Silence of the Bees is the first in-depth look at the search to uncover what is killing the honeybee. The filmmakers of Bees take viewers around the world to the sites of fallen hives, to high-tech labs, where scientists race to uncover clues, and even deep inside honeybee colonies. Silence of the Bees is the story of a riveting, ongoing investigation to save honeybees from dying out. The film goes beyond the unsolved mystery to tell the story of the honeybee itself, its invaluable impact on our diets and takes a look at what’s at stake if honeybees disappear. Silence of the Bees explores the complex world of the honeybee in crisis and instills in viewers a sense of urgency to learn ways to help these extraordinary animals.

Silence of the Bees premiered on PBS October 28, 2007.

Exclusive Podcast: In this podcast, scientists and bee experts featured in the program discuss the crucial role that honeybees, a “keystone species,” play in our economy and ecosystems, as well as bees’ fascinating social organization and what we can do to reverse the decline of nature’s pollinators.

Bees may be bouncing back from yearly declines, but experts remain concerned about their future.

Bees have hit it big on the national radar with their mysterious disappearing act known as CCD – colony collapse disorder – which is characterized by the sudden, complete absence of honeybees in a colony.  They simply vanish, with no trace of foul play and no bodies left behind.

In late 2006, about a quarter of participating beekeepers started reporting missing colonies.  And the number of apiaries reporting CCD climbed to 36 percent from 2007 to 2008.  But the 2008-2009 survey found that only a quarter of apiaries reported any evidence of CCD, and the latest yearly bee survey found that commercial beekeepers reported having lost fewer bees, due to all causes, this past winter than the winters before.

“The drop in losses is encouraging,” said Jeff Pettis, one of the survey authors and research leader of the Agricultural Research Service Bee Research Laboratory.  The survey – conducted by the Apiary Inspectors of America and the U.S. Department of Agriculture – checked on about 20 percent of the country’s 2.3 million colonies.

In 2007, beekeepers reported winter losses of 32 percent.  In 2008, they reported 36 percent.  This past year, winter losses have dropped to 29 percent.

“If the average loss is 20-25 percent, it’s sustainable to keep up a bee business,” said Dr. Eric Mussen, a honeybee expert at the University of California, Davis.  “If you’re much higher than that, you’ll have to have some other income source.”

Bees die in the winter for many reasons, including starvation, pests, and CCD.  In the 1970s, beekeepers expected 5-10 percent losses over the winter from starvation, diseases, or mismanagement.  In the 1980s, two different mite species decimated bee populations – cutting them in half.  The more aggressive mites essentially wiped out wild bees by the mid-1990s.

Honeybee populations have mostly stabilized from the mite attacks by the beginning of this decade, with beekeepers expecting losses of 20-25 percent every winter.  The mites are still prevalent, but bees seem to have learned to live with them, especially with the help of chemical treatments.

While the new statistics offer a glimmer of hope, the honeybee crisis is far from over. Scientists still have not identified the causes of CCD. However, the Agricultural Research Service has undertaken a five-year research program aimed at improving the health of honeybees. Researchers and beekeepers alike hold out hope that such efforts will pay off.

Shot in stunning high definition and 35mm film, and told through the eyes of renowned naturalist, filmmaker and longtime resident, Tim Liversedge, two remarkable films provide a masterful account of the inner workings of one of the last truly wild places on earth.

Kalahari: The Great Thirstland

Long spells of sparse rains leave riverbeds dry, and little to eat. Then, as if by magic, swarms and multitudes of birds and insects come to life, great herds of wildebeest and zebra gather, flamingoes coming home to breed fill the skies, and bullfrogs arise from years of sleep, when the great rains come to the Kalahari.

Kalahari: The Flooded Desert

The Okavango River flows inland through Botswana from mountains in the north, creating a spectacular delta – a permanent wetland in the heart of the desert. It supports a vibrant community of wildlife which would otherwise never call the desert home. But this world of water is no ’safe’ oasis. All life here is at the mercy of the delicate balance between the desert and the flood.

