By the end of this activity, students will:
1) have conducted research on an African animal of their choice.
2) relate the concepts of population, climate and biodiversity.
3) demonstrate an understanding of population interactions in an ecosystem.
4) develop a culminating activity relating the major concepts presented in the unit.
Related National Standards
1) Knows ways in which species interact and depend on one another in an ecosystem
(e.g., producer/consumer, predator/prey, parasite/host, relationships that are mutually
beneficial or competitive).
2) Knows that all individuals of a species that occur together at a given place and
time make up a population, and all populations living together and the physical factors
with which they interact compose an ecosystem .
3) Knows factors that affect the number and types of organisms an ecosystem can support
(e.g., available resources; abiotic factors such as quantity of light and water, range of
temperatures, and soil composition; disease; competition from other organisms within the
Tools and Materials Needed
1) copy of the program "The Living Edens: Etosha"
2) construction paper
3) regular duplication paper, various colors
4) glue sticks
7) colored pencils, markers or other media
Estimated Time to Complete Lesson
The lesson will take between one and three days. The amount of class time can be
adjusted by starting book construction in class and having students complete them at home.
Etosha is a land of interactions and relationships. Cycles abound. In their study of
the diversity of life, students can produce a wide variety of materials that integrate raw
information, insight and creativity. "Pop-up books" is an attempt to allow
students to research the part of Etosha that interests them the most. Self-directed
sections are combined with required sections to produce a booklet that illustrates the
understanding each student has of the interplay of nature.
1) After viewing the video and finishing related activities, have students select an
animal that resides in Etosha. Students will research the animal and its characteristics
as part of the creation of a personal "Etosha pop-up book."
2) Students will design each of ten pages for their book. The pages will include pages
a) an animal and its characteristics
b) how the animal interacts with other species and the environment
c) the habitat of Etosha
d) predator-prey relationships
f) adaptations of organisms living in Etosha
g) weather and climate of Etosha
h) life skills learned by a young animal
i) two pages (minimum) of their own design
3) Instructions for making simple book:
A printable page is available with
diagrams to illustrate the instructions.
a) Fold a piece of regular white duplicating paper in half, width-wise.
b) Measure, on the fold, three inches from the left margin and mark. Measure one more
inch and make a second mark. Draw lines perpendicular to the fold that extend on both
sides of the fold for one inch. This is going to be the pop-up portion (see figure 1). Cut
along the marks but DO NOT cut across the top and bottom. You are not trying to cut out a
block, the paper between these cuts is folded to form the pop-up (see figure 2).
c) Fold the tab inside to make the pop-up. You may have more than one pop-up on each
page (see figure 3).
d) Make an outline of the material that you plan to put on each page of the book.
e) Draw a quick illustration of what you plan to paste to the pop-up tab of each page.
Select the color of the page.
f) Fold the papers, and color the background for each page. Write the text on the
bottom of each page. Draw the pictures that will go on the pop-ups, color and cut-out for
g) Design the cover for your book. Draw and color.
h) Glue the pop-ups into place and then glue the pages together. Glue the cover around
the book (figures 4 and 5).
Helpful Web Sites
Tree of Life http://phylogeny.arizona.edu/tree/phylogeny.html
This site is an on-going project from the University of Arizona. Students can obtain
information on virtually any animal or plant. The site is constantly growing and
well-researched but can be challenging to read.
A collection of links to zoo sites of all kinds. Includes search tools.
The booklet may be assessed by using a self-designed rubric that addresses
completeness of ideas, illustration of written points, variety, continuity and accuracy.
The booklet may be used as an alternative to a traditional test.
1. Younger students may make books with a lesser number of pages. They could be
limited to writing one fact for each page.
2. Upper-level students may make elaborate books with moving parts, multiple pop-ups
and origami. Example commercial books should be provided for student inspection.