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close this bookEnvironmental Education in the Schools (Peace Corps, 1993)
close this folderActivities, activities and more activities
View the document(introduction...)
View the documentUsing the senses
View the documentAdopt-a-tree
View the documentDuplication
View the documentMusic/rap/dance/drama
View the documentGarbage shuffle
View the documentThe rain forest revue
View the documentThe all new water review
View the documentOriginal skit
View the documentBotswana adaptation
View the documentA conservation drama - Trouble in Tikonkowo
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View the documentRole plays and other simulations
View the documentThe commons dilemma
View the documentKey mangrove: A system in conflict
View the documentChange in a mangrove ecosystem
View the documentKey mangrove: A conflict of interests
View the documentPoints of view
View the documentMining on the moon
View the documentMining on the moon: Part 1
View the documentMining on the moon: Part 2
View the documentThe reading and writing connection
View the documentFolk stories
View the documentSelected quotes
View the documentA heated controversy
View the documentA heated controversy: Part 1
View the documentA heated controversy: Part 2
View the documentAn environmental education tool - The creative journal
View the documentCubatao: New life in the Valley of Death
View the documentA letter from the village health worker - Clean water for elemit
View the documentLife without oil
View the documentPoetry
View the documentAway with waste!
View the documentAway on the bay
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View the documentShades of meaning
View the documentPoetry trail
View the documentPoetry trail activity sheet
View the documentCartoons, fantasy, and creative
View the documentThe rare scare
View the documentCartoons and headlines
View the documentHoley ozone!
View the documentGuided imagery
View the documentFlight of fantasy
View the documentRiparian retreat
View the documentWater wings
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View the documentOur watery world
View the documentKeep on truckin'
View the documentHow do polyps build reefs?
View the documentInvestigations and experiments
View the documentAcid tests
View the documentAcid demonstrations: Part I
View the documentAcid demonstrations: Part II
View the documentAcid test follow-up
View the documentHow can an oil spill be cleaned up?
View the documentThe case for case studies
View the documentAre we creating deserts? - The Sahel famine
View the documentStudent information - Famine in the Sahel: A case study
View the documentDesertification
View the documentSustainable development
View the documentDefining sustainable development: Part 1
View the documentDefining sustainable development: Part 2
View the documentCase study: United States: Part 3
View the documentCase study: Thailand: Part 4
View the documentCase study: Tanzania: Part 5
View the documentMoral dilemmas
View the documentThe flying foxes of Samoa
View the documentHarry Carter's grain company
View the documentScenario: Harry Carter's grain company: Part 1
View the documentScenario: Harry Carter's grain company: Part 2
View the documentScenario: Harry Carter's grain company: Part 3
View the documentHard choices
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View the documentInfusion activity for environmental health
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View the documentBat and moth
View the documentBranching out: Bat math
View the documentThe urban explosion
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View the documentAgricultural practices (A)
View the documentAgricultural practices (B)
View the documentWhy save rain forests?
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View the documentRaters of the planet ECO
View the documentLiven up your classroom
View the documentA web on the wall
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View the documentMembers of the web
View the documentA look at four food chains
View the documentThe interdisciplinary connection
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View the documentTracking the radiation (day 2- day 10)
View the documentPollution pathways (A)
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View the documentSizing up reserves
View the documentSizing up reserves (A)
View the documentScience/technology/society
View the documentChallenge technology
View the documentTechnology challenges
View the documentAdditional challenges (developed for the South Pacific)
View the documentThe ''good'' bacteria controversy
View the documentTaking action for the planet

The flying foxes of Samoa

OBJECTIVE:
Develop higher reasoning skills in students.

GRADES:
Intermediate

SUBJECT:
Social Studies

MATERIALS:
Copies of the story

As long as Sione could remember, his family hunted the Pe'a or flying foxes. For many years, he and his family ate the bats, along with reef fish and vegetable crops. But in the last few years, Sione and his family sold the bats to traders, who shipped them to Guam. Sione had heard that the people in Guam had over-hunted their bats until there were no longer any left. And that's why the people in Guam paid so much money for Samoan bats.

Sione and his family needed the extra money he made from selling bats, especially since the fishing in his village was not as good as it once was. The fish were smaller, and some of the tastiest fish had just seemed to disappear from the reef. Sione also knew that his family was worried about not selling as many fish at the market. And he knew that selling bats gave them the money they needed to buy food and clothing.

A few months ago, Sione's teacher told his class that so many people were killing the bats that they might become extinct. That had worried Sione, since he always wanted there to be bats for his family to hunt. Sione had also learned from his teachers that the bats were important to Samoans in other ways. They brought tourists to the island, who spent money in the country. And the bats helped to pollinate many of the fruits he and his family ate.

Sione continued to hunt bats and sell them to the trader. But one day he noticed a sign in his favorite hunting area. It said: "Hunting Bats is Illegal! If you are caught killing bats, you will be fined and the bats will be taken away." Sione knew his family was depending on him. But he didn't know if he should break the law. And he also didn't want the bats to disappear from Samoa, as they had in Guam.

QUESTIONS:

1. Should Sione continue to hunt bats?
2. Should he discuss the new law with his family?
3. What are the other ways he could generate money for the family?