessment (2015).
The Cho Ro ethnic group in Dong Nai Biosphere Reserve have developed ways to use nature to make a living without causing harm to the environment – Copyright UNESCO\Dong Nai Biosphere Reserve
Deforestation has devastating consequences for biodiversity, including for humans. For example, in the Greater Mekong Region in Southeast Asia where land tenure systems are weak, deforestation has contributed to social conflict and migration.
Although there is enough fresh water on the planet for the world's population, its distribution is uneven. Large amounts of water are wasted, polluted and managed in an unsustainable manner. This poor water management jeopardizes the health of many ecosystems, increasing water scarcity and water pollution.
Water polution Healthy biodiversity is fundamental to maintaining the environment’s ability to provide clean drinking water, but human activities such as rapid
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urbanization, intensive agriculture, the use of fertilizers and pesticides, land degradation, and poor disposal of waste threaten the availability of clean fresh water.
Fresh water is a fundamental resource for human health, prosperity and security. It is essential for poverty eradication, gender equality, food security and the preservation of ecosystems.
Even when water is locally available, access may be limited in poor communities where many people have no economically viable alternatives when local water resources are polluted.
Biodiversity loss has an impact on health, since it increases vulnerability to disease and results in fewer resources for medical treatment. Medicinal plants found in a number of ecosystems can provide alternative and supplementary healthcare services, but the increase in wildlife trade and the introduction of alien species are reducing the availability of medicinal plants in the wild.
Water availability and quality also have an impact on our health, particularly for children. The lack of quality water is the prime cause of diarrhoeal and intestinal infections leading to malnutrition, as well as infectious waterborne diseases as a result of unclean water supply and inadequate sanitation and hygiene. According to WHO and UNICEF, nearly 2,000 children die every day from diseases linked to unsafe drinking water or a lack of sanitary facilities and almost one tenth of the global disease burden could be prevented by improving water supply, sanitation, hygiene and the management of water resources. Moreover, in most parts of the world, women and girls are responsible for collecting water for cooking, cleaning, health and hygiene, and agricultural purposes. This means that negative changes to fresh water resources, like pollution and drought, impact on women and girls the most. For example, collecting water often requires walking long distances, leaving little time to go to school, generate income or participate in community life, and also implies an increased risk of physical abuse during the long walk to collect water in remote areas.
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Biodiversity loss also leads to increased malnutrition, lower outputs (in terms of economic production) and benefits from nature, and reduced opportunities for poverty reduction, which results in more people being at risk of hunger.
Quiz 7
1. Which of the following human actions or behaviours threaten healthy biodiversity and the availability of clean drinking water? a. Rapid urbanization. b. Intensive agriculture and the misuse of fertilizers and pesticides. c. Poor waste disposal. d. Degradation of land. e. All of the above. 2. True or false: In most parts of the world, women and girls are responsible for collecting water for cooking, cleaning, health and hygiene, and agricultural purposes.
To be bioliterate means respecting our natural environment and all its living organisms. Biodiversity is a form of shared wealth and all humans directly contribute to and benefit from biodiversity, with a shared responsibility to use it respectfully and sustainably. Together, we can contribute to a biodiversity rich and bioliterate future.
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Section 3: Educational Activities for Students
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The following section includes a range of activities that can be used to reinforce your students' understanding of the threats and risks to biodiversity in a fun and interactive way.
support conservation efforts through a poster contest and a class presentation.
By the end of this section, you will be able to:
1. The consumption of bear bile is directly linked to the disappearance of bears from the wild. 2. Bears held in captivity experience serious pain and suffering. 3. Alternatives to bear bile exist, therefore, products using bear bile should be avoided.
1. Communicate the threats and risks to biodiversity presented in the previous sections to your students. 2. Enhance your students’ understanding of the importance of protecting and preserving biodiversity in a fun and engaging way. 3. Develop attitudes and behaviours in your students that will help promote sustainable use and stewardship of the flora and fauna around you. You can select the activities you would like to adapt to your group of students based on their age and level. You can use the information presented in the previous sections to enrich your students' comprehension of the urgent need to preserve biodiversity and reduce biodiversity threats. Activity 1: Bears and the illegal bear bile trade Objective of the activity: to increase understanding about bear species and bear bile farming, encouraging students to say no to the use of bear bile and support bear conservation efforts. Description of the activity: There are many different bear species in the world, some of which are endangered due to bear bile farming. After sharing facts on bears and bear bile farming with your students, you will discuss the impact of bear bile farming on bears and the different ways to
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Key messages for students:
Materials needed: “My Mother Saw a Dancing Bear” poem “All About Bears” fact sheet from Animals Asia Foundation “The Asiatic Black Bear” and “The Sun Bear” worksheets from World Animal Protection Stories of the moon bear and sun bear from Animals Asia Foundation Large sheets of paper Coloured pencils, markers or crayons Instructions for the implementation of the activity: 1. You can begin the activity by reading the poem, “My Mother Saw a Dancing Bear”. 2. Following the poem, use the “All About Bears” fact sheet to teach your students about bears. 3. Tell your students the stories of the moon bear and the sun bear found at the end of the activity. 4. Check whether your students have understood the facts about bears and bear bile farming. You can use the “Asiatic Black Bear” and “Sun Bear” worksheets included at the end of the activity. 5. Lead a class discussion on the importance of saying no to bear bile products. Ask your
students to discuss the impacts of bear bile consumption on bears. 6. Divide the class into groups and ask them to identify ways of protecting bears. You can use the following statements for guidance: a. Protect forests and habitats of bears and other wild animals. Understand that bear bile can be replaced by b. both synthetic and natural ingredients that cause no harm to animals. c. Understand that modern scientists have not confirmed any medical benefits of bear bile. d. Do not use bear bile and encourage your family and friends to use alternatives to bear bile. e. Do not tease bears or other wild animals when visiting parks or zoos. f. Report cases of forest destruction or wildlife trade to the responsible agencies, such as the Forest Protection Department or Environmental Police. 7. Guide each group of students to create a poster with stories of bears and ways to protect them. Organize a poster contest and ask each group to do 8. a brief presentation about their poster. 9. If you are lucky enough to live close to a bear sanctuary, take a field trip to meet the bears and the experts working for their protection.
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My Mother Saw a Dancing Bear By Charles Causley
My mother saw a dancing bear By the schoolyard, a day in June. The keeper stood with chain and bar And whistle-pipe, and played a tune.
And then, my mother said, there came The keeper with a begging-cup, The bear with burning coat of fur, Shaming the laughter to a stop.
And bruin lifted up its head And lifted up its dusty feet, And all the children laughed to see It caper in the summer heat.
They paid a penny for the dance, But what they saw was not the show; Only, in bruin’s aching eyes, Far-distant forests, and the snow.
