Madagascar Project Years 3/4

Transcription

The Madagascar Project
The Madagascar Ako Project
Teachers’ Guide
Volume 2
Science and cross-curricular activities
Primary Languages
and Literacy Project
© Brighton & Hove City Council 2011/ A. Jolly
Madagascar Ako project team
Judy Hawker, Primary Languages Consultant, Brighton & Hove
Alison Jolly, Author, Primatologist and Consultant on Madagascar
Elspeth Broady, Editor and Designer
Janice Dykes, Coombe Road Primary School, Brighton
Sue Meeson, Benfield Primary School, Portslade
Jen Wilks, Mile Oak Primary School, Hove
Peggy Bouillard, Westdene Primary School, Hove
With further contributions from
Leslie Boon, Nadège Clifton, Natasha Graimes, Emma Fook, Nicki Morgan, Kate Able and
Trudy Roberts.
The project team would like to acknowledge all those who have collaborated with the
Madagascar project. In particular, we would like to thank everybody associated with the Ako
project for allowing us to use the Ako books and providing us with wonderful resources. We
have found our discussions with colleagues working in Madagascar a huge source of
motivation.
We are very grateful to the Liz Claiborne Fund and the Art Ortenberg Foundation who have
supported this project and enabled collaboration between Malagasy teachers and colleagues
from Brighton & Hove.
We would also like to acknowledge the work of Pie Corbett on ‘Talk for Writing’ and Jo Cole,
Senior Consultant Languages and Pedagogy, the International Learning and Research Centre,
South Gloucester, both of whom have inspired the approach we have developed for using
stories.
We would also like to thank CILT, the UK National Centre for Languages, which has supported
the development of this project.
A full list of picture credits is given on pages 59-60.
Parts 1 and 4 © Brighton & Hove City Council 2011, Parts 2 & 3 © Alison Jolly 2011
All rights reserved. No part of this publication may be reproduced in any form or by any
means without the prior consent of the authors. All enquiries concerning reproduction
should be addressed to Judy Hawker: [email protected]
2
© Brighton & Hove City Council 2011/A. Jolly
Book 2 Contents
Madagascar Ako project team
2
PART 1 – Background
5
Introduction to the project
6
Dr. Alison Jolly
7
Aims and objectives
9
PART 2 – Lemurs of the Ako books: stories for science
11
How scientists classify living things
12
The order of primates
16
What is a species?
17
Species of lemur in the Ako books
19
PART 3 – Ecosystems: using the Ako posters
23
Ecosystems
24
Adaptation
26
Forest
27
Bitika – the baobab forest poster
29
Ako – the littoral forest poster
31
Tik-Tik – the spiny forest poster
33
Bounce – the tsingy poster
35
No-Song – the mid-altitude rainforest poster
37
Furry and Fuzzy – the low-altitude rainforest poster
39
3
PART 4 – Cross-curricular activities
41
Science unit on Madagascar
44
Numeracy unit on Madagascar
48
Art unit on Madagascar
51
ICT – Powerpoint unit on Madagascar
54
ICT – Newspaper reports
58
Picture credits
59
4
PART ONE
Background
5
Introduction to the project
Welcome to the Madagascar Ako Project. This project is based on the collaboration of a
group of primary teachers developing materials as part of Brighton & Hove’s innovative
Primary Languages and Literacy Programme, and an international team comprising teacher
educators, scientists and artists who have produced a series of stories about lemurs (the Ako
stories) for environmental education in Madagascar.
Book 1
Story-telling for primary languages and literacy
Teachers’ Guide Book 1 presents the units of work, lesson plans and materials which we have
developed to link the teaching of French and literacy at Key Stage 2. Our key focus has been
on story-telling in an international context, anchored in a cross-curricular approach, with a
strong emphasis on developing international and environmental awareness.
The stories at the heart of this project are Bitika and Bounce. These are two of the six books
produced by scientists Alison Jolly and Hanta Rasamimanana and artist Deborah Ross for the
Ako Project. Their aim is to provide scientifically-accurate but engaging tales about lemurs to
promote environmental education in Madagascar. They are written in Malagasy and English,
and are now being used to support Malagasy literacy work in primary schools in Madagascar.
We translated these stories into various French versions to make them appropriate for
second language learning both in the United Kingdom and in Madagascar, where French is an
official language. The original stories in English have also been used as a stimulus for more
elaborate story-telling and writing in literacy.
Book 2
The lemurs of Madagascar: a focus for science and crosscurricular work
Teachers’ Guide Book 2 presents materials developed for teaching aspects of primary science
through the Ako books; in particular, the principles of classification and awareness of
different ecosystems. Each of the six Ako stories has as its central character a different
species of lemur. Through the beautiful illustrations in the Ako books, and the associated
posters, the lemurs are shown in their specific environments and their particular
characteristics are emphasised. This encourages children to explore how different animals
are adapted to their environment, and how important these environments are to maintaining
biodiversity.
Book 2 also brings together units of work and lesson plans which show how the Madagascar
theme can inspire work across the curriculum. Children at Key Stage 2 in Brighton & Hove
knew about Madagascar and its lemurs from the Dreamworks animated film, and were
motivated to find out more in activities involving numeracy, geography, art and ICT.
6
Dr Alison Jolly
Alison Jolly is the main author of the
Ako
stories,
and
a
leading
primatologist. She was born in Ithaca,
New York and now lives in Lewes, East
Sussex, UK. After completing her PhD
at Yale University, she began field work
at Berenty Reserve, Madagascar, in
1963. Here she noticed that among
ringtailed lemurs (Lemur catta) and
white sifaka (Propithecus verreauxi),
females wholly dominate the males.
There is still no adequate evolutionary explanation for this, including why the lemur males,
who are just as big and sharp-toothed as the females, actually put up with it! Alison put
forward the view that primate intelligence evolved to meet the challenges of social life rather
than as a way to manipulate objects like food.
Alison married Richard Jolly and they had four children. Unable to continue her field work,
she wrote a textbook instead, The Evolution of Primate Behavior. Then a WWF-sponsored
visit led to a book on Madagascar’s people and their environment, A World like our Own. Her
economist husband told her, ‘Tell the whole story, with people, not just your animals.’ At