Watch a preview of Kalahari: The Flooded Desert:

To order a copy of Kalahari, please visit the NATURE Shop.

Online content for Kalahari was originally posted November 2003.

(Click here for a printer-friendly version of this lesson.)

GRADE LEVEL: 9-11

TIME ALLOTMENT: Three 45-minute periods

OVERVIEW: This inquiry-based lesson plan will challenge students to design and conduct scientifically valid experiments to evaluate hypotheses regarding an animal’s expected behavior in response to changes in its environment.

Students will first view and analyze video segments from the NATURE film “Earth Navigators” as they begin to think about animal behavior as a response to stimulus in the environment. The video clips feature many different animal species reacting to changes in the environment by migrating from one part of the earth to another. Students will predict the reasons for these migrations and will determine the stimuli that actually trigger the animals to migrate.

Following the video exploration, students will conduct reading and research to learn about isopods (commonly known as pill bugs or roly polies). The students will use the information they gather to formulate research questions having to do with the isopods’ expected response to environmental stimulus. The students will design experiments that can be conducted in the classroom to test their hypotheses. They will conduct the student-designed experiments, collecting data and reporting their findings and conclusions. They will also make suggestions for future improvements in the experimental protocol.

SUBJECT MATTER: Living Environment/Biology

LEARNING OBJECTIVES:

Students will be able to:

• Draw connections between the migratory behavior of different animals and seasonal changes on Earth;
• Describe migration as an instance of behavioral response to stimulus;
• Using anatomical and environmental information, create a research question about an isopod’s behavior in response to environmental stimulus;
• Create a hypothesis that addresses the research question;
• Design and conduct an experiment to evaluate the hypothesis;
• Collect data from the experiment, describe results, and evaluate conclusions.

STANDARDS AND CURRICULUM ALIGNMENT:

CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop:

• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry

CONTENT STANDARD C: Life Science. As a result of activities in grades 9-12, all students should develop understandings of:

• Behavior of Organisms.

New York State Regents Core Curriculum Alignments
Living Environment Core Curriculum
STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

Performance Indicator 2.1: Devise ways of making observations to test proposed explanations.

Performance Indicator 2.3: Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true.

Performance Indicator 2.4: Carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

Performance Indicator 3.1: Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

STANDARD 4: Students will understand and apply scientific principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

Performance Indicator 5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.

5.3a Dynamic equilibrium results from detection of and response to stimuli. Organisms detect and respond to change in a variety of ways both at the cellular level and at the organismal level.

Key Idea 6: Plants and animals depend on each other and their physical environment.

Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.

6.1f Living organisms have the capacity to produce populations of unlimited size, but environments and resources are finite. This has profound effects on the interactions between organisms.

MEDIA COMPONENTS

Video

NATURE: Earth Navigators, selected clips

Clip 1: “Planetary Moves”

Introduction to four species’ migratory patterns.

Clip 2: “Monarch Migration”

The start of the monarch butterfly’s northward trek.

Clip 3: “Hungry Beasts”

Wildebeest and locusts on the move.

Clip 4: “Arctic Summer”

Many birds summer in the arctic.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web Sites

FOSSWEB: Isopods
Includes general information on isopods and useful tips on how to find and keep pill bugs for the classroom

Isopod, Pillbug, Sow bug information
Includes general information on isopods

NCES Graphing Tutorial
This tutorial from the National Center for Education Statistics explains the various kinds of graphs and demonstrates how to build them.

