Kilauea, on Hawaii’s Big Island, is the world’s most active volcano.  Its latest eruption began in 1983 and it hasn’t stopped since.  Since that time it has created 544 acres of new land and has consumed 200 homes. But as we watch nature’s own fireworks display and witness the devastation wrought by flowing lava, we’ve also been able to observe a process that’s central to life on these islands.  The most spectacular moment of creation is when lava pours into the ocean creating new land, and it is here that filmmaker Paul Atkins finds himself getting a shot few have ever filmed — the cataclysmic meeting of 2,000-degree lava and 75-degree ocean water — a sight to behold. Buy the DVD. This film premiered March 29, 2008.

The Hawaiian chain of islands, made up of six main islands plus two smaller ones, stretches for more than 1,500 miles through the heart of the Pacific Ocean. It is a place of idyllic beauty. But it is also a land of volcanic fury, raging mountaintop blizzards, dangerous rockslides, monster waves, and even tsunamis. Buy the DVD. This film premiered on January 9, 2005.

The Hawaiian chain of islands, made up of six main islands plus two smaller ones, stretches for more than 1,500 miles through the heart of the Pacific Ocean. It is a place of idyllic beauty. But it is also a land of volcanic fury, raging mountaintop blizzards, dangerous rockslides, monster waves, and even tsunamis.

Kilauea, on the Big Island of Hawaii, provides the most dramatic display of volcanic power. The volcano’s newest cone, Pu`u `O`o regularly spews molten rock and its steady flow of lava in the past two decades has added more than 500 acres to the island.

High above the sea at nearly 14,000 feet is Mauna Kea, which rises above 40 percent of the Earth’s atmosphere, making for ideal stargazing. The summit of Mauna Kea is usually barren and dry, but in the winter the crest experiences blizzards with winds that whip up to 70 miles an hour.

When a blizzard rages on Mauna Kea, chances are good that down at sea level, it’s pouring. Torrential storms are common and can be very destructive. On Oahu, one community found itself in peril after tons of rock rolled down from the hills above. A veil of steel mesh was used to contain the hillside. It will keep the rocks in check for now, but erosion is an inevitable part of the natural order.

On the north shore of Maui waves that originate as far away as Siberia sometimes rise to as much as 70 feet as they break here, earning both the waves and the beach the nickname “Jaws.” Monster waves like these are seen rarely, but lifeguards are vigilant in their efforts to spot them because they can swallow a person in an instant. Still, surfers come from all over the world for a single ride on these shores that may last less than half a minute.

Far deadlier than the waves at Jaws are tsunamis. These fast-moving walls of water are triggered by earthquakes or landslides and have killed more people in Hawaii than any other natural disasters.

NATURE’s Violent Hawaii reveals a tropical paradise shaped by the most brutal forces of the natural world.

The Isle of Mull is the fourth largest Scottish island, and its 300-mile coastline supports a wide range of species.  Although animals such as otters, seals and dolphins are often seen there, the island is most famous for its eagles.  The golden eagle, one of the most familiar birds of the region, presents a magnificent display of colorful plumage and powerful features.  And another inhabitant is getting lots of attention — the white-tailed sea eagle, which was once extinct in the area, but has since been re-introduced and has taken up residence on Mull.  It has a striking appearance, an enormous 8-foot wingspan, and impressive hunting tactics.  The sea eagles can eat anything from fish to the occasional lamb, and can be seen soaring through the air with their prey dangling from their sharp talons.  It’s no mystery why their growing presence has become a source of pride for the island.  And for Buchanan, who left Mull before the birds were re-established in the area, the eagles were an exciting addition to his home turf.

As Buchanan says, there is “always something to film” while exploring Mull.  He heads off in all directions, finding otters like those he remembered watching as a child and stumbling upon sights he never dreamed of seeing.  It’s a spectacular setting, combining the changing moods of sea and sky, woodlands and coastline with the quaint and dreamy feel of the place, which now attracts a multitude of tourists but still manages to maintain its unique character.

Watch as Buchanan rediscovers his homeland, surprises himself with new findings, and falls in love all over again with the splendor and magic of Mull.

Eagles of Mull premieres Sunday, May 3 at 8pm on PBS (check local listings).

Photo © Iain Erskine c/o Carolyn Naylor

Some 300 miles off Costa Rica is Cocos Island, a tiny Pacific outpost that was once a favorite haunt of pirates. Cocos, a designated World Heritage Site, lies directly in the path of powerful ocean currents that often collide with the island, churning the waters into an undersea storm.

These swirling currents carry rich nutrients to a reef teeming with brilliantly colored marine life. Residents include moray eels, hawksbill turtles, leatherbass, bigeye jacks, red-lipped batfish, yellow barberfish, hogfish, and sea urchins, to name only a few.