that time many wildlife scientists looked for ‘pure’ nature and tried to ignore the fact that
people are now the greatest force for change in the environment.
During the 1980s, Madagascar was increasingly recognised as one of the world’s chief
priorities for conservation. Over 80% of the species in its dwindling forests are unique to the
island-continent. Alison wrote on Madagascar’s needs and campaigned for protection of its
environment. She called the place ‘a tragedy without villains’ since it is poverty that forces
people to eat their environment. By 1990, Madagascar had become the darling of
conservation aid donors.
Alison then returned to her earlier interests in the evolution of intelligence, writing Lucy’s
Legacy, and studying lemur behaviour. From 1990 onwards, she visited Berenty yearly for the
September-November ringtailed lemur birth season with Princeton students and Earthwatch
volunteers. Her colleague Hanta Rasamimanana, a professor at Madagascar’s teacher
education institute, also brought her students to do field work for their Masters’ degrees in
Science Education. Hanta concentrated on lemur energy budgets, Alison on the territorial
disputes between troops of ringtail females. She wrote Lords and Lemurs, a history of
Berenty, because the people are just as exciting as the wildlife.
7
In 2005 artist Deborah Ross suggested
collaborating on a children’s book: Ako the
Aye-Aye. With Hanta, Deborah, and
designer Melanie McElduff. the Ako Project
has grown into six books and posters about
the adventures of young lemurs. UNICEF
has printed 15,000 of each book and 6,000
of each poster for Malagasy primary
schools—among the very few materials
most children have about their own
extraordinary biodiversity.
The Ako project is still growing, soon to include a handbook for Malagasy teachers on how to
use stories to teach science.
Alison has been honoured by a Lifetime Achievement Award from the International Society of
Primatology. A mouselemur has been named after her: Microcebus jollyae. She continues to
be involved in research and especially with the Ako Project. She is proud of helping young
Malagasy scientists to begin their careers, and, she hopes, of inspiring children worldwide to
love lemurs.
8
Aims and objectives of Book 2
The overall aim of the Brighton & Hove Primary Languages and Literacy Project has been to
explore complementary ways of working in these related curriculum areas, and specifically to
show how work in Primary Languages can impact on literacy skills.
However, in the course of developing units of work based on the Bitika and Bounce stories,
we realised how the Ako series of stories as whole and the Madagascar theme could inspire a
range of work across the primary curriculum, particularly in science. Our cross-curricular
approach is captured in the overview diagram on page 10, and in the plan of one teacher’s
interpretation of the theme on page 42.
We have therefore reproduced in Parts 2 and 3 of this Teachers’ Guide Book 2 much of the
material that Dr. Alison Jolly and her colleagues have developed for exploiting the Ako stories
for primary science education.
Part 2 focuses on scientific classification and provides the background to the range of lemurs
which feature in the Ako stories. It encourages children to think about how we categorise
living things and how we name them; how different and similar they are to each other.
Part 3 introduces the key concept of ecosystems and their variety. This helps children explore
how living things adapt to their environment. The posters that accompany the different Ako
stories show vividly the features of the ecosystems where the different lemurs live. Part 3
aims to help teachers exploit the posters interactively with children. The posters are
reproduced here as a reference guide.
Throughout Parts 2 and 3, you will find ‘Thought points’ in grey boxes. These are questions
that can be used in class, either in plenary discussion or for children to discuss with talk
partners. They aim to engage children more fully with the material and help them explore
key ideas. There are also some ‘Activity’ boxes which present longer tasks.
Finally, Part 4 shows how the Madagascar theme was exploited across the curriculum in one
Brighton & Hove school. In this section, you will find units of work for science, focusing on
the key themes of classification and adaptation. You can also see how the Madagascar theme
informed units of work in numeracy, art and ICT. The ICT units of work build on the literacy
units on writing non-chronological reports and newspaper reports presented in Teachers’
Guide Book 1.
The aim of Book 2 is thus to provide teachers with ideas and background for exploiting the
Ako books and the Madagascar theme creatively, rather than presenting a pre-defined
teaching scheme.
9
Primary Languages
Story-telling
Reading
Writing sentences
Knowledge about language
Listening
Vocabulary
Revisiting basic conversation
Literacy and drama
Story-telling
Reading
Chronological and non-chronological writing
Newspaper articles
Persuasive writing
Playscripts
Poetry
Science and the environment
Natural history
Habitats (zoo trip)
Classification
Adaptation
Ecosystems and biodiversity
Life cycles
Conservation
Recycling
Madagascar
Art and DT
Posters
Paintings
Collage
Printing
Clay
Textiles
Weaving
Using recycled materials
Watercolour painting
3D models of habitats
ICT
Powerpoints
Internet use
Word leaflets
Data handling
Humanities and the global dimension
Maps
Globes
Climate
Places and people
Regions
Travel
Culture
Lifestyles
Activities
Numeracy
Plan costs of journey
PART ONE
Lemurs of the Ako books:
stories for science
11
How scientists classify living things
How to classify animals
Scientists working in different parts of the world need to use the same categories to classify
living things. Below you’ll see the categories they use in three different languages: Malagasy
(the language of Madagascar), French and English.
Fitambarambe
Règne
Kingdom
Sampana
Embranchements
Branch
Sokajy
Classe
Class
Vondrona
Ordre
Order
Fianakaviana
Famille
Family
Taranaka
Genre
Genus
Karazana
Espèce
Species
Foko
Race
Breed
Thought point
Why do we need scientific names?
If you know the scientific name of a plant or animal species, you can talk about it to scientists
anywhere, and you will understand each other—including looking it up on the internet.
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Activity
Over page are pictures of some living things found in Madagascar. Copy the pictures or the
picture names and then try to classify them, using some of the scientific categories. Below
are the questions you need to ask.
Which kingdom?
For this task, choose between