MATERIALS

For the classroom:

• Computer and projection system for showing video clips
• Several computers for student use
  Chalkboard or whiteboard
• Isopods (pill bugs) in a terrarium or other classroom habitat (enough specimens for at least 15-20 per student group)
• Isopod Research Organizer Answer Key (PDF) (RTF)

Materials to be used in pill bug experiments (several of each):

• Paper towels or filter paper
• Eye droppers
• Portable Lamps
• Heat Packs
• Cold Packs
• Card stock or construction paper
• Substrate materials, e.g. sand, gravel, dirt, shredded paper, bark, etc.
• Thermometers

Per group of 3-4 students:

• Stopwatch
• Materials to make “test chambers”: Petri dishes or small disposable bowls or plates – enough for approx. 5 or 6 per group
• Roll of masking tape
• Scissors or art knife
• Paper cup
• Data Collection Chart
• Graph paper

Per student:

• Isopod Research Organizer (PDF) (RTF)
• Isopod Experiment Organizer (PDF) (RTF)
• Isopod Experiment Assessment Rubric (PDF) (RTF)
• Paper and pen

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Procure live isopods (pill bugs) for the students to observe and use. Isopods are very easy to care for in the classroom, and can either be collected in the wild or ordered from a biological supply company. For more information on collecting, rearing, and keeping isopods in the classroom, see the two Isopod references mentioned in the “web sites” section.

Familiarize yourself with accepted guidelines for the safe and responsible handling of live animals in a classroom setting. The NSTA’s Responsible Use of Live Animals and Dissection in the Science Classroom and the Institute for Laboratory Animal Research’s Principles and Guidelines for the Use of Animals in Precollege Education are good general resources. Also check to see if your state or district has special animal handling guidelines or requirements.

Make copies of the Isopod Research Organizer and the Isopod Experiment Organizer for each student.

Next: Proceed to Activities

Background:
Seasonal changes impel a wide variety of creatures to begin migrations – sometimes on an epic scale – to feeding, mating, and breeding grounds. These journeys sometimes cover thousands of miles and require ingenious methods to accomplish. These video segments from the NATURE film “Earth Navigators” feature different animal species reacting to changes in their environments by migrating from one part of the earth to another.

Suggested Focus Questions:

Clip 1: Planetary Moves

1. What causes the seasons?
2. How does the earth’s travel around the sun relate to the movements of animals around the globe?
3. Name the four migrating animals in this clip. Where on the globe does each animal migrate?

Clip 2: Monarch Migration

1. How is the spring equinox defined?
2. What does the coming of spring trigger for monarch butterflies?
3. Where does the monarch’s migration begin? Where are they headed?

Clip 3: Hungry Beasts

1. Why do wildebeest migrate? Why do locust hoppers migrate? How is the migration of the two animals similar?
2. How many wildebeest might there be in a typical herd? Why do you think the wildebeest travel in such large groups?
3. Locate the Serengeti and Lake Victoria on a world map. Use the map to trace the wildebeest’s annual migratory path.

Clip 4: Arctic Summer

1. Define the summer solstice. What conditions can you expect above the Arctic circle in summer?
2. Why do so many birds spend the summer in the Arctic?

Downloadable QuickTime versions of the video segments:
(Note: To downoad a video, right-click on the video title and click “Save Link As…” or “Save Target As…” On a Mac, press the CTRL key and simultaneously click the mouse, then save the link.)

Clip 1: “Planetary Moves”

Clip 2: “Monarch Migration”

Clip 3: “Hungry Beasts”

Clip 4: “Arctic Summer“

Through the science of forensic entomology, the study of insects associated with a corpse, we learn that cadaverous critters can tell us a great deal about a crime.

As a body decomposes, certain insects and invertebrates colonize it in a sequential and measured rate. Dr. Gail Anderson, a forensic entomologist at Simon Fraser University in Vancouver, Canada, suggests that after three days, insect evidence is often the most accurate and sometimes the only method of estimating the elapsed time since death. Entomological evidence may also help determine how a person has died, or if a body has been moved or disturbed postmortem. The following case illustrates how the life cycle of a fly helped police solve a murder.

Case 1: Insect Informants

Through the science of forensic entomology, the study of insects associated with a corpse, we learn that cadaverous critters can tell us a great deal about a crime.