They watched as for the Queen it died. They watched it march. They watched it halt. They heard the keeper as he cried,
Polar bear
Brown bear
Black bear
Panda
Moon bear
From the book “Collected Poems for Children”. Reproduced with the kind permission of Macmillan publishers at World Animal Protection, Animal Welfare Education Course, Teacher Activity Book 2 Primary School, By Stellan Von Reybekiel & Tul Suwannakit, p. 47
“Now, roly-poly! Somersault!” Sun bear
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Spectacled bear
Sloth bear
Bears
Conservation Status
The bear family has eight different species, ranging in size from the 50 kilogram sun bear (found in Southeast Asia), which has a distinctive orange “sun” mark on its chest, to the massive and powerful polar bear (found in the Arctic), which measures up to 3.5 metres and weighs an incredible 650 kilograms: as heavy as ten people! The eight species are the polar bear, brown bear, black bear, panda bear, Asiatic black bear (moon bear), sun bear, spectacled bear and sloth bear
Six out of the world’s eight species of bears are threatened with extinction, according to recent assessments by Bear Specialist Groups. Among the eight species of bears, only two, the American black bear and the brown bear, are listed as of Least Concern. Black bears are thought to be secure throughout their range, while brown bears are the most widespread species of bear. The giant panda is listed as Endangered while the sun bear, Asiatic black bear, sloth bear, spectacled bear and polar bear are all listed as Vulnerable with the possibility that polar bears may become extinct within one hundred years as a result of global warming.
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insects. Moon bears enjoy spending their day foraging for a wide variety of food. Adaptions: The moon bear is ideally adapted for life in Asia’s mountain forests. They are excellent climbers, aided by their short strong claws, and can swim very well. They usually walk on all fours, but will stand on their hind legs to reach food or to fight. Behaviour: Moon bears are crepuscular, active at dawn and dusk. They often hibernate between November and March, and can migrate in warmer months to higher altitudes, descending to lowlands in colder months. Moon bears are special: Moon bears have shaggy, thick black fur with a distinctive yellow crescent across the chest, and large round ears. Females can be dominant, and can usually be distinguished by the thicker ruff of fur around their necks. Highly intelligent, moon bears have a large vocabulary of sounds, including a pop-pop sound when they are startled or afraid. Distribution: Found throughout southern Asia, from Iran to Japan. Each bear can have a home territory of up to 13 kilometres. Habitat: Moon bears prefer heavily forested areas in hills and mountains, and are found in tropical rainforests and in temperate broadleaf and tropical monsoon forests. Diet: Moon bears are omnivorous and depending on season and location can eat acorns, beech nuts, cherries, bamboo shoots, leaves, grasses, grubs and
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Moon bear society: Moon bears are usually solitary except during the breeding season, though little is known about their reproductive behaviour. Reproduction: With a lifespan of around 30 years, bears mature by about three years of age. Mating usually takes place in late summer and the gestation period is around eight months. Females give birth in caves to twins in spring, which are weaned by 3½ months, but stay with their mother for two years. Source: www.animalsasia.org.
Story of the Moon Bear: Tieu Long
Hello! My name is Tieu Long. I am a moon bear from Viet Nam. Moon bears have shaggy, thick black fur with a yellow crescent across their chest and large round ears, just like me. We live in forests, high up in the mountains in Asia. We eat lots of fruit, nuts and plants and enjoy a worry-free and happy life.
I am going to tell you a special story. A long time ago, my brother and I were trapped and caught by poachers. They then sold us to a bear bile farm and forced us to live in a tiny cage. The cage was so small that I could not even stand up or move around. It was very dark and dirty on the farm and I was very frightened. Every day, the farmer came in to take the juice out of my tummy, known as bile. It was so painful! At night I dreamed of being free in the forest, but how could I ever escape? My cage was locked and I felt sick and weak.
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Story of the Sun Bear: Lamma
Sun bears are the smallest members of the bear family, with each weighing about 60 kilograms. They are easily recognized by their small ears, short, sleek black coats and golden crescents on their chest - just like a rising sun! Their home is in the lowland forests of Southeast Asia. Lamma’s family is gone: poachers killed her mother and Lamma became an orphan. She was alone in a cage for a long time, until she was rescued by an organization that helps bears. Some of my friends lost a leg in a horrible leg-hold trap when they were caught in the wild. Some had their teeth pulled out and some had no claws, as the farmer cut off the ends of their fingers. Life on a bear farm was terrible. Fortunately, I was one of the lucky bears rescued by an organization that protects animals and was taken to a rescue centre. There, a veterinary team took care of me. They gave me some milkshakes with medicine, fruit and a lot of love and care. Now I am sleeping in a basket and playing in a place with grass, trees to climb on, toys to play with and even a swimming pool! Check out this video of me at the Rescue Centre : https://www.youtube.com/watch?v=DHinmvsx_bI.
Photos and information provided by Animals Asia Foundation, Viet Nam.
The Asiatic Black Bear and Sun Bear Worksheets:
Name: __________________________
Class: __________________________
THE ASIATIC BLACK BEAR In this list are some of the words found in the Asiatic black bear fact sheet. Some of them you may already know, but others will be new to you. Using clues from reading the fact sheet or a dictionary, match the word with its definition. You can either cut out the boxes and arrange the word next to its definition or draw lines joining the correct pairs. WORD
DEFINITION
Destruction
To “sleep” for the winter
Gall bladder
Similar to a collar
Muzzle
To start a baby eating solid food
Ruff
Level
Nocturnal
Damage that makes something unusable
Elevation
Dead animal
To hibernate
Active during the night
To wean
A “sport” where bears are attacked by dogs
Invertebrate
An animal without a backbone
Carrion
Part of the body, attached to the liver, which stores bile
Bear baiting
Part of an animal that includes the mouth and nose area
Retrieved from: World Animal Protection, Animal Welfare Education Course, Teacher Activity Book 2 Primary School, By Stellan Von Reybekiel & Tul Suwannakit, p. 49.
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Activity 2: Paper recycling Name: _________________________________
Class: __________________________
THE SUN BEAR After reading the sun bear fact sheet, choose words from the box below to complete the following sentences. 1. The sun bear is the __________________ bear. 2. Sun bears get their name from the yellow __________________ on their chest. 3. Sun bears have a very __________________, __________________ tongue that can be used to lap up __________________ and __________________. 4. Sun bears live in tropical __________________, and spend much of their time high up in the __________________. 5. When on the ground, they search through the fallen __________________ for __________________. 6. Sun bears do not __________________ as food is available all year round. 8. Newborn __________________ are blind and __________________. 9. Sun bears’ favourite food is __________________. 10. The main threat to sun bears is the __________________ of the forest. 11. Young sun bears are captured to be used as __________________, and for the sale of their __________________ and __________________. long honey destruction paws
hibernate insects flexible trees pets
rainforest branches food crescent
Retrieved from: World Animal Protection, Animal Welfare Education Course, Teacher Activity Book 2 Primary School, By Stellan Von Reybekiel & Tul Suwannakit, p. 51.