PLANT

ANIMAL
Two other kingdoms are FUNGI and BACTERIA, but they have no pictures here.
Which branch?
In the ANIMAL kingdom, you can choose between

VERTEBRATE – with a backbone

INVERTEBRATE – without a backbone.
Which class?
In the VERTEBRATE branch, you can choose between

FISH

AMPHIBIAN (with soft slimy skin)

REPTILE (with hard scaly skin)

BIRD (with feathers)

MAMMAL (with fur)
Which order?
In the MAMMAL class, which order? Madagascar has only five native orders of mammals.

BATS

TENRECS

RODENTS including rats and mice

CARNIVORES

PRIMATES – all Malagasy primates are lemurs
Have you found one picture for each order of mammals?
When you have finished classifying these pictures, try classifying other animals you know.
13
Classify these creatures of Madagascar
Helmet vanga
Roussette bat
Giant jumping rat
Endemic cichlid fish
Eastern spiny tenrec
Madagascar hissing cockroach
Radiated tortoise
14
Alluaudia tree
White-browed owl
Fossa
Hunting kingfisher
Madagascar moon moth
Ringtailed lemur
Madagascar hognosed snake
Tomato frog
Panther chameleon
15
The order of primates
Lemurs are primates
Lemurs are primates, but they are not the only primates. Here are some primates of other
continents. Lemurs are in the same mammalian order as monkeys and apes!
Adult male gorilla (Africa)
Chinese golden monkey
16
Infant orang-utan (Asia)
South American spider monkey
What is a species?
A species is a kind of animal which doesn’t mate successfully with other kinds. A wild duck
can mate with a domestic duck but their offspring is sterile: the parents are two different
species.
A European cow can mate with a Malagasy zebu cow, with fertile offspring. They are the
same species.
Every species has a scientific name: its genus, which is the group of animals it belongs to, and
its own name. The name is written in italics with an initial Capital letter for the genus, small
letters for the species.
Thought point
Why do we need names? What is your name? If you have two names, one is just for you,
one name is shared with your family. If your first name is a common one, people still know
who you are because of your family name. A scientific name is like that. It tells you the
species and its genus which are that species’ immediate relatives.
The scientific name of humanity is Homo sapiens. Homo means human beings, sapiens
means wise. All humans are one species. Would you call humans ‘People who are wise?’
What name would you choose for humans?
17
How many lemur species are there? We don’t know!
There are perhaps more than a hundred lemur species. Why don’t we know just how many?
First, because many of them live in different forests and never meet. There are differentlooking lepilemurs in every Malagasy forest, but we are not sure if they are separate species
or just separate races.
Second, because every time scientists go to a new forest, they see new lemurs! The local
people know about those lemurs, but the local people do not know that theirs are different
from everyone else’s. So scientists keep finding new lemurs to name. Here are two which
were named in the 1980’s and one first identified in 2010.
Golden bamboo lemur
Hapalemur aureus
© David Haring
Golden-crowned sifaka
Propithecus tattersalli
A new kind of fork-marked lemur with no scientific
name yet.
18
Species of lemur in the Ako books
Bitika the Mouselemur
Bitika is a Microcebus berthae, which means
‘Mouselemur of Madame Berthe’. Madame
Berthe Rakotosamimanana was a great teacher
about lemurs at the University of Antananarivo.
© RussMitttermeier
MItRu©r
There are many species of mouselemurs. Each
forest in Madagascar has its own species, or
sometimes two or three kinds. Madame Berthe’s
mouselemur is the smallest of all.
The six other lemur species that Bitika meets in the forest are all much bigger. Adults weigh
only 30 grams. They only live in the forests of the Menabe region. They eat insects and fruit,
and especially the sugar left by the flower insects, called ‘sugar of the woods’. Many
predators eat these little lemurs, especially white-browed owls.
Madame Berthe’s mouselemurs live alone with very little association between adults. Bitika
depends completely on her mother until she is old enough to feed herself, and go off to live
on her own.
Thought point
What fruit do you eat? What insects? Is there anything in Madagascar big enough to eat
you? What about in Africa? Do mosquitos count as predators?
In the Bitika story, Bitika feels smaller and smaller, and then very big. Is size always physical ?
Ako the Aye-Aye
Ako is a Daubentonia madagascariensis.
Daubenton was a French naturalist.
Madagascariensis just means ‘of
Madagascar.
Aye-ayes are so strange that it was a
hundred years before scientists
agreed that it is a lemur. They have
huge ears, ever-growing incisor teeth
like rodents, and a skeletal third
finger. The finger is not actually
longer than the others, but it is very
19
thin. When the aye-aye walks, it holds the finger bent out of harm’s way. The aye-aye taps on
objects with that finger, and listens for echoes—it is very sensitive to any hollow echo. If
there is an insect tunnel, the aye-aye opens the outside with its teeth, but the finger is
double jointed so it can bend round to follow the tunnel in the wood, and hook the grub on
the sharp claw at the end. They also open hard nuts like ramy fruit and coconuts with their
strong teeth.
Aye-Ayes live alone, but a young aye-aye stays for almost a year with its mother, to learn the
range and the varied diet.
Thought point
What can you identify just by tapping on something with your eyes shut? Could you open a
coconut with your teeth? How do you learn from your parents what is good to eat?
There are many legends about aye-ayes, that they bring good or bad luck. Why are people
afraid of such an animal?
Tik-Tik the Ringtail
Tik-Tik is a Lemur catta. Lemur was an
ancient Roman name for ghosts with big
luminous eyes. Catta means like a cat,
because ringtails meow to call to each
other.
Ringtailed lemurs live in the biggest
troops of any lemur, from 5 to 35
individuals. They are often on the
ground, in the open where predators can
find them.
©Cyril Ruoso
When one lemur spots a ground predator, it calls YAP-YAP- YAP, and others join in, and
everyone runs up trees. When one sees a big snake it goes CLICK-CLICK-CLICK. Others don’t
run, they just watch where the snake goes, since it is only dangerous if it is in ambush. For a
hawk, they SCREAM and run down under cover. A ringtail alone is a very nervous animal.
Thought point
Ringtails have to live with many relatives, and deal with social relations of friendship, kinship,
and dominance. Are males or females the dominant ones? Why do males have to change
troops?
What are some of the other ringtail calls in the Tik-Tik book? Why do group living animals
need many calls? What are some other animal calls? Do you know what they mean?
Humans have language, but do we also have some social noises like other social animals?
20
Bounce the White Sifaka
Bounce is a Propithecus deckeni. Propithecus means it
came before monkeys. This is the name for all the sifaka
genus. Baron Klaus von der Decken was a German
explorer and naturalist.
There are many different species in the sifaka genus.
Some kind of sifaka lives in almost all forests of
Madagscar. Decken’s sifaka is all white except for its bare
black face, its hands and feet. This kind lives in the Tsingy
de Bemaraha.
Like other sifaka, the sifaka of the Tsingy de Bemaraha
mostly eat leaves. They can climb and leap on the cutting
edges of the limestone pinnacles without getting hurt!
They do come to the ground, but ‘dance’ on their hind
legs as if they were leaping in trees.
Sifaka live in little families of up to ten animals, with males and females together. Usually
there is just one infant in a troop. Most of the adults help care for it and defend it. Their chief
enemy is the fossa.
Thought point
The fossa also cares for her cubs, which look like miniature lion cubs. Is the fossa a bad
animal or a good one? Can an animal be bad or good?
Furry and Fuzzy the Red Ruffed Lemur Twins
Furry and Fuzzy are Varecia rubra. Varecia
means having a patchwork of colors. Rubra
means red.
Ruffed lemurs are quite large, twice as
large as ringtails. Black and white ruffed
lemurs live in much of the eastern
rainforest, but red ruffs live only on the
Masoala Peninsula. They eat ripe fruit, so
they must travel far through the forest.
©David Haring
They are the only diurnal lemurs that make
nests. They have twins or triplets which they leave in the nest. When the infants are a little
larger, they carry them to new trees and park them there, often in a tangle of lianas. Red
ruffs live high in the tree-tops and may never come to the ground in all their lives.
21
Ruffed lemurs live in very small groups when the young are little: one or two males and one
to three females. All the females may give the infants milk. Later in the season they associate
with other families in a larger community.
Thought point
Do you have a small family, and also bigger family with aunts and uncles, and a still bigger
community of your family’s friends?
Because they need fruit from large trees, ruffed lemurs are the first species that disappears if
the forest is logged. What do you think is the solution to save ruffed lemurs? Protect the
forest, or raise them in zoos, or both?
No-Song the Indri
No-Song is an Indri indri. Some think that the
scientific name came from a Malagasy showing an
indri to a scientist, and exclaiming ‘Look at that!’
The Malagasy name is babakoto. That means
father of the son, or grandson. There are legends
about indri adopting a little human baby.
Indri eat leaves of many trees. Adult indri know all
the food trees in their territory. They travel
efficiently from one to another, saving energy by
knowing the shortest route. They sing to defend
the territory: the forest all looks green, but it all
tastes different, and each kind of tree gives
different food for their diet. They have never
survived in captivity, because their diet is so varied
and specialized.
Indri usually jump about two metres between
trees, but can jump for 5, and one was measured
to jump 10 meters.
Indri live in pairs: one male and one female and their children. The pair stays together for
many years or a lifetime. Their young stay for at least six years, learning the complicated
diet, and waiting to find a mate and a place to live in the forest. The father helps by singing to
defend his territory, and he often plays with his children.
Thought point
Do you think animals can be in love?
22
PART THREE
Ecosystems: using the Ako posters
23
Ecosystems
Ecosystems: all living things in the forest are connected and depend upon one another. An
ecosystem is the sum of all the living things in a place, and also the physical environment on
which they depend. Examples are:

The food chain

The cycle of respiration

Many other relationships: support, protection, pollinization, etc.
Classification of ecosystems with examples from Madagascar
Forest
24
Savanna
Desert
Montane
Rural
Fresh water
There is no true desert in Madagascar! Spiny
forest is semi-arid. Its plants are not cactuses.
They are almost all unique to Madagascar.
Urban
Ocean
25
Adaptation
Examples of adaptation to ecosystems in Madagascar
Leaves are reduced to avoid desiccation. Thorns
deter predation, since leaves and trunk are
difficult to replace in very dry climate.
Spiny Forest
Webbed flippers
Activity
The zebu and the Highland cow are members of the same species (Bos primigenius). Zebu
cattle are found in tropical areas such as Madagascar, while Highland cattle come from
Scotland. Each one is adapted to its own environment: how?
Zebu
26
Highland cow
Forest
What is a forest?
A forest is an ecosystem with many trees: plants with wood inside
Trees are big. They store food from year to year, so they can survive through bad years.
Trees are strong. They only blow down in very bad storms.
Trees are tall. They reach for the light when growing among other trees.
Tree roots go down to reach moisture, or wide to prop them up, or both.
Forests are shady and cool
Rainforest has deep shade, with many layers of leaves. Spiny forest has little shade because
the leaves are small so as not to dry out in the sun.
Even the driest forests are shadier and cooler than open grassland. You can feel the
difference as you walk into the shade of the forest.
Forests are damp
Rainforest ground is always moist.
Dry forest ground is dry on the surface, except just after rain, but there is always a little
moisture down where the tree roots grow. Even the driest forests hold more moisture than
open grassland.
Forests gather moisture in the wet season and let it out slowly in the dry season, regulating
river flow. Forests help prevent droughts and floods.
Forest soil is rich
Fallen leaves and twigs enrich the soil. This is why people cut the forest when they want a
new clearing to grow crops.
Forests do not erode quickly
The roots of trees hold the soil fast so wind and rain and cyclones do not easily wash it away.
Forests are rich in plants and animals.
In a forest, many different species have room to live together.
Forests measure out water, and make and hold soil. They are home to the plants and animals
that make Madagascar famous in the whole world
27
The poster map: forests of Madagascar
Forests hold all Madagascar’s
endemic species: there are
almost none on the savanna.
Remaining
natural
forest
covers
only
10%
of
Madagascar’s area.
Where are Madagascar’s dry
forests?
Prevailing winds and cyclones
come from the east, so eastern
Madagascar is humid, western
forests in the rain shadow are
dry.
Dark green
Eastern rainforest, almost all
at ≥ 800 m altitude: Indri of
Mantadia.
Lowland rainforest :
Red
ruffed lemurs of Masoala.
Light green
Secondary rainforest: most of
this region is now grassland.
Beige
Highland
plateau
savanna
of
the
Brown
Western deciduous forest:
Mouselemur of Menabe, Sifaka
of the Tsingy.
Yellow-brown
Southern
spiny
forest:
Ringtailed
lemurs
of
Andohahela.
28
Bitika – the baobab forest poster
Endemic species
All the plants and animals in the poster are endemic to Madagascar except the pink hibiscus
flowers. Four are endemic just to the Menabe: find the giant jumping rat, narrow-striped
mongoose, flat-tailed tortoise, and Madame Berthe’s mouselemur.
Lemurs: How many other lemur species does Bitika meet in the book? How do different
species co-exist? (They have rather different diets.) How do they survive the dry winter? (By
hibernating, or eating tree gum, flower insect sugar or nearly dry leaves.) Different species
both help and harm each other: for instance, Mirza sometimes eats small mouselemurs, but
also makes nests that the mouselemurs use. Find all the other lemur species on the poster.
The food chain: Find Bitika’s favourite food. What does that species eat? Find three animals
that would like to eat Bitika (one is hiding behind a log.)
Forests: Many trees have deciduous leaves. Winter is 8-9 months long and very dry, but
strong summer rains allow trees to grow new leaves every year.
Baobabs: The great baobab alley is famous throughout Madagascar. Why are baobabs so
fat? To store water for the dry season. The baobabs of the Menabe are called reniala, the
mothers of the forest. They are the tallest baobabs, but there are six other species in
different parts of Madagascar. Even the great baobabs need other species: they are
pollinated by little mouselemurs and dwarf lemurs.
Activity
Describe the ecosystem of a farm. How do the different species depend on each other, or
harm each other, or both? Don’t forget wild species—and the farmer.
29
Ako - the littoral forest poster
Littoral means at the seashore.
Adaptations
Plants of this forest have tough leaves, often with waxy
coating. This is to resist the salty winds. Here is a littoral
forest seed: how does it travel to new places to grow?
Most littoral forests have been cut down. The remaining ones
are very rich in species. How many birds do you see in the
poster? Reptiles? Amphibians?
Endemic species
All the species in the poster are endemic to Madagascar. Find Goodman’s pandanus crab.
This species was recognized by scientists very recently. It is only known to live in the water at
the base of pandanus leaves in Tampolo forest!
Thought point
In many places people believe that aye-ayes bring bad luck and must be killed. In other places
they are protected by beliefs. If one is killed, you must bury it in a cloth, with prayers, like a
person. Why do people make legends about an animal that looks like this? What animals or
wild areas near you are protected or harmed by people’s beliefs about them?
31
Tik-Tik – the spiny forest poster
The map
Where is Andohahela Reserve? Its eastern part is rainforest; its western part is in the dry
spiny forest. Spiny forest continues across the south of Madagascar to the town of Tulear on