As a body decomposes, certain insects and invertebrates colonize it in a sequential and measured rate. Dr. Gail Anderson, a forensic entomologist at Simon Fraser University in Vancouver, Canada, suggests that after three days, insect evidence is often the most accurate and sometimes the only method of estimating the elapsed time since death. Entomological evidence may also help determine how a person has died, or if a body has been moved or disturbed postmortem. The following case illustrates how the life cycle of a fly helped police solve a murder.

The Case:

On a mid-November afternoon, police were called to investigate a foul-smelling odor emanating from a single-family home in the southeastern United States. It did not take long for the investigating officers to discover a shallow grave in the dirt basement of the house, which contained the badly decomposed body of a young female.

It was immediately apparent that the victim had died of a single bullet wound to the head inflicted by a small caliber rifle. A scrupulous examination of the corpse and excavation of the soil in and around the grave site by a forensic entomologist working with police revealed the presence of numerous larvae and pupae of two different fly species.

The specimens were collected from the scene and brought back to the laboratory to be reared. Supplemental information, including weather data and soil temperature, was also analyzed in order to determine the principal climatic conditions at the death site. Based on the developmental biology of both species of flies in that environment, the forensic entomologist estimated that the specimens associated with the body the longest were in their fourth stage of development. It was estimated that the victim had died approximately 28 days prior to the date her body was discovered.

This specific information allowed the authorities to target their investigation in and around the estimated time of death. Within a short time, they identified a female suspect who eventually confessed to having killed the victim precisely 28 days prior to the time the body was found. She further admitted to attempting to bury the victim in a shallow grave in the basement of the house after committing the homicide.

Calculating the developmental rate of the flies provided investigators with the only scientifically reliable method of estimating the time of the victim’s death and subsequently led to the arrest and conviction of the killer.

Case 2: A Grain of Truth

Pollen can certainly be irritating to those who suffer from allergies. But when incorporated into forensics, it not only irritates criminals but also can implicate them. Forensic palynology is the science of analyzing pollen and spores to help solve cases. Microscopic pollen grains from plants of a certain area are assembled in ratios to one another that are unique to that area. When compared with pollen samples from a suspect’s clothing, shoes, or vehicle, these “pollen prints” can point criminal investigators to a specific geographical location, prove or destroy alibis, and link a suspect to the scene of a crime.

Dr. Lynne Milne, a professor at the University of Western Australia in Crawley, is a forensic palynologist who used pollen and spores to help the police catch a killer in Queensland, Australia.

The Case:

In 1996, a young mother of two was discovered brutally murdered in a town called Noosa Heads, on the Queensland coast. Her body was dumped in a park among flowering wattle trees, native to Australia. The victim’s car turned up outside a man’s home in the nearby town of Gympie, inland from Noosa. Flower petals and plant debris littered the car’s interior. When police questioned the owner of the house, he outright denied having recently been in Noosa or driving the victim’s car. He did admit that the previous day he had walked on a path in Gympie where wattle trees were common. Though the police had their suspicions about the man, they had no hard evidence to tie him to the crime.

The police turned to Dr. Milne in the hope that she would shed some light on the case with regard to the plant matter. She observed that the wattle trees in Noosa are of a different species than those in Gympie and generally flower at a different time. She analyzed pollen samples from the two species at each location and identified their “pollen print.” She then examined pollen from the flowers that were found in and on the victim’s car, as well as samples vacuumed up from the car’s upholstery and lifted from the suspect’s clothing.

Dr. Milne’s analysis revealed that all of the flowers were indeed from Noosa, not Gympie, and that most of the pollen in the car and on the suspect’s clothing was also from Noosa — and a perfect match. This evidence was used to link the suspect to the scene of the crime. He was arrested and brought to trial, where he was convicted of the murder and sentenced to life imprisonment.