The currents bring more than algae to this island paradise. They also summon an extraordinary abundance of sharks, providing a golden opportunity to observe some of the most surprising and baffling shark behavior ever captured on film. The volume and variety of sharks that visit Cocos on a regular basis is staggering, and includes huge numbers of silkies, hammerheads, black-tip reef sharks, white-tip reef sharks, silver-tip reef sharks, whale sharks, and their distant cousins, the marbled rays.

A team of expert and intrepid divers, led by renowned underwater film specialists Howard and Michele Hall, leads viewers into this ultimate domain of sharks.

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

Online content for Shark Mountain was originally posted November 2004.

Western yellow jackets, an invasive species, sting the camera lens during filming

Surrounded by ocean and formed by volcanic hot spots, Hawaii’s isolation and geological activity shape the biodiversity of the islands. With over 25,000 unique species, Hawaii is one of the most biologically diverse regions on the planet. A large percentage of these species are only found in the islands of Hawaii. While the number of species is impressive, these birds, insects, mammals, and plants live in a delicate balance.

As an isolated oceanic archipelago, the Hawaiian Islands offer insight into evolutionary processes that are unmatched in their beauty and complexity. Left to evolve on their own in the middle of the Pacific Ocean, Hawaiian species developed their own unique evolutionary traits. Each species’ survival depends on a host of other species, and when one species is lost the entire framework of Hawaiian ecology is disturbed. Unfortunately, Hawaii has the highest rate of extinction per square mile on Earth, and many endemic Hawaiian species are currently threatened or endangered.

Much of this crisis is a direct result of human colonization of the islands. Originally there were no mosquitoes or ticks, reptiles or amphibians, and the only mammals were the Hawaiian hoary bat and the Hawaiian monk seal. When humans came, they brought pigs, mice, lice, cockroaches, and a whole host of invasive plants. These invasive species have wreaked havoc on the Hawaiian ecosystem. To reach Earth’s most isolated archipelago, new species had to arrive either by air or by sea. Before humans stepped onto their shores, it is estimated that only about every 100,000 years did a new species glide down to the islands or wash up on the beach. This gave Hawaii’s ecosystem a lot of time to acclimate to each new species and incorporate each addition into the Hawaiian biome.

Today, it is estimated that new species are being introduced to Hawaii at a rate that is 2 million times more rapid than the natural rate. With international travel and the importing of goods, it is easier than ever for new species to be introduced. It is also more crucial than ever that new invasive species be kept off the islands. With so many native Hawaiian species endangered, and millions of dollars worth of crops at risk, the threat from invasive species is just too high. Besides rigorous screening at airports, scientists are taking new measures to ensure the survival of Hawaii’s vulnerable biodiversity.

The western yellow jackets (Vespula pensylvanica) seen in Kilauea: Mountain of Fire are not the only species of wasp reshaping Hawaiian flora and fauna. Since 2005, tiny orange wasps called Erythrina gall wasps have been decimating the wiliwili tree population, an endemic Hawaiian deciduous tree that grows up to 30 feet tall. Native to East Africa, the tiny wasps, about one-third the size of a mosquito, inject their eggs into the leaves of the wiliwili tree. The egg mass grows into a small lump or gall, which interferes with the tree’s ability to harvest sunlight and water. As a result the tree withers and dies. All over the islands of Hawaii, massive wiliwili carcasses dot the forests as well as the residential and agricultural areas. Besides providing habitat for Hawaiian wildlife, wiliwili trees have long been used as windbreaks. Planted in a straight line along the edges of crop fields, the wiliwilis protect the crops from wind damage. If the wiliwili trees die, so do the crops. It is predicted that if the gall wasp epidemic is not stopped, massive portions of Hawaiian forest will turn into desert.

To eradicate the gall wasps, scientists have no choice but to introduce another species of wasp to the Hawaiian islands: the Eurytoma wasp. These larger wasps inject their eggs into the Erythrina egg galls, where they develop more quickly than the smaller gall wasp species and hatch first. Once the Eurytoma’s hatch they feed on the unhatched Erythrina larvae. This keeps the gall wasp population numbers low, and will hopefully save the wiliwilis.

The first batch of 500 Eurytoma wasps were harvested in Tanzania near Mt. Kilimanjaro, and released into Honolulu’s Liliuokalani Botanical Gardens in November 2008. Scientists will have to keep a close eye on these foreign settlers. Hawaii has a long history of good intentions gone bad when it comes to introduced biological-control agents. The worst example is the mongoose, which was brought to the islands in 1883 by sugar cane farmers to control rat populations. Sadly, the mongooses primarily preyed upon Hawaiian birds and eggs, driving several species to near extinction and posing a major threat to endangered animals.