the west coast.
Adaptations
Succulent plants
How many plants can you find with fat leaves or stems to store water?
Thorns
How many thorny plants can you find? They guard leaves and stems because in such a dry
climate, it is difficult to re-grow them, especially if the plant has lost water
Endemic species
95% of plant species in the spiny forest are endemic to the south of Madagascar. There are
also endemic animals like the radiated tortoise, now threatened by export as food. Other
animals live throughout Madagascar, like the tree boa. Find an adult and a bright red juvenile
boa on the poster.
Introduced species - prickly pear
One important species is the prickly pear. This is a real cactus
from Mexico. Why do introduced species often flourish in a
new country? Because they escape from their natural pests
and predators. People eat the fruit. Cattle and goats and
lemurs eat the leaves. The great pest of the prickly pear, the
cochenille insect, was introduced from Mexico in the 1930’s.
Destruction of the prickly pear was followed by a terrible
famine. All the prickly pear you see in Madagascar nowadays
are varieties that resist the cochenille, introduced after the
famine.
Thought point
What are some species where you live which were introduced from other countries?
What are some you yourself depend on to eat?
33
Bounce – the tsingy poster
The map
Tsingy means tip-toe, because people say there is not enough flat ground to plant your whole
foot. They were made by heavy rains falling on the limestone rock, sharpening it to points.
Thought point
Some tsingy pinnacles are 120 m tall. How tall is your school? How many schools piled up
would be as tall as the tsingy?
The bridge
The tsingy are so extraordinary that many tourists and Malagasy visit them. Would you be
afraid on this bridge between the points of the tsingy?
Adaptations
Plants on top of the tsingy must stand dryness, like the endemic blue kalanchoe, because the
rock does not hold water. The tsingy’s points could cut your hands. Sifaka can jump on the
points, as they also jump on thorns in the spiny forest. It is a useful adaptation—but no-one
is sure just how they do it!
Bats
Millions of bats live in the caves under the tsingy.
The big ones are fruit-eaters, who plant the seeds
of the forest as they fly. Little ones eat tons and
tons of insect pests. In the cave roofs there are
strange hollows. It seems that the bats themselves
make these hollows!
Thought point
What other animals modify their own physical environment?
(If you count eating and defecating, they all do!)
35
No-Song – the mid-altitude rainforest poster
The map
The Mantadia Reserve is on the road from the capital, Antananarivo to the main port,
Toamasina. This means it is the most visited reserve in Madagascar. It is on the eastern
escarpment, which runs the length of Madagascar. The escarpment was made by a huge
earthquake millions of years ago. The earthquake lifted the cliffs of the escarpment to about
1 km above sea level. Most rainforest is on the escarpment, because forest lower down or on
gentler slopes has been largely cut down.
Adaptations
May trees have small leaves and thin trunks. They must resist the cold winds blowing from
the east. There is lots of water, but little nutrition in the soil. Many mosses and orchids live
perched high on trees, getting nutrition from falling debris.
The comet orchid and the predicted moth
People love orchids because their flowers are beautiful and last
so long. Orchid flowers are adapted to wait a long time, perhaps
for weeks, until just the right pollinator comes along. The Comet
orchid of the poster has a nectar tube 30 cm long. When Charles
Darwin first saw that orchid, he predicted that some day people
would identify a moth with a tongue 30 cm long to pollinate the
orchid. Fifty years later the moth was found. Find on the moth
on the poster with its tongue stuck out, named preadicta.
Thought point
Think of some other animals with really bizarre shapes. How do those shapes help the
animal to survive and be adapted to its environment?
37
Furry and Fuzzy – the low altitude rainforest poster
The map
Where is the Masoala Peninsula? It is one of the last places where the rainforest comes down
to sea level. The steep slopes go right down into the very deep Bay of Antogil. How does the
climate differ from the mid-altitude rainforest? Much hotter! How does it differ from littoral
forest? On the western slope of the peninsula, it is sheltered from the prevailing wind off the
sea.
Adaptations
The trees are huge in the hot wet climate. The leaves are huge, to
catch the little sunlight that filters down through the foliage
above. Tree roots snake across the surface of the ground. The soil
itself is very poor. Nearly all dead leaves and animals are quickly
recycled by fungi and bacteria, instead of enriching the soil. Treeroots stay on the surface, and trees prop themselves up with
buttresses, instead of the roots reaching down into the nearly
sterile soil.
Whales
Humpback whales come
to the bay of Antongil to
mate and have their calves. Masoala is a marine
reserve, not just a forest reserve. The whales swim
down all of Madagascar’s east coast to return to the
Antarctic to feed. A humpback whale is 12-16 m
long, and weighs about 36 tons. The baby is born
about 3 -4.5 meters long. Could your classroom hold
a whale?
Rosewood and ebony
Many trees of the great rainforest have very
precious wood. This tempts people to cut them,
even in national parks which should be saved for
future generations of Madagascar and the world
Thought point
If you were a red ruffed lemur living in the treetops, and never coming down to the ground,
what would the forest look like to you?
39
PART FOUR
Cross-curricular activities
41
Literacy
 Non-chronological reports
(Lemurs/Fossas)
 Newspaper reports (linked to
escape of animals in
Madagascar film)
 Argument –“Should animals be
kept in Zoos?”
 Persuasive writing-link to
brochures and holiday in
numeracy
Numeracy
Assess and review/applying
numeracy project