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Objective of the activity: to introduce the concept of recycling waste and to teach students the importance of recycling. Description of the activity: In order to produce paper, trees are cut down and processed. In order to protect trees, it is therefore necessary to reduce the use of paper. In this activity, you and your students will recycle waste paper to make handmade paper that can be used again. Key messages for students: 1. Paper is made from trees and should therefore be treated as a valuable resource. 2. Wherever possible, the use of paper should be reduced in order to contribute to the protection of trees. 3. Waste materials can often be recycled into something useful. Materials needed: Old newspaper Very fine wire or plastic mesh Pieces of absorbent cloth Bucket or basin (rectangular shape, if possible) Wooden spoon Plastic bags Weights (or other objects such as books, plates or water bottle)
Instructions for the implementation of the activity: 1. Instruct students to tear up the old newspaper into small pieces and leave it to soak in a bucket of water over night. 2. Use the wooden spoon to separate the paper pulp by draining the excess water. 3. Pour the pulp into the rectangular basin and cover with an equal amount of water. 4. Cut the mesh or wire to the desired size of paper you want to make. It should be no bigger than the size of the basin. 5. Slide the mesh into the basin, under the pulp mix, and lift it out, covered in pulp. 6. Place a piece of paper on a clean surface. Put a sheet of absorbent cloth on the paper. Carefully flip the mesh onto the cloth, pulp-side down. 7. Press the mesh down firmly and carefully peel it off the pulp. Put another piece of absorbent cloth on top. Repeat steps 6 and 7 until all pulp is used. 8. After a couple of hours, you can take your homemade paper apart and spread the sheets out to dry. Recommendations for teachers: You can use the following ideas to make different kinds of paper. Try putting dried leaves between the layers to make patterns in the paper. Try making coloured paper by adding liquid dye made from plant materials, such as bark, fruit or petals. Try making scented paper by including a dash of perfume or essential oils such as lavender or mint.
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Activity 3: Tree planting event Objective of the activity: to guide students to learn about caring for trees and tree conservation. Description of the activity: With your entire school community, replant an area of the school as a contribution to local conservation efforts. As students take over responsibility for caring for the trees, a sense of stewardship for nature will be developed. It is important to ensure that students learn to care for the tree they planted for many years. Key messages for students: 1. Planting trees is a fun way to look after nature. 2. Nature needs to be handled carefully and responsibly. 3. Planting trees in your local area contributes to protecting biodiversity and combatting deforestation. Materials needed: Saplings or seeds of native plant species, such as those already growing in the area Grass cuttings, leaves or wood chips to serve as mulch Cane or stake and ties for supporting young saplings Shovels Gloves to protect your hands Water for irrigation
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Instructions for the implementation of the activity: Step 1: Prepare saplings for planting. 1. Explore your locality. Check with local authorities or community members who know about local trees and plants in order to identify the most suitable flora to plant. You will probably find a number of young plants close to parent trees or under shrubs and hedges. These have grown from root suckers or natural seed germination. A majority will die in the competition for light if they are not replanted and cared for. 2. Select native plant species, such as the wild native trees already growing in the vicinity. If you have permission from the landowner, you can dig out small seedlings. It is best to do this early on in the growth process, when the small seedlings have not developed deep roots yet. 3. When you are ready to plant your seedlings, make sure you have a natural mix of species. You are most likely to be successful if you plant small saplings less than 1.5 metres in height and ensure that they are not planted too close together. 4. Prepare the ground by working the soil and removing large stones. 5. Keep the exposed tree roots damp until they are planted.
6. Dig a hole deep enough to cover the seedlings' roots. 7. Spread out the roots and secure them with fresh earth and soil. Do not add soil above the seedling's previous soil line. 8. Put in a cane or stake on the side facing the wind and secure the seedling to it with a tie, which can be made from an old tire tube or cloth string. Allow the tip to move freely in the wind. This is important as it helps build the tree's strength against strong winds. 9. Use grass cuttings, leaves or wood chippings as mulch to preserve moisture and reduce weeds. Source: UNEP-UNESCO Environmental Activities for Primary Schools
Activity 4: Air pollution experiment Objective of the activity: to help students understand that while air pollution is not always visible, it can still present a major risk to biodiversity, including humans.
Key messages for students: 1. We are surrounded by air, which we need to breathe in order to survive. 2. Fire produces smoke, which pollutes our air, however, not all air pollution is visible Materials needed: Candle and matches or a lighter Glass Instructions for the implementation of the activity: 1. Light the candle using the matches or lighter. 2. Cover the candle with a glass until the smoke blackens the inside of the glass. Make sure the candle does not go out and remember to be careful when handling hot objects! 3. Discuss the implications of not being able to see air pollution with your students and why it is important to be conscious of even the non-visible effects that human activity can have on the environment.
Description of the activity: Using an experiment, you will show your students that burning materials has an impact on air quality, whether the effects are directly observable or not
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Activity 5: Classifying waste: biodegradable versus non-biodegradable
3. By reducing, reusing and recycling waste, our environmental impact can be reduced. Materials needed:
Biodiversity conservation
Objective of the activity: to identify the differences between biodegradable and non-biodegradable waste. Description of the activity: Everything we consume generates waste, some of which is biodegradable, meaning that it can be1.slowly destroyed and broken down into very small parts by nature. On the other hand, non-biodegradable waste cannot be processed by nature and therefore needs to be stored and managed effectively and in an environmentally-friendly way. Use the information provided in the previous sections
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to explain what biodegradable and non-biodegradable waste is. Students will be given a set of rubbish and will then use their knowledge to classify the rubbish as biodegradable or non-biodegradable waste. Key messages for students: 1. Some forms of waste can be broken down by nature, while others cannot. 2. Non-biodegradable waste needs to be processed in an environmentally-friendly manner. Untreated waste is harmful to the environment.