Another invader, the coqui frog from Puerto Rico, arrived in shipments of plants in the late 1980s. Featured in NATURE’s Animals Behaving Worse, male coqui frogs sound a loud mating call that annoys some of Hawaii’s human residents. But aside from being a nuisance to humans, some people worry that as the frogs advance throughout the islands, they may be setting the stage for other invasions. For example, frog-eating snakes, like the brown tree snake, could find a plentiful food source in the coquis. In Guam, the brown tree snake has done major damage, wiping out bird populations.

No one knows what will happen to Hawaiian biodiversity in the future, but perhaps hints can be found in the fiery nature of Hawaii itself. Every day, as fresh lava spills into the ocean, new land is formed—land that will someday be new habitat for Hawaiian plants and animals, both native and invasive. Just as the geography of Hawaii is always changing, so is the shape of life on these islands.

Background:
Volcanic action constantly changes the composition and landscape of the Hawaiian Islands. These excerpts from the NATURE episode “Violent Hawaii” demonstrate how volcanic islands are formed, and how scientists can discover a lot about volcanoes by studying lava and eruptions.

Volcanoes form when magma from beneath the Earth’s crust breaks through the surface and erupts. As the erupting lava cools, new islands are created. Every several thousand years, a new island emerges from the sea. It is immediately exposed to winds and rain that erode its surface, but seeds and spores, blown by the wind, become embedded in the newly-formed soil. In a relatively short period of time, the barren rock surface is transformed into a lush tropical island. Today, lava flows from active volcanoes can provide information about underground magma flow, yielding information about potential future eruptions. In spite of scientific advances, however, there is not yet a method for predicting volcanic eruptions with complete accuracy.

Suggested Focus Questions:

Clip 1: A Land Born in Fire

1. Where is Pu’u O’o located, and for how long has it been erupting?
2. What are some ways that scientists attempt to forecast volcanic activity?
3. How might scientists use and interpret the information obtained from lava samples?

Clip 2: How to Build an Island from Scratch?

1. On which tectonic plate are the Hawaiian Islands located?
2. Describe the process by which hotspot island chains are formed.
3. Can you think of other islands or island chains around the world? By which processes might they have been formed?

Clip 3: Creating an Island Paradise

1. How long will it take for the transformation of the barren volcanic rock?
2. Describe the process by which the underground volcano will form the lush tropical island Lo’i'hi.
3. Think about the other Hawaiian Islands. What processes were involved in their formation?

Downloadable QuickTime versions of the video segments:
(Note: To download 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, “A Land Born in Fire”

Clip 2, “How to Build an Island From Scratch”

Clip 3, “Creating an Island Paradise“

GRADE LEVEL: Grades 9-11

TIME ALLOTMENT: Three 45-minute class periods

OVERVIEW: Throughout history, volcanic eruptions have been among the most terrifying, catastrophic, and unpredictable natural events. Volcanic eruptions occur when molten rock beneath the Earth’s crust erupts though openings in the surface, which can occur either at the boundaries between lithospheric plates or over hot spots. Although scientists know a great deal about the formation of volcanoes, they have yet to develop an effective system for accurately predicting their eruptions. While volcanoes can be devastating to cities and landscapes, they can also create new geographical features such as mountains and island chains.

In this lesson, students will learn about different types of volcanoes, how and why they erupt, and the physical impact of volcanic eruptions. The class will simulate a volcanic eruption by using a model volcano and chemical solution, and compare it to a real eruption in order to understand both the process by which magma is created and the relationship between plate tectonics and volcanism. The lesson also reviews the formation, location, and identity of volcanic islands and other surface features. The class will analyze information gained from video clips and virtual labs to assess the possibility of using knowledge about volcanoes to predict their eruptions.

Student understanding will be assessed through classroom organizers, virtual lab activities, and responses to in-class discussions. Students should have a basic knowledge of plate tectonics prior to completing this lesson.

This lesson can be used following the NATURE lesson, “Stressed Out!”

SUBJECT MATTER: Earth Science

LEARNING OBJECTIVES:

Students will be able to:

• Describe the physical effects of volcanic eruptions;
• Describe the four principal types of volcanoes;
• Demonstrate an understanding of the process by which magma is formed;
• Explain the relationship between plate boundaries and zones of volcanism;
• Correlate zones of high occurrence of volcanoes and newly formed mountain ranges/island chains;
• Recognize the geographic areas where volcanoes most frequently occur;
• Compare the positive and negative effects of volcanic eruptions;
• Discuss options for predicting volcanic eruptions.