Plan holiday to Madagascar

Timetables/prices/time
differences/costs/car hire

Currency line graphs

Temperature bar graphs
Science




Classification keys: Design
own keys linked to animals
and plants from Madagascar
Habitats: of lemurs, fossas,
aye ayes
Adaptations: see above
Food Chains: Species from
Madagascar
ICT
 Internet as research to find out
about animals in Madagascar
 PowerPoint assessment:
Presentation about a
Madagascan animal designed for
infant children
Geography
 Location/landmarks/food/
Education/farming/population/
language
 Climate /tropical climates
 Deforestation
 Visit from Alison Jolly
Art and Design
MFL



Languages spoken
Focus on French. Basic
conversation-link to other
French speaking countries
“Notre Monde”
Read Bitika – descriptive
sentences
 Sketch animals from
Madagascar
 Focus on one animal and make
large picture using different
materials
 Explore Madagascan art
Music
 Listen to various
examples of music from
Madagascar/Africa
 Compose a piece of music
entitled ‘The Rainforest’
Cross-curricular units of work
Subject areas:
Duration:
Class
Science, numeracy, art, ICT, geography
half a term
Years 5/6
Science:
 How have animals in Madagascar adapted to their environment?

How have plants adapted to their environment? Complete report on the Baobab Tree.

Using and making classification keys.

Food chains.
Numeracy:

Plan a holiday and the cost for your family to go to Madagascar.

Observational drawings of Lemurs.

Paintings of the baobab tree.

Plan and create a Powerpoint presentation about Madagascar.

Write up newspaper reports, focusing on cutting and pasting pictures, choosing fonts and
size for effect.
Art:
ICT:
Geography:

Locate Madagascar.

Learn about the variety of environments.

Learn about its people and culture.
The following plans may take longer than a single lesson.
43
Science unit on Madagascar - 1
Learning intention
To know what adaptation means
Steps to success able
Level 5: To be able to explain what adaptation is using examples
Steps to success middle
Level 4: To be able to look at examples of plants and animals and say how they have
adapted.
Steps to success less able
To recognise that animals adapt to their environment.
Activities
Starter
With partners, look at the word ‘adaptation’: what do you think it may mean?
Give the children a clue e.g. look at word adapt. Think about when they have had to adapt.
Give them pictures of three animals that are very different e.g. hedgehog, sheep, seagull
Main
Look at a variety of animals from around the world. Go through each animal and as a class
think of ideas on how that animal has adapted to its environment. e.g. camel, long legs to
keep away from hot sand, humps with fat store and water so they go along time without
water/food.
Ask children to work with talk partners to try and think about how particular animals have
adapted.
Activity
Draw picture of a given animal and then write around the edge how it has adapted to its
environment.
Plenary
What do we know about lemurs and how they have adapted to their environment?
Glue in a picture of a lemur and write down how they have adapted to their environment.
Working with talk partner, share ideas together
Links to other curriculum subjects: literacy, art, drawing
Resources needed: Pictures of animals
AFL Comments:
AFL next lesson
44
Science unit on Madagascar –2
Learning intention
To use classification keys to identify animals and plants in a local habitat
Level 5: I can construct classification keys and use them to identify animals and plants.
Level 4: I can use a suitable classification key to identify animals and plants.
I can use a classification key to identify animals.
Activities
Starter
Look at pictures of various animals. Sort into the types of climates that they live in. Discuss
Main
Look at a variety of classification keys on BBC web site (see below) and discuss how you
can separate different animals. Discuss the meaning of ‘identify’.
Children to have a selection of keys on their table. Children to identify different animals
using keys.
Plenary
What have you learnt today? What have you found difficult? Clear up any misconceptions.
Starter
Why are animals from Madagascar adapted for their environment?
Main
Provide each group with a selection of animals from Madagascar.
Children to play a game in their groups. One person thinks of one of the animals. The rest
of the group to ask yes/no questions in order to find out which animal they’re thinking of.
Repeat.
Discuss which questions were useful in differentiating the animals.
Children to create a key in groups that can be used to identify each animal. Children to be
given card/paper/felt tips etc in order to be able to create a giant key.
Show the children how to construct a key using questions, yes/no answers and pictures.
Plenary
Swap your key with your talk partner and ask them to use it to check it works. Share work
together on the board.
Links to other curriculum subjects:
Literacy – researching Madagascan animals.
Mathematics – branching data base.
Resources needed :
Pictures of animals, classification keys to complete.
http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/variation/play.shtml
AFL Comments:
AFL next lesson
45
Science unit on Madagascar –3
Learning intentions
To understand food chains.
To represent feeding relationships in food chains beginning with a green plant
To learn vocabulary associated with food chains.
Can I use vocabulary for food chains?
Can I represent food chains beginning with a green plant?
Can I explain that food chains can be used to represent feeding relationships in a habitat?
Can I show that food chains begin with a plant (the producer)?
Can I use vocabulary for food chains?
Can I show that food chains begin with a plant (the producer)?
Can I use some vocabulary for food chains?
Can I represent food chains beginning with a green plant?
Activities
Discuss plants as primary producers.
Place the following vocabulary around the classroom: producer, consumer, predator, prey.
Read out a description defining each word and children select the correct word. Children
write a description of each and give an example.
Ask what the children already know about food chains.
Always start with what’s being eaten.
Always draw the arrows pointing to the thing doing the eating.
Demonstrate how to form a food chain using Madagascan animals.
Give the children producer, consumer, predator and prey cards and ask them to form a
food chain.
Links to other curriculum subjects: geography
Resources needed : word cards
AFL Comments:
AFL next lesson
46
Science display
47
Numeracy unit on Madagascar – 1
Learning objective
To solve problems
involving money.
L4 APP
To use their own
strategies within
mathematics and
in applying
mathematics to
practical context.
L5 APP
To identify and
obtain necessary
information to
carry through a
task and solve
mathematical
problems.
Mental and oral
starter
A packet of crisps
costs 32p. Josh buys
three packets.
How much change
does he get from
£1?
Ryan buys
sunglasses for £4.69
and a sun hat £3.29.
How much change
does he get from
£10?
How much change
will I get from £10 if
I buy groceries
costing £2.29,
£1.42, 76p and
£3.83?
Whole class introduction and
teaching
Introduce the task of planning
and budgeting for a holiday.
Teach the children how to read
charts and tables in brochures.
Independent work
Focus group
AFL/Plenary
Middle
TA
Work with the less confident
children using tables and
graphs. Children to book a
week long holiday for their
family.
Use the visualiser to
discuss different
methods of
presenting their
work. Which is the
most effective and
why?
Children to book a week long
holiday for their family to
Madagascar including
accommodation and flights.
Lower
Explain holiday vocabulary.
Model to the children how you
would use a brochure to find
accommodation and flight
details.
To work out the cost of
accommodation for them and a
friend.
To work out the cost of a flight
for them and a friend.
Add the costs together.
How would you work out the
total price for your family?
Resources
Prices or travel
websites and
brochures
Higher (CT)
Plan a holiday for their family
including accommodation
and flights during low and
high seasons. Work out the
differences between each
cost. Which would be the
best option? Explain why.
(Children could also use
temperature graphs to
inform their decision.)
Can I solve
problems involving
money?
Can I use
calculation
strategies to plan a
holiday?
Numeracy unit on Madagascar - 2
Learning objective
Mental and oral
starter
teaching
Independent work
Focus group
AFL/Plenary
To solve problems
involving money.
Look at the climate
graph for
Madagascar.
Children to answer a
range of questions.
Introduce the task of planning
and budgeting for a holiday to
Madagascar. Refer to
yesterday’s lesson. Look at
excellence from yesterday and
discuss successes.
Higher
Can I use calculations strategies to
complete the task?
Can I explain my decisions?
Can I organize my work clearly?
Children to improve yesterday’s
work and continue with planning
their holiday.
Include car hire, excursions, length
of stay, choose spending money
and convert to Malagasy francs.
Explain which time of year they
want to travel and why.
To plan a holiday to Madagascar.
Choose the time of year, flights,
accommodation, car hire and
excursions.
CT
Lower
Can I use + and – to plan my
holiday?
Can I make decisions with my
partner?
Support the children to find the
relevant information and costs
for accommodation and flights
to Madagascar.
Children to total the cost for
them and a friend. If they have a
set budget what will they have
left for spending money?
Top group to explain
what time of year they
have decided to go
and why.
L4 APP
To use their own
strategies within
mathematics and in
applying
mathematics to
practical context.
L5 APP
To identify and
obtain necessary
information to carry
through a task and
solve mathematical
problems
Resources
Climate graph for
Madagascar
What month has the
highest rainfall?
What month has the
lowest rainfall?
Which month has the
least hours of
sunshine?
Which month has the
most hours of
sunshine?
Which month would
you choose to visit
Madagascar? Explain
why.
Today consider:
What information will you need?