Black or whiteboard Examples of rubbish for each group: Can Plastic bag Old shoe Sheet of paper Fruit waste, such as a banana peel Glass bottle Milk or drink carton A piece of fishing line Plastic bottle Old towel or cloth Batteries A handful of dried leaves Instructions for the implementation of the activity: 1. Divide the class into small groups. 2. Distribute one set of rubbish to each group. 3. Ask students to put the items in order based on the amount of time is takes for them to biodegrade, from the shortest amount of time to the longest. 4. Give the students five minutes to decide on the order. 5. Ask each group to share their results by forming a line and holding up the items in order of time it takes to biodegrade. 6. At the end of the activity, provide students with the correct answers of how long each item takes to biodegrade:
Can: 80 to 500 years Plastic bag: 10 to 20 years Old shoe: 60 to 80 years Sheet of paper: 2 to 5 months Fruit waste, such as a banana peel: 1 to 6 weeks Glass bottle: 1 million years Milk or drink carton: 5 years A piece of fishing line: 600 years Plastic bottle: 1 million years Old towel or cloth: 1 to 5 months Batteries: 100 years A handful of dried leaves: 3 or more months 7. Discuss the implications of these timespans with your students, with a particular focus on what happens to these items when we throw them away. Use the information provided in the sections above as a basis for your discussions. 8. Make sure your students understand the concept and importance of reducing, reusing and recycling waste. Source: adapted from WSPA Asia Pacific. Animal Welfare Education Course, Activity Book 1, 2014, p33-34.
Activity 6: Craft projects using recycled waste Objective of the activity: to motivate and encourage students to recycle waste in creative and innovative ways. Description of the activity: This activity is composed of two craft projects that aim to instil a creative approach to recycling waste in your students. Students will produce
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flower pots made from plastic bottles and a pencil holder made from tin cans. Key messages for students: 1. Items that would often be thrown away can be repurposed into something new and useful. 2. We can use our creativity to help us change the way we think about challenges like reusing and repurposing waste and come up with innovative solutions Materials needed: Empty plastic bottles and tin cans Warm water and soap Old newspapers Glue Paint and paintbrushes or coloured pens Scissors Wire or string to hang up flower pots Instructions for the implementation of the activity:
To create a pencil holder
Instructions for the implementation of the activity:
Activity 8: The Cat Ba langur
1. Remove sharp edges from the cans before your students begin the activity. 2. Paste the old newspaper onto the tins and paint them once the glue is dry. 3. Use the cans to store pencils and other school materials.
1. Ask your students to discuss ways of protecting biodiversity at the local, national and global level. 2. Write your students’ ideas on the board. 3. You can use the following examples of conservation activities to guide the discussion:
Objective of the activity: : to increase students’ understanding of endemic and endangered species in Viet Nam and the need to protect the Cat Ba langur.
Recommendation for teachers: Try to think of other creative projects you can do with your class using recycled rubbish. Use examples of nature as your inspiration for decorating your craft items!
Research endangered or threatened species in your local area. Write a public letter to explain why we must protect endangered species in Viet Nam. Design posters and have them posted in schools and community centres. Encourage people to stop hunting and consuming endangered wildlife, as well as purchasing wildlife products. Respect nature and do not disturb habitats unnecessarily. Do something today and every day to protect our environment and keep it clean. Dispose of garbage properly – do not litter. Do not destroy plants or hurt trees. Do not catch birds from nature. Motivate yourself and others to observe and enjoy nature. Talk to neighbours and people in the community about keeping the environment clean and not throwing plastic bags or garbage in the rivers and along the roads. Do not light fires in or near forests
Activity 7: Class discussion on biodiversity conservation Objective of the activity: to identify practical ways to support biodiversity conservation efforts
Clean the plastic bottles and tin cans using warm water and soap.
Description of the activity: As a class, discuss ways you and your students can contribute to biodiversity conservation in your community, Viet Nam and around the world.
To create a flower pot
Key messages for students:
1. Using scissors, help your students cut off the top off of the plastic bottles and poke drainage holes in the bottoms of the bottles in order to make the pots. 2. Paste the old newspaper onto the pots and paint the paper once the glue is dry. 3. Fill the pots with soil and plant seeds or seedlings inside
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1. Practical actions can contribute to biodiversity conservation. 2. As an individual, you can make a difference in shaping the future of biodiversity. Materials needed: Black or whiteboard contributions
to
note
students'
Description of the activity: By sharing stories about the Cat Ba langur, adapted to different grade levels, you can engage your students in discussions about the need to protect endemic and endangered species in Viet Nam. Key messages for students: 1. The Cat Ba langur is a unique species that we should take care of. It belongs to all the Vietnamese people who should be proud and promote its care. 2. We need to take action to protect endangered species. Materials needed: Stories provided at the end of this activity Instructions for the implementation of the activity: 1. Read and share the stories about the Cat Ba langur with your students. 2. Explain the concept of endangered species to your students and have a class discussion about what can be done to protect the langurs. 3. Encourage students to take action by promoting an activity that can be undertaken by the school, such as:
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Hosting a talk with parents or community members to share information on the Cat Ba langur; Writing a letter to the media to share a story on the importance of the Cat Ba langur for the Vietnamese people; Making puppets (especially out of recyclable or repurposed materials) and putting on a puppet show to tell stories about the langur. The Cat Ba langur: text for primary school grades one through three. “Hello, my name is Lanh, and I am a young langur from Cat Ba Island. Do you like my beautiful orange fur? Soon my fur will turn dark brown-black and only my head and shoulders will stay golden, yellow and white. My family is proud of our very long tails that are much longer than our bodies (with a tail length of about 85 centimetres and a body length of 53 centimetres in adults). Our long tails help us balance when climbing. We can climb up and down jagged limestone cliffs and jump gracefully from branch to branch. When I am fully grown, I will weigh 10 kilograms. Langurs live together as a large family. During the day, our parents search for food, like leaves and flowers, but us young ones just play. At night, we sleep inside caves on the cliff. I am breastfed by my mother, but when I grow up I will eat leaves. Sometimes we also eat fresh shoots, flowers, bark and fruit. People sometimes hunt and kill us. But today we have friends, called rangers, who try to protect us from harm.
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Photo Credit: Neahga Leonard, Cat Ba Langur Conservation Project.
The Cat Ba langur: text for primary school grades four through five. My home on Cat Ba Island is renowned worldwide for its spectacular natural beauty, clean air, precious marine island resources and unique wild animals and plants: some of which are found nowhere else in the world! How proud we should be of our homeland! Cat Ba Island is home to unique and beautiful animal species, including the Cat Ba langur. The name itself brings us great pride, as it bears the name of the island where we were born and raised. Cat Ba langurs are clever and fun to watch. Previously, we were often spotted romping around in groups and eating leaves, flowers and fruits in the forest. Not long ago, there were more than 2,500 Cat Ba langurs on our island. However, due to humans' demands, there are as few as 50 Cat Ba langurs alive today. People
have become excellent marksmen and hunters, and this has brought the Cat Ba langur to the brink of extinction. Langurs are mainly poached for traditional medicine known as “monkey balm”. In pursuit of material benefits, mankind has neglected our beautiful species, unique to our island and cherished by people the world over.
When humans destroy mangroves, we cannot cross over to smaller islands or get back to our families.