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards:

Earth and Space Science

CONTENT STANDARD D: As a result of their activities in grades 9-12, all students should develop an understanding of

• Energy in the earth system
• Geochemical cycles
• Origin and evolution of the earth system
• Origin and evolution of the universe

Fundamental concepts and principles that underlie this standard include:

ENERGY IN THE EARTH SYSTEM

• The outward transfer of earth’s internal heat drives convection circulation in the mantle that propels the plates comprising earth’s surface across the face of the globe.

THE ORIGIN AND EVOLUTION OF THE EARTH SYSTEM

• Interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years

New York State Regents Core Curriculum Alignments

Physical Setting: Earth Science Core Curriculum

STANDARD 6 – Interconnectedness: Common Themes Patterns of Change:

Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

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

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1

2.1k The outward transfer of Earth’s internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising Earth’s surface.

2.1l The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologic system.

These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges.

Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid-ocean ridges.

Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through down-warping of the crust.

2.1n Many of Earth’s surface features such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs, mountain ranges (folded, faulted, and volcanic), hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associated with plate motion and interaction.

2.1o Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution.

2.1p Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition.

MEDIA COMPONENTS

Video:

NATURE, Violent Hawaii, selected clips

Clip 1, “A Land Born in Fire”

Shows footage of volcanic activity and lava flow in Hawaii.

Clip 2, “How to Build an Island from Scratch”

How the Hawaiian Islands were formed by a geothermal hotspot and related volcanic activity.

Clip 3, “Creating an Island Paradise”

The process by which the next Hawaiian island will be formed.

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

Web sites:

Annenberg Media Exhibits – Volcanoes
This interactive site contains information about the formation and location of volcanoes, as well as information about predicting volcanic eruptions.

Dynamic Earth:

Plates & Boundaries
This section of the interactive shows the different types of plate boundaries and where they are located on the Earth’s surface. This page is a good review for students.

Slip, Slide, Collide
Starting on the second page of the section, Slip, Slide, Collide shows pictures and animations, accompanied by text descriptions, of the activity at plate boundaries.

Active Volcanoes, Plate Tectonics, and the “Ring of Fire”
Map showing plate boundaries and sites of volcanic activity.

Virtual Volcano
This interactive site from the Discovery Channel reviews the composition of volcanoes, the different types of volcanoes, and allows students to adjust conditions create different types of volcanoes and eruptions.

Predict an Eruption
This interactive Web site from the U.S. Geological Survey uses data from a series of eruptive episodes of Mt. St. Helens to describe methods of predicting volcanic eruptions. The site includes animations, text, hands-on extension activities, and assessments.

Earth Science Reference Table
Provided by the New York State Regents Board, this reference guide includes useful information for students.

MATERIALS

For each student:

• Earth Science Reference Table (page 5)
• Case Study Organizer (PDF) (RTF)
• Hawaiian Islands Organizer (PDF) (RTF)
• Volcano Types Organizer (PDF) (RTF)
• Predicting Volcanic Eruptions Organizer (PDF) (RTF)

For each pair/group:

• Computer with Internet access

For the class:

• Computer with Internet access, projector, and screen
• World Map
• Materials for the Volcano Model and Simulated Eruption
  • One 100ml beaker
  • One metric measuring cup
  • One small jar (large enough to hold ingredients)
  • One small dishpan
  • One piece of cardboard, approximately 10 x 20 cm
  • 50g baking powder
  • 180ml white or cider vinegar
  • 60ml dishwashing liquid
  • Red food coloring
  • 120ml water
  • Approximately 0.5kg potting soil
  • Two sticks of modeling clay
• Teacher Answer Keys
  • Case Study Organizer Answer Key (PDF) (RTF)
  • Hawaiian Islands Organizer Answer Key (PDF) (RTF)
  • Volcano Types Organizer Answer Key (PDF) (RTF)
  • Predicting Volcanic Eruptions Organizer Answer Key (PDF) (RTF)

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.

Make copies of the Earth Science Reference Table (page 5) for each student in your class.

Make copies of all Student Organizers for each student in your class.

Prepare the Volcano Model and materials for the Simulated Eruption prior to the lesson, assembling the materials as follows:

1. Put 50g baking soda in a small jar.
2. Cover the sides and part of the top of the jar with modeling clay, forming a cone shape resembling a volcano. Leave an opening at the top.
3. Place the model volcano in a small plastic dishpan.
4. If desired, fill the dishpan with soil, surrounding the volcano. If necessary, use cardboard to hold the soil in place.
5. In a separate container, mix 180ml white or cider vinegar, 60ml dishwashing liquid, 120ml water, and 2-3 drops red food coloring.
6. Set the volcano and vinegar solution aside for the Introductory Activity.

Next: Proceed to Activities

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