Case 3: Wooden Witnesses

The structure and physical nuances of wood can be as distinctive as a fingerprint and just as useful in solving a crime. Forensic wood anatomists are able to glean important clues on both macro- and microscopic levels — from matching growth patterns in large pieces of lumber to analyzing the physical characteristics of a splinter-sized fragment.

The first and perhaps most famous case in which wood anatomy was used in the court system to help solve a crime was the Lindbergh baby kidnapping.

The Case:

In the early morning hours of March 2, 1932, Charles Jr., the 20-month-old son of aviator Charles A. Lindbergh and heiress Anne Morrow, was snatched from his crib in his second-floor nursery. A broken handmade ladder was left at the scene. Several weeks after the kidnapping, Arthur Koehler, a wood anatomist at the Forest Products Lab in Madison, Wisconsin, was asked by the FBI to identify some splinters from the ladder. Koehler requested that he be allowed to examine the entire ladder, as it might provide him with key information regarding the crime. His request was granted 10 months later.

Upon closely examining the ladder parts, he noted a set of square holes in one rail that did not correspond to the ladder’s construction. He also discovered nicks left by tools including a hand saw, a chisel, and a hand plane, and the distinctive marks of a machine planer with a flawed blade. Koehler set out to find the mill that had manufactured the boards with the unique machine planer marks. After six months of visiting various mills in the area, he finally found a match — but all his hard work seemed to prove fruitless when he discovered that the mill held no records of past customers.

In September 1934, the police arrested Bruno Hauptmann as a suspect in the case when he tried to spend some of the marked ransom money. A search of his home turned up two hand saws that fit exactly the scratch marks left on the ladder, a hand plane that matched the marks on the ladder rungs, and nails identical to those in the ladder. Perhaps the most incriminating piece of evidence was a missing floorboard in Hauptmann’s house. It became obvious that one of the rails of the ladder was fashioned from it. Not only did the nail holes of the remaining floorboards match the misfit holes of the rail but also, Koehler showed through the comparative anatomy of the wood, the growth rings and grain pattern from the rail perfectly matched the wood from the remaining floorboards.

To the end, Hauptmann insisted he was innocent. He proclaimed proudly that he was a carpenter and if he had made the ladder, it certainly wouldn’t have broken. Nonetheless, he was convicted and sentenced to death.

Grade Level: Upper Elementary 3-5

Overview:

In this lesson students will learn about the rich and vibrant environment of the Kalahari Desert. They will learn about the diversity of life and land in the desert, create artistic responses to the film, and explore interactive Web site features to learn about the geography, wildlife, flora, topography, and people of this area. The students will work in collaborative research groups, create graphic organizers, and share what they have learned with their classmates.

Learning Objectives

• Students will conduct research on varied aspects of the Kalahari Desert.
• Students will synthesize and evaluate a variety of information sources.
• Students will summarize content knowledge from varied resources and apply this knowledge by creating an artistic and informative presentation.

Bookmark the following sites:

• http://www.pbs.org/wnet/nature/kalahari
• http://www.zoomschool.com/biomes/desert/desert.shtml
• http://www.wordcentral.com/
• http://www.m-w.com/netdict.htm
• http://www.natureserve.org/
• http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm
• http://wildnetafrica.com/wildlife/wildlife.html
• http://www.pbs.org/wnet/nature/postcards.html

Standards

Language Arts Grades 3-5

Writing, Standard 1, Level II
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=1
Uses the general skills and strategies of the writing process.

Prewriting: Uses prewriting strategies to plan written work (e.g., uses graphic organizers, story maps, and webs; groups related ideas; takes notes; brainstorms ideas; organizes information according to type and purpose of writing).
Uses strategies (e.g., adapts focus, point of view, organization, form) to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas).

Reading, Standard 7, Level II
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=7
Uses reading skills and strategies to understand and interpret a variety of informational texts.
Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection).

Viewing, Standard 9
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=9

Uses viewing skills and strategies to understand and interpret visual media.
Understands different messages conveyed through visual media (e.g., main ideas and supporting details; facts and opinions; main characters, setting, and sequence of events in visual narratives).