Available
accommodation
Flight times
Available dates
Car hire
Excursion – to where
e.g. sanctuary/lemur
forest
Spending money
Extension
Plan the flights and
accommodation for the class to go
on holiday!
Explain that the children are
going to work together to plan
their holiday.
Middle
Can I use calculation strategies to
complete the task?
Can I make decisions on my own?
Can I check my work?
Work with the children to resolve
problems. Children to choose car
hire and perhaps an excursion to add
to their total budget.
Can I use calculation
strategies to plan a
holiday to
Madagascar?
Numeracy unit on Madagascar – 3
Learning objective
Mental and oral
starter
teaching
Independent work
Focus group
AFL/Plenary
To explain the
information in a
graph.
L4 APP
To present
information and
results in a clear and
organized way.
Children to look at a
graph where the
labels have been
removed.
What could the graph
represent?
What labels could you
add?
What questions could
you ask?
Refer to previous days learning. Use
the visualiser to show examples of
excellence and examples of not so
effective work. How can we achieve
excellence? What is the success
criterion? How can we improve the
work that we have completed
already? What do we need to
achieve by the end of the lesson?
Higher
Children to improve yesterdays
work and continue with planning
their holiday.
TA
Work with the lower
children to resolve any
problems. Children to choose an
excursion to add to their total
budget.
CT Middle
Work with the lower
middle children to resolve any
problems. Children to choose
car hire and perhaps an
excursion to add to their total
budget.
Have I planned a
holiday for my family?
L5 AP P
To explain and justify
their methods and
solution
Assess and review
Teach/revise subtraction.
What do we need to remember to
make it successful?
Teach/revise the grid method with
whole numbers, with decimals.
What do you need to remember to
make it successful?
Try on whiteboards.
Include car hire, excursions, length
of stay, choose spending money
and convert to Malagasy francs.
Explain which time of year they
want to travel and why.
Address any misconceptions
Possibly move onto probability related to climate/animal sightings.
Higher – to plan to take the whole class on a trip.
Middle – to complete the task.
Lower – to review grid method and subtraction using success criteria.
Time to review success criteria.
Art unit on Madagascar –1
Learning intention
To be able to observe and draw a lemur paying close attention to proportion and
detail.
Can I observe and draw a lemur paying close attention to proportion and detail?
Can I observe and draw a lemur paying some attention to proportion and detail?
Can I observe and draw a lemur?
Activities
Main
Explain to the children that over the next few weeks we will sketch lemurs and work on
proportion and texture.
Show children a variety of lemur photos. With their talk partner ask them to think
about the detail of the lemur. What do they notice e.g. about colour, proportion etc.
Feed back ideas.
Show the children how we can map out the proportion of a lemur.
Task
In sketch books, divide a page into quarters and ask the children to map out and lightly
sketch the outline of lemur paying close attention to the proportions.
Plenary
Ask them to look at each picture and critically evaluate. They may do this with the
person next to them and look at each other’s work. They make improvements where
they think necessary.
Links to other curriculum subjects: geography.
Resources needed: Pictures of lemurs showing a variety of sizes and movements.
Short film clip of lemurs from internet, sketch books, sketching pencils.
AFL Comments:
AFL next lesson:
51
Art unit on Madagascar – 2
Learning intention
Can observe and draw a lemur paying close attention to proportion and detail.
Can I observe and draw a lemur paying close attention to proportion and detail?
Can I observe and draw a lemur paying some attention to proportion and detail?
Can I observe and draw a Lemur?
Activities
Main
Using the same photo that the children practised drawing last week, show them how they will
sketch a larger version.
Task
Ask them to plot out the proportions on the lemur very lightly in pencil. When they are happy with
this they can then go over the outline so it is more visible.
Draw in the back ground and make sure that all elements are in the correct place in relation to each
other. Once they are happy with their sketch they can use chalk pastels to fill in the colour (they
will need to be reminded how apply chalk) Finally they need to use black pen to fill in facial
features, lines on leaves etc.
Plenary
Throughout the lesson, stop the class and ask them to look at their partners’ work to critically
evaluate and suggest improvements.
Links to other curriculum subjects: geography.
Resources needed: Pictures of lemurs, sketch books, sketching pencils, sketching paper,
chalks.
AFL Comments:
AFL next lesson
52
Art - lemur chalk drawings
53
ICT – Powerpoint unit on Madagascar
Learning intentions
To produce and adapt a Powerpoint presentation based on a Madagascan animal.
To adapt the information to suit a particular audience.
Activities
Children to use facts and information learnt in literacy and geography lessons to produce a