Our surrounding environment is being polluted on a daily basis. The average global temperature has increased, while ecosystems have decreased in diversity. Many fellow species have disappeared altogether.
If humans continue to defy nature's needs, then they can no longer consider nature a friend.
The Cat Ba langur, a symbol of Viet Nam's rich biodiversity and natural beauty, relies on the friendship and actions of humans to protect our existence.
The Cat Ba langur, a symbol of Viet Nam's rich biodiversity and natural beauty, relies on the friendship and actions of humans to protect our existence.
Interview with a golden-headed langur (Trachypithecus poliocephalus) protector by a student from the secondary school of Cat Ba town. “I am very concerned about the langurs as not a few people are daily found to hunt this rare species causing them to be in danger of extinction.” The statement shows the anxiety of Mr Vu Duc Tang, a langur protector on Cat Ba island, in his friendly talk with the group members of the sub-project “Protection of Cat Ba golden headed langurs” Student group: Could you please let us know when and in which circumstance did you start your work as a langur protector? Mr Tang: in 1995, my work was involved in pond farming. I found it interesting to see this langur species. Then, this species was easily found and observed in a high number. Once, I saw with my own eyes that a mother langur was shot. It fell down and was seriously hurt with its baby clinging to its body. The hunters quickly reached the langur and tried to separate the baby langur from its mother in spite of the baby’s yell with bitterness. How
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poor they were! Not long after this witness, I accepted the invitation to the sub-project of langur protection, working as a langur protector. Student group: Could you please give us some more information on this langur species? Mr Tang: In the past, langurs liked to live close to humans; they were in a large quantity and therefore easily found. However, since rubber guns were used for hunting langurs, they have been scared and hid themselves in caves. This species is presently very limited in number, being only 65-70 individuals found. Some herds of langurs are extinct or in danger of extinction like the herd of langurs in Quai To: only one individual is present (previously 20-30 individuals were found). Student group: In your opinion, what is the main cause of a decrease in the number of langur individuals? Mr Tang: Langurs are not easily killed in a natural environment. The leading langur has been so far living for 11 years. The main cause of the decrease is indiscriminate hunting of this species by men. Student group: Could you please let us know the figure for the individual number of the langur herd you are in charge of protection? Each year, how many babies can a mother langur produce?
Mr Tang: It can be said that I am fairly close to them. I can get access to them at a distance of 30 m and I can take a picture of a baby langur. I myself dug holes for water in the forest so that the langurs can get water there. They do not get away from me. Nevertheless, I am greatly concerned about the fact that not a few people try to hunt them resulting in the danger of their extinction. I am afraid that these people imitate what I have done (my hobbies, actions) to fool them. This is quite dangerous. Student group: Have you received support from your family as you are involved in this work? Mr Tang: In general, my whole family supports me in this regard because they know the significance of my present job. I am happy about that. Student group: What is your advice to be sent to every one? Mr Tang: I wish that everyone would be aware of protecting this langur species; they should not be destroyed just for personal benefits. You – school students- should contribute to disseminating information on the importance of langur protection for better awareness and proper actions. Student group: We would like to thank you for the talk. We wish you good health, happiness and further contribution to the conservation and development of Cat Ba langurs. Stories provided by Cat Ba Langur Conservation Project
Mr Tang: The herd includes 17 individuals. Each year, 2-3 individuals are produced; however, they do not grow in number due to hunting activities. Student group: What is the relation between you and the langur herd? How is your love for them?
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Activity 9: Humans’ and animals' needs Objective of the activity: to recognize and understand that animals and humans share a number of needs in order to survive. Description of the activity: In groups, identify the needs of animals and humans that are required in order to lead a healthy and happy life. Key messages for students: 1. Animals and humans have needs that need to be fulfilled in order to ensure their survival. 2. Animals and humans share a number of these needs. Materials needed: Large sheets of paper Pens or pencils Instructions for the implementation of the activity: 1. Divide your class into two or more groups, based on the size of your class. One group will develop the needs of animals and the other, the needs of humans. 2. Ask each group to identify the needs that need to be fulfilled in order to ensure survival. Use the following suggestions to provide guidance to your students, if necessary: food water air shelter and habitat space to move around
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3. Ask each group to think about what is necessary in addition to these basic needs to lead a happy life. Clarify that this should not include material things. Examples are: exercise play time mental stimulation, such as learning 4. Each group should present their results. In a class discussion, clarify the commonality and differences between the needs of humans and animals. You can also discuss the needs of animals that are provided by humans, in the case of domesticated animals and pets, and the needs of humans that are provided by animals, such as for food and companionship. Activity 10: Be a responsible animal/pet owner Objective of the activity: to understand the needs of pets and the requirements of being a responsible pet owner. Description of the activity: Pets have a number of needs, which pet owners are responsible for meeting. In this activity, students will identify and discuss the needs of pets, using the example of pet dogs. Key messages for students: 1. Pets need to be taken care of in a loving and responsible way. 2. Owning a pet comes with many responsibilities
Instructions for the implementation of the activity:
What my dog needs worksheet: Circle the items you would need to care for your dog.
1. Begin the activity by asking your students questions about pets and inviting them to guess what is in your imaginary pet or dog care bag, a bag that contains everything a pet might need. Below are some suggested questions that you can use to guide the discussion with your students: “Who has a pet at home?” “Who has a dog?” “Who has a cat?” “Look! Here I have a bag with everything you need to be a good pet owner so that your pet is healthy and happy. Can anyone guess what should be inside? What do pets need to be happy and healthy?” 2. For each object students propose, ask the group: “Why does your pet need this?” “What might happen if you do not use this?” 3. Supplement the discussion by providing your students with guidance or more details on why a specific item is important. 4. Finally, ask students to complete the following worksheet to reinforce what they have learned and discussed. Building upon the exercise, you can also discuss particular needs of other pets, such as cats or birds, and how they differ.
Materials needed: What My Dog Needs worksheet Pens or pencils
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The correct answers are:
Dogs love to chew on bones. Make sure to give them adequate bones that do not splinter or break
Dogs need love and affection
Activity 11: Free range and industrial farming
Dogs love a ball to play with
Dogs need vaccinating against rabies
Dogs need exercise daily Dogs need a place to rest protected from the sun and the rain
Dogs need to be treated against fleas and worms
Objective of the activity: to understand the difference between free range and industrial farming and to recognize that animals have needs. Description of the activity: This interactive activity will help your students understand how animals are treated on different types of farms. Use the information from the previous sections to teach your students about farm animal behaviour as well as free range and industrial farming techniques. Your students will be separated into two groups, representing free range and industrial farming, and act out the differences between the two. Key messages for students: 1. Some farming methods do not meet the basic needs of animals, meaning that animals cannot lead healthy and happy lives. 2. We should look after animals carefully and responsibly since they are extremely important to us. Materials needed:
Dogs need to interact with other dogs
Space to move around, in the classroom or outside Dogs need to be groomed. Use a comb to brush your dog’s fur
Instructions for the implementation of the activity: 1. Split the class into two groups.