Science Grades 3-5

Standard 6, Level II
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=2&StandardID=6
Understands relationships among organisms and their physical environment.

Knows that an organism’s patterns of behavior are related to the nature of that organism’s environment (e.g., kinds and numbers of other organisms present, availability of food and resources, physical characteristics of the environment).

Knows that changes in the environment can have different effects on different organisms (e.g., some organisms move in, others move out; some organisms survive and reproduce, others die).

Knows that all organisms (including humans) cause changes in their environments, and these changes can be beneficial or detrimental.

Geography Grades 3-5

Standard 4, Level II
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=2&StandardID=6
Understands the physical and human characteristics of place.

Knows how the characteristics of places are shaped by physical and human processes (e.g., effects of agriculture on changing land use and vegetation; effects of settlement on the building of roads; relationship of population distribution to land forms, climate, vegetation, or resources).

Background Activities

Activity One

The purpose of this activity is to introduce background vocabulary that will facilitate students’ understanding of the lesson activities.

1. Divide the students into small research groups and provide them with the list of words below. Ask each group to use varied information sources to define the terms. Tell the students to list the source or sources they used to find information about each term.

• Desert
• Delta
• Plain
• Silt
• Predator
• Arid
• Climate Zone

2. Ask each group to present its definition and the sources it used. Compare each group’s definition and the sources used. Students may use dictionaries, encyclopedias, trade books, and the Internet to find information.

The following is a list of Internet sources that may be helpful:

http://www.pbs.org/wnet/nature/kalahari/
http://www.zoomschool.com/biomes/desert/desert.shtml
http://www.wordcentral.com/
http://www.m-w.com/netdict.htm
http://www.natureserve.org/

3. Lead a class discussion about how one is able to learn different kinds of information depending on the source materials used.

Activity Two

The purpose of this activity is to encourage students to aesthetically respond to the film through drawing.

1. After watching the film, tell the students to draw a scene that captures the beauty and power of nature in the Kalahari Desert. Encourage students to use color to capture the richness of the land and wildlife.

Steps
Activity One

The purpose of this activity is to encourage students to explore the diverse elements of the Kalahari Desert.

1. As a class, visit the “Introduction to the Eco-Explorer” at http://www.pbs.org/wnet/nature/kalahari/eco_explorer.html. Ask the students to predict what information will be described in each section of the Eco-Explorer.

2. Divide the students into groups of three or four. Assign each group one section of the Eco-Explorer to investigate.

• Group One: Map It
• Group Two: Terra Zone
• Group Three: Wildlife
• Group Four: Florascope
• Group Five: People
• Group Six: Eco-Alert

3. Give each group a copy of the graphic organizer provided on the Organizers page to collect, record, and categorize information from the Web site section it has been assigned. A graphic organizer is a visual/spatial representation of information. It helps students explore new information and show interrelationships among concepts. Tell the students to use the Kalahari Desert Graphic Organizer as a model, modifying it by adding additional shapes and text to show connections between the facts they collect.

Activity Two

The purpose of this activity is for students to learn about the animals of the Kalahari Desert.

1. Tell the students to choose one of the following animals:

• African bullfrog
• Crocodile
• Eagle
• Elephant
• Flamingo
• Pangolin
• Sandgrouse
• Termite
• Wildebeest
• Zebra

After each student has selected his or her animal, send them to the site.

2. Provide each student with a 4×6 index card. Ask each student to draw a picture of the animal he or she has chosen on the front of the card, and to write a minimum of six facts on the back of the card.

3. After the students have created their animal cards, provide time for them to exchange cards with their classmates.

4. Create a classroom display of the students’ cards. Encourage the students to create more cards to add to the display if possible.

Extension Activities

Activity One

Have the students send a NATURE postcard to a friend by visiting the following section of the NATURE Web site.