Powerpoint on lemurs or aye ayes suitable for a particular audience.
Assess for:
I can create a presentation about my chosen subject.
I can include interesting facts.
I can change to font size, style and colour of the text.
I can change the slide design.
I can insert a picture.
I can create custom animation.
I can insert sound.
I can use an action button.
I can insert a hyperlink.
I can adapt the type of information.
I can interest younger children.
Teach the children how to use these processes in groups according to need.
Links to other curriculum subjects: literacy and geography.
Resources needed: Non-chronological reports they have written in literacy (see Teachers’
Guide Book 1, Part 3, Literacy non-chronological reports.)
AFL Comments: Children to highlight each objective when they have achieved.
AFL next lesson
54
Powerpoint (ICT and science) 1
55
Powerpoint (ICT) 2
56
Powerpoint (ICT) 3
57
ICT – Newspaper reports
See unit of work presented in Teachers’ Guide Book 1 Part 3: Literacy – Newspaper reports.
This unit of work was based on the episode from the Dreamworks Madagascar film where
animals escape from a zoo.
Learning intentions
Can I present my newspaper report for effect using ‘Word’?
Can I select word art or font styles and size appropriate for effect?
Can I find , copy ,resize a picture into my newspaper report?
Activities
Main
Look at newspaper reports in a newspaper to look at the lay out. How have they created
the headline? Are there different styles/ sizes of font?
Make children aware of how to present their work to make it clear.
Show children how to create boxes to make a layout for their newspaper report. Remind
them how to select and use Word art, also how to select and resize fonts and to make the
words bold.
What does a red line under a word mean? How can we correct the spelling? Remind the
children when typing they just press the space bar once.
Task
Children use these skills to create and copy up their newspaper report written in Literacy.
Remind the children how to print out their work and where to save their work.
Plenary
Print out the newspaper report and ask the children in talk partners to look at the lay out
and the effect. What do they need to improve? Write on the draft ready for the next
lesson.
Recap on the skills above, show the children a newspaper report that highlights some of
the mistakes they have made.
Go through the report asking the children to think of improvements that need to be made.
Show them how to select and make changes.
Links to other curriculum subjects: literacy and geography.
Resources needed: Paper presentations.
AFL Comments: Children to highlight each objective when they have achieved it.
AFL next lesson
58
Picture credits
Part 2
p. 14 Nick Garbutt, Helmet Vanga Euryceros prevostii
H. Rasamimanana, Roussette bat Eidolon dupreanum
Simone Sommers, Giant jumping rat Hypogeomys madagascariensis
Oliver Lucanus, Belowwater.com, cichlid fish Paretroplus maculatus
Unknown: eastern streaked tenrec Hemicententes
Wikipedia commons: hissing cockroach Gromphadorhina
Unknown: radiated tortoise Geochelone radiata
Cyril Ruoso: fantsilotra tree Alluaudia procera
p.15
Unknown: white browed owl, Ninox superciliaris
Web, public domain: fossa Cryptoprocta ferox
Roeselein Raimond: Madagascar moon moth Argema mittrei
Steve Bird, Birdseekers: pygmy hunting kingfisher Ispidina madagascariensis
Cyril Ruoso: ringtailed lemur, Lemur catta
Unknown: Madagascar hognosed snake, Lioheterodon madagascariensis
Unknown: Panther chameleon, Furcifer pardalis
Franco Andreone: tomato frog, Dyscophus antongili
p.16
Martin Rügner, gorilla
Unknown: infant orang-utan
Yongin-Si, Kyeonki-Do Korea: Chinese golden monkeys, Rhinopithecus
roxellana
Joel Sartore, National Geographic: black spider monkey.
p.17
Unknown: ducks
H. Rasamimanana: zebu
Unknown: European cows
p. 18 David Haring: Golden-crowned sifaka, Propithecus tattersallii
Unknown Golden Bamboo lemur Hapalemur aureus
Russell Mittermeier: fork marked lemur, Phaner sp. indet.
p. 19 Russell Mittermeier: Madame Berthe’s mouselemur, Microcebus berthae
Ando Rasamimanana: Aye-aye, Daubentonia madagascariensis
p. 20 Cyril Ruoso, Ringtailed lemurs, Lemur catta
p. 21 Steven Alvarez, www.picturestoryblog.com: Decken’s sifaka, Propithecus deckeni
David Haring: Red ruffed lemurs, Varecia rubra
59
p. 22 Kevin Schafer.com: Indri, Indri indri
Part 3
p 24
Cyril Ruoso: Spiny Forest with ringtailed lemur
Unknown: Savannah
p. 25 Unknown: Montain
Lisa Grey: Spiny forest (semi-arid)
Unknown: Rural
Bernard Gagnon, Wikipedia commons: City
A. Jolly: Freshwater
Nick Garbutt: Ocean whale
p. 26 Cyril Ruoso: spiny forest
Unknown: Hawksbill turtle
Unknown: zebu
Unknown: Highland cow
pp. 30, 32, 34, 36, 38 and 40 Janet M. Robinson: all posters
p. 29 Anselme Tovolahy: Menabe forest dry season
David Olson: Menabe wet season
p. 31 Freund-Jurgen: floating coconut
Janet M. Robinson: aye-aye painting
p. 33 Hajarimanitra Rambeloarivony: children in spiny forest
p. 35 Unknown: Tsingy cave
Olivier Grunewald: cave ceiling with bat
p. 37 Unknown: Comet orchid
p. 39 A. Jolly: Nosy Mangabe rainforest
Nick Garbutt: Whale
Toby Smith, Getty Images, Rosewood logger:
60
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Madagascar Project Years 3/4

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