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2. Ask each group to consider how cows, ducks, pigs and chicken act. Each group should identify four kinds of behaviour for each animal. Use the following behaviours for guidance, if necessary, or let your students develop their own: - Pig: Graze Take care of piglets Dig Roll in the mud - Chicken: Stretch their wings Peck the ground Bathe in dust Lay eggs - Cow: Moo Swing their tails Take care of calves Graze - Duck: Swim Dive Quack Search for worms 3. Each group should agree upon one action to represent each animal behaviour and be able to act it out. 4. Explain that one group represents animals held at industrial farms and the other represents free range farms. If necessary, use the information provided in previous sections and in your lessons to remind your students of the different conditions.
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Course Review 5. Explain that free range animals will be able to act out their behaviours freely, while industrially farmed animals will be limited in their behaviours by the conditions they are kept in. 6. Present each behaviour individually, such as 'chickens bathe in dust'. The group representing free range farming should act out the behaviour, while the group representing industrial farming should shout 'no, no, no' if they think their animal cannot use this behaviour. 7. At the end of the activity, ask each group how they feel. Identify which kind of farming allows animals to exhibit their natural behaviour and which one limits animals. Activity 12: Discussion on animal welfare Objective of the activity: to identify the responsibilities humans have to the animals they keep Description of the activity: When we keep animals, either as farm animals or as pets, we are responsible for ensuring their needs are met. In a class discussion, you and your students will identify the different responsibilities we have when we keep animals Key messages for students: 1. Owning animals means we are responsible for meeting their needs. 2. Ensuring animals are happy and healthy is a contribution to biodiversity conservation. 3. Animals should not be mistreated.
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Materials needed: Black or whiteboard or paper to note students' contributions Instructions for the implementation of the activity: Ask your students to share their ideas on the responsibilities humans have in looking after animals. Be sure to encourage your students to speak up and be creative, however, you can use the following points for guidance: Take care of your animals and never abandon them. Be responsible for the health of animals in your care. Provide your pets and farm animals with the correct type and amount of food and water as best as you can. Give your pets and farm animals space to move. Provide shelter from sun and rain. Play and exercise with your pets. Do not keep wild animals as pets. Recognize the important role wild animals play in nature and respect their need to live freely and in their natural habitat. Take care of the environment. Do not litter. Do not remove animal or plant species from their ecosystems.
It is important to be able to identify and analyse the main drivers of biodiversity loss so as to prevent the unsustainable use of resources, which causes overexploitation and puts pressure on biodiversity, impacting the lives of species, humans and our environment. Natural phenomena and human activities contribute to biodiversity loss, some of which include invasive alien species, habitat loss, overexploitation, wildlife poaching and trafficking, industrial production and pollution. Invasive alien species can sometimes disrupt entire ecosystems and even inflict irreversible damage on populations of native species. Invasive alien species pose as serious of a risk to Viet Nam’s native biodiversity as river pollution or deforestation. Climate change can cause intense weather events such as hurricanes, floods, heat waves, droughts and even cold spells. These extreme weather events, in turn, cause tremendous damage to plants, animals and entire ecosystems. Habitat loss can be caused by natural phenomenon such droughts, disease, fire, earthquakes, and even slight changes in seasonal temperature or rainfall. However, the main drivers of habitat destruction are changes in land use through human activities such as agriculture, aquaculture, urbanisation and tourism. These human activities, when practiced intensively, overexploit the Earth’s resources and have a direct impact on the environment.
There are many different types of pollution including air pollution, water pollution and soil pollution, all of which pose a dangerous threat to biodiversity. Biodiversity is threatened by practices of illegal poaching and trade in animal products. According to Viet Nam’s Red List 2014 data, 529 species of wild animals and plants in Viet Nam are threatened with extinction and at least 10 have become extinct between 1996 and 2007. Most threats to biodiversity are also threats to ecosystems as a whole. This has a direct impact on our lives, since ecosystems provide basic services and are the foundation for our security, resilience and health. Millions of people around the world depend on forests for hunting, medicine, products such as rubber and rattan, and small-scale agriculture. Teaching your students about endangered species can be an engaging way to introduce them to biodiversity conservation. Empathy towards other living beings is an ethical value that can be nurtured from a very young age in the classroom. Bioliteracy is not only about being committed to protecting endangered species and balancing our ecological footprint. Fostering bioliterate attitudes begins with changing the way we view all animals under our stewardship.
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Answer keys Here you can find the quizzes for this course with their corresponding answers in bold and some explanations.
Quiz 2
Quiz 1
1. Have you ever seen a golden apple snail? Let us take a moment to test our understanding of the story about the golden apple snail: 1. Why were golden apple snails introduced in Viet Nam? a. There was an epidemic b. For Vietnamese consumption c. They were illegally introduced by traders d. b and c Golden apple snails were introduced for establishing an escargot industry for human consumption. As the local diet was based on rice, which contains little protein, snails, being high in protein, would supplement the diet of the local people.
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2. Golden apple snails spread fast because: a. They reproduce quickly b. They have a very high adaptability to different habitats c. Hazards help them to spread d. All the above A single female snail can lay up to 500 eggs per week. They grow fast and are very adaptable. They are known to survive droughts, storms and heavy rains, and are also able to live underwater. These factors make golden apple snails an almost unstoppable epidemic.
a. Yes
b. No
2. Where can they be seen? a. In rice fields. b. In freshwater ponds, streams or rivers. c. In the food markets. d. All of the above. The natural habitats of golden apple snails are freshwater ponds, streams or rivers. They can also be found in rice fields, like in Ca Tien, as they eat rice seedlings. Unaware of the risks involved by introducing these snails into an alien ecosystem, many people import this non-naïve species in Viet Nam to sell them in restaurants and markets, releasing after the snails that were not sold in local ponds and rivers.
3. What is the most effective way to control the golden apple snail? a. Introduce catfish or carp to the rice paddy. b. Using Peking ducklings. c. Removing the snails and eggs by hand. d. All of the above Some fish eat the snails and can help reduce their numbers, but removing them by hand is more effective and does not alter the balance of the ecosystem by introducing other species.
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Quiz 4
Quiz 3
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1. Sun bears get their name because... a. They like to lie under the sun b. They have a white or yellow V-shaped crescent on the chest c. They have an orange U-shaped crescent on the chest
3. Moon bears eat all of the following except... a. Honey b. Fruit c. Insects d. Small animals (such as mice and birds) e. Deer
Sun bears get their name from the orange U-shaped crescent on their chest, while moon bears have a white or light yellow V-shaped crescent that looks like a moon.