Activity Two

Have the students visit the Puzzles & Games section of the NATURE Web site and explore the varied interactive activities.

Activity Three

Ask the students to browse the Wild Net Africa Web site at http://wildnetafrica.com/wildlife/wildlife.html and find a topic that is of interest to them. Have the students write a script for a television commercial that will interest readers in finding out more about the selected topic.

Television Credits

Narrated by
CHRISTOPHER PLUMMER

Director
TIM LIVERSEDGE

Producer
KATYA SHIROKOW

Director of Cinematography
TIM LIVERSEDGE

Additional Cinematography
RICHARD JONES
ANDRE SLADE
MIKE HOLDING
DAVE HAMMON
DAVID PRYCE

Original Music
HAL LINDES

Editor
DAVID DICKIE

Assistant Editor
MICHAEL BANGS

Writer
KATE YOUNGDAHL

Production Manager
JUNE LIVERSEDGE

Production Crew
CRAIG BIGGS
GREG THOMPSON
DAVID PRYCE
TSHIMOLOGO MATITHITHI
OBAKWE KELESITSE
OTHUSITSWE MOLATHIWA
MIRIAM SIMON
ALEXANDER LOUDEN

High Definition Post-Production Manager
KATYA SHIROKOW

Map Animation
Livewire Productions

Digital Effects Supervisor
SCOTT SIMMONS

Digital Effects Producer
KRISTEN SIMMONS

Compositing Artist
KEVIN TUXFORD

Background Painting Artist
LUKE JONGBLOED

Satellite Maps
WorldSat International, Inc.

Title Graphics
Tim Sassoon Film Design
CHIE YOSHII
JASON JUE

Sound Recordist
JUNE LIVERSEDGE

Sound Studio
Wounded Buffalo Studios

Dubbing Mixer
NEIL HIPKISS

Dubbing Editors
TIM OWENS
MAX BYGROVE

On line Editor
JASON FRANK,
Riot

Colorist
TONY OSBOURNE,
Films at 59

Still Photography
JUNE LIVERSEDGE

Helicopter Pilots
MULLER MAAS
PETER PERLSTEIN

Special Thanks to:
The Government of Botswana
Botswana Department of Wildlife & National Parks Air Botswana
Elaine and Barry Pryce, Shakawe Lodge
Namaseri Lodge
Suzie Lumsden
Peter Lamberti

Executive Producers
TIM LIVERSEDGE
KATYA SHIROKOW

© 2003 Wild Logic LLC
All Rights Reserved

For NATURE

Series Editor
JANET HESS

Supervising Producer
JANICE YOUNG

Producers
JILL CLARKE
PATTY JACOBSON

Associate Producers
GIANNA SAVOIE
IRENE TEJARATCHI

Production Secretary
KELLY LAFFERTY

Manager
EILEEN FRAHER

Production Manager
JULIE SCHAPIRO THORMAN

Offline Editor
PATRICK GAMBUTI, JR.

Online Editor
BRIAN LONGENECKER

Sound Mixer
ED CAMPBELL

Series Producer
BILL MURPHY

Executive In Charge
WILLIAM GRANT

Executive Producer
FRED KAUFMAN

A Co-Production of Wild Logic, Thirteen/WNET New York and NHK

This program was produced by Thirteen/WNET New York, which is solely responsible for its content. Web Credits

PRODUCER
DANIEL B. GREENBERG

DESIGNER
MICHAEL DIMAURO

PAGEBUILDING
BRIAN SANTALONE

WRITER
ELIZABETH OWEN

TECHNICAL DIRECTOR
BRIAN LEE

Thirteen Online is a production of Thirteen/WNET New York’s Kravis Multimedia Education Center in New York City. Anthony Chapman, Director of Interactive & Broadband. Bob Adleman, Business Manager. Tamara E. Robinson, Vice President & Director, Programming ]]> http://www.pbs.org/wnet/nature/episodes/kalahari/production-credits-the-flooded-desert/2780/feed/ 0