Moon bears are omnivores, which means they eat insects and small animals like mice and birds, and plants in addition to honey, fruits, nuts and vegetables.
2. Moon bears are also known as... a. Asiatic black bears b. Curly bears c. Grizzly bears
4. Sun and moon bears are endangered species a. True b. False c. Only the moon bear
Their scientific name is Ursus selenarctos thibetanus. They are better known as moon bears, Asiatic black bears or sometimes Himalayan black bears.
There used to be plenty of sun and moon bears across Asia, but both bears are now in desperate need of help.
1. True or False: Bear bile can be replaced by synthetic materials and herbs. a. True b. False
5. True or false: One person can make a difference in the lives of animals in Asia. a. True b. False
Bear bile can easily be replaced by over 45 different combinations of herbs! This means that humans have absolutely no need to hurt bears in order to use their bile.
Here are some ways you can make a difference: - Promote the protection of the forest to preserve the habitat of bears and other wild animals. - Do not use bear bile, and encourage your family and friends to choose herbal alternatives to bear bile. - Do not tease bears or any other wild animals when visiting parks or zoos. - Report wild animal trafficking or the destruction of forests to agencies like the Forest Protection Department or Environment Police.
2. True or False: Bears often require a lot of surgery when they first come to the rescue centre. a. True b. False Bears often arrive at the rescue centre in a bad state, often after spending a lifetime imprisoned in a tiny cage on a bear farm. Once they recover, they happily play in the bamboo forest with their other bear friends!
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Quiz 5
1. Match the rhino species with their distribution 1. Javan Rhino a. Africa 2. Black Rhino b. Indonesia and Malaysia 3. Sumatran Rhino c. Indonesia 2. How many Javan rinos are still found in Viet Nam? a. 20,160 individuals b. Around 50 individuals c. None, they are extinct 3. What is the main threat to rhinos? a. Habitat loss b. Poaching c. Climate change 4. Can rhino horn cure diseases and make people healthy? a. Yes, it’s an expensive natural medicine that cures diseases b. It can help reduce fevers but not cure diseases c. No, it cannot. Rhino horn has the same medicinal properties as your fingernails 5. What can you do to stop illegal trade in Rhino horn? a. Do not use or buy rhino horn and rhino horn products b.Notify the authorities if you see or know anyone buying and using rhino horn c. There is nothing I can do to help
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Quiz 6 1. How does the wild Asian elephant contribute to Viet Nam? a. Helps seeds to spread throughout forest ecosystems after germinating in its digestive tract. b. Provides a symbol for sustainable tourism and interest in nature conservation for Viet Nam. c. Creates clearings and gaps in the forest canopy that encourage tree regeneration and influence forest composition and density. d. Reduces bush cover to create a good environment for browsing and grazing animals. e. All of the above.
Quiz 7
1. Which of the following human actions or behaviours threaten healthy biodiversity and the availability of clean drinking water? a. Rapid urbanization. b. Intensive agriculture and the misuse of fertilizers and pesticides. c. Poor waste disposal. d. Degradation of land. e. All of the above. 2. True or false: In most parts of the world, women and girls are responsible for collecting water for cooking, cleaning, health and hygiene, and agricultural purposes.
2. What can people do to protect wild Asian elephants? a. Capture elephants and put them in the zoo. b. Buy ivory products. c. Support all efforts to promote conservation of forests and natural habitats of elephants.
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The Asiatic Black Bear and Sun Bear Worksheets:
Name: __________________________
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Class: __________________________
Name: _________________________________
Class: __________________________
THE ASIATIC BLACK BEAR
THE SUN BEAR
In this list are some of the words found in the Asiatic black bear fact sheet. Some of them you may already know, but others will be new to you. Using clues from reading the fact sheet or a dictionary, match the word with its definition. You can either cut out the boxes and arrange the word next to its definition or draw lines joining the correct pairs.
After reading the sun bear fact sheet, choose words from the box below to complete the following sentences.
WORD
DEFINITION
Destruction
To “sleep” for the winter
Gall bladder
Similar to a collar
Muzzle
To start a baby eating solid food
Ruff
Level
Nocturnal
Damage that makes something unusable
Elevation
Dead animal
To hibernate
Active during the night
To wean
A “sport” where bears are attacked by dogs
Invertebrate
An animal without a backbone
Carrion
Part of the body, attached to the liver, which stores bile
Bear baiting
Part of an animal that includes the mouth and nose area
1. The sun bear is the ___smallest___ bear. 2. Sun bears get their name from the yellow ____crescent___ on their chest. 3. Sun bears have a very ___long___, ___flexible___ tongue that can be used to lap up __honey___ and ___insects___. 4. Sun bears live in tropical ___rainforests____, and spend much of their time high up in the __trees___. 5. When on the ground, they search through the fallen ___branches____ for ___food____. 6. Sun bears do not ___hibernate___ as food is available all year round. 7. Sun bears’ favourite food is __insects___. 8. The main threat to sun bears is the ___destruction___ of the forest. 9. Young sun bears are captured to be used as ___pets___, and for the sale of their ___paws____ and ___gall bladders____. long honey destruction paws smallest
hibernate insects flexible trees pets
rainforest branches food crescent gall bladders
Retrieved from: World Animal Protection, Animal Welfare Education Course, Teacher Activity Book 2 Primary School, By Stellan Von Reybekiel & Tul
Retrieved from: World Animal Protection, Animal Welfare Education Course, Teacher Activity Book 2 Primary School, By Stellan Von Reybekiel & Tul
Suwannakit, p. 49.
Suwannakit, p. 51.
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Glossary Alien species are non-native species introduced into a new ecosystem, either deliberately or accidentally. When they disrupt entire ecosystems and even inflict irreversible damage on populations of native species they are referred to as alien invasive species. Atmosphere refers to the layers of gases that surround our planet. Biological diversity or “biodiversity” is the variability among living organisms from all sources including terrestrial, marine and other aquatic ecosystems and the ecological complexes of which they are part of; this includes diversity within species, between species and of ecosystems. Climate change is a change in climate attributed directly or indirectly to human activity that alters the composition of the global atmosphere in addition to the natural climate variability observed over comparable time periods. Ecosystem refers to a physical environment and all biodiversity that lives within it. This community, formed by the interaction between all the living and non-living components (such as geographic and climatic characteristics) in this environment, is what we refer to as an ecosystem.
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Endangered species are species considered to be at risk of extinction, meaning that there are so few left of their kind that they could disappear from the planet altogether. Endangered species are threatened by factors such as habitat loss, hunting, disease and climate change, and usually, endangered species, have a declining population or a very limited range. Extinction is the process by which an animal or plant species ceases to exist due to all the members of the population dying. Extreme weather events are rare weather phenomena in a specific place. They can be divided into three categories: extreme weather factors (rainfall, air and temperature), critical weather elements, or phenomena such as storms, floods and droughts. Food security are the conditions related to people's physical and economic access to food that meets their dietary needs. Greenhouse effect is the atmospheric warming of the Earth's temperature by trapping solar radiation. Greenhouse gases trap solar radiation in the atmosphere, thus driving the greenhouse effect.
Habitat refers to the natural environment where an animal or plant species lives.
Poaching is the illegal hunting, killing or capturing of wild animal species.
Overexploitation refers to the harvesting of natural resources to the point of surpassing the resources’ capacity to recover and renew itself. Overexploitation is a problem in mass-scale fishing, hunting and the extraction of raw materials such as wood from forests.
Pollution is the act of contaminating air, water or the soil with harmful or poisonous substances. Predators are animal species that feed on other animals.
References Credit
Title of the audio-visual/text material
Administration of Forestry, Viet Nam.
Primatology in Viet Nam
Animals Asia Foundation
Information on the bear bile trade Sun and moon bear stories and photos Animals Asia and Viet Nam’s Traditional Medicine Association. Herbal Alternatives to Bear Bile Handbook “All About Bears” Factsheet
Ba Ria - Vung Tau newspaper
Mimosa pigra: A harmful tree that needs to be eliminated
Lam Dong newspaper
Golden apple snail problem.
Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES)
Introduction to CITES power point
Food and Agriculture Organization (FAO)
Image: Vietnamese people hand-picking golden apple snails (2008) Biodiversity for Food and Agriculture: Contributing to food security and sustainability in a changing world (2011) P.N. Hong Reforestation of mangroves after severe impacts of herbicides during the Viet Nam war: the case of Can Gio
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Credit
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Food and Agriculture Organization (FAO), Plant Production and Protection Division (AGP)
Agriculture and soil biodiversity
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Mimosa pigra photographs
Credit
Last chance to save Saola from extinction Amazing Species: Giant Pangasius Amazing Species: Siamese Crocodile Journal of the African Elephant, African Rhino and Asian Rhino Specialist Groups, No. 55, January-June 2014. Species of the Day: Asian Elephant Shinisaurus crocodilurus Amazing Species: Sunda Pangolin Amazing Species: Rhacophorus vampyrus Amazing Species: Loggerhead Amazing Species: Dugong Amazing Species: Giant River Prawn “Mangrove forests in worldwide decline”
Details of the Mimosa pigra in Tram Chim National Park World Wildlife Foundation (WWF) Viet Nam
Humane Society International
Impact of habitat loss on species Farming: Habitat conversion and loss Unsustainable fishing Unsustainable and illegal wildlife trade Threats: wildlife over-exploitation Illegal logging Deforestation Threats: Deforestation Elephant African Elephant Asian Elephant Threats to African Elephants “I’m a Little Rhino” storybook and illustrations Animations and images of the Cat Ba langur and the Little Rhino
International Union for Conservation of Nature (IUCN)
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McGinley, Mark, The Encyclopedia of Earth (2014)
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The Delacour’s langur: Trachypithecus poliocephalus Amazing species: Javan Rhinoceros, Black Rhinoceros, Sumatran Rhinoceros Species of the Day: Saola
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Title of the audio-visual/text material
Credit National Aeronautics and Space Administration (NASA)
Leonard, Neahga, Cat Ba Langur Conservation Project
Climate Kids, NASA’s Eyes on the Earth: Birds and climate change
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“The Mapgie’s Nest”
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“Gull”
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“The Vanished Forest”
Generation)
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Secretariat of the Convention on Biological Diversity
Report on the High Level Panel on Global Assessment of Resources for Implementing the Strategic Plan for Biodiversity 2011-2020
General Statistics Office Of Vietnam
Statistics on urban populations
Stijn A. I. Ghesquiere
The Biodiversity Group
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Credit UNData, United Nations Statistics Division
Definition of pollution
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10 FAQs on Biodiversity Additional photos and images provided by UNESCO Viet Nam “Why are we losing biodiversity? Over-exploitation and pollution” exhibition panel Definition of air and water pollution
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Transnational Organized Crime Threat Assessment – East Asia and the Pacific. “Chapter 7: The illegal wildlife trade in East Asia and the Pacific”
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Title of the audio-visual/text material
Viet Bao
Thủ tướng yêu cầu nghiên cứu và xử lý cây mai dương, June 2001
Viet Nam News
“Phu Quoc coral starts to bleach”, June 2012
World Animal Protection (WAP)
Animal Welfare Education Course – Teacher Activity Book 1 Primary Schools Animal Welfare Education Course – Teacher Activity Book 2 Primary Schools
U.S. State Department
Case study: Golden apple snail
This series for teachers and educators on Biodiversity Conservation and Restoration: Living in Harmony with Nature has been produced with the contributions of the following organizations and individuals: The Ministry of Education and Training of Viet Nam Department of Science, Technology and Environment Department of Facilities, School Equipment and Children’s Toys Department of Teachers and Educational Administrators Primary Education Department Continuing Education Department Department of Education and Training of Thua Thien-Hue Province Five piloting schools in Thua Thien-Hue Province: Thanh Toan Primary School, Huong Vinh Primary School, Phu Mau Primary School, Quang Loi Primary School and Huong Long Primary School The United Nations Educational, Scientific and Cultural Organization (UNESCO) Division for Teaching, Learning and Content Division of Education for Peace and Sustainable Development Section of Education for Sustainable Development Regional Bureau for Education in Asia and the Pacific in Bangkok Regional Bureau for Science in Asia and the Pacific in Jakarta The Intersectoral Education for Sustainable Development Initiative Team of the UNESCO Office in Viet Nam International Consultant Alvaro Antonio Cedeño-Molinari International Consultant Robert Wild International Consultant Amanda Toye Dr. Dong Thanh Hai, Deputy Dean of the Post Graduate Department of the Viet Nam Forestry University Dr. Bui Phuong Nga, Expert in Curriculum Development Bui Thanh Xuan M.Ed., Head of General Research Department of the Research Centre for Non-formal Education and Researcher at the Viet Nam Institute of Educational Sciences/MOET Live and Learn Environmental Education Viet Nam The Viet Nam Man and the Biosphere Programme Primary Education Department of the Ha Noi National University of Education Viet Nam National Institute of Educational Sciences United Nations Environment Programme World Animal Protection Humane Society International Animals Asia Foundation The Convention on International Trade in Endangered Species of Wild Fauna and Flora
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Ha Noi Open University MCMS International L’Agence de Medecine Preventive (AMP) INOVAE PUBLISHER donated by INOVAE SAS Samsung Global
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