A) Goals:

1.      Conservation/ Resource Management

a.      Understanding the importance of biodiversity (threats and solutions)

b.      Demonstrating the role of macaws within the biodiversity of tropical rainforests (i.e. Peru)

c.       Awareness of human impacts on natural environments (i.e. tourism, deforestation)

d.      Enforce the sustainable use of resources, in relation to macaw conservation

e.      Show a reciprocal relationship between the well-being of the environment and the well-being of humans

2.      Science as a Process

a.      Application of the scientific method to think critically about values in a real world context

b.      Visually representing data (graphs)

c.       Asking critical questions, thinking critically, and making hypotheses as a fundamental part of the process of science

d.      Understanding that the scientific process is cyclical and on-going

3.       Intercultural Exchange

a.      Making the world seem "smaller"-- individual actions could have impacts in other parts of the world

b.      Explore parallel examples of how people in both Eugene and Peru impact natural resources

c.       Help create and sustain international relationships and understanding

B) Objectives:

Day 1

1. Identify characteristics of a macaw.

2. Explain why macaws are endangered.         

3. Understand why and how the Manu Learning Center helps their local macaw population.                                                                

Day 2

1. Collect and record data based on the volunteer/macaw game.

2. Draw graphs using collected data.

3. Critically evaluate graphs to draw correlations and create new hypotheses.

4. Understand how and why the Manu Learning Center helps their local macaw population.

Day 3

1. Apply the scientific method.

2. Collect and record data based on the volunteer/macaw game. 

3. Draw graphs using collected data. 

4. Compare different data sets to draw correlations and create new hypotheses. 

5. Understand that the scientific method is a circular process.

Day 4

1. Define the term "ecosystem".

2. Describe how different parts of an ecosystem are connected. 

3. Identify the similarities between the Pacific Northwest and Peru rainforests.

4. Understand the importance of conservation and recycling as a way to protect ecosystems. 

C) Oregon State Educational Standards:

 

Day 1

1. Understand how physical environments are affected by human activities. (SS.05.GE.07)
   1. * Understand how and why people alter the physical environment. (SS.05.GE.07.01)
   2. * Describe how human activity can impact the environment. (SS.05.GE.07.02)
2. Examine an event, issue, or problem through inquiry and research. (SS.05.SA.01)
3. Identify and study two or more points of view of an event, issue, or problem. (SS.05.SA.03)
4. Identify characteristics of an event, issue, or problem, suggesting possible causes and results. (SS.05.SA.04)
5. Use experiences, imagination, observations, essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art. (AR.05.CP.01)

Day 2 & 3

1. Make observations. Ask questions or form hypotheses based on those observations, which can be explored through scientific investigations. (SC.05.SI.0)
2. Design a simple scientific investigation to answer questions or test hypotheses. (SC.05.SI.02)
3. Collect, organize, and summarize data from investigations. (SC.05.SI.03)
4. Summarize, analyze, and interpret data from investigations. (SC.05.SI.04)

Day 4

1. Understand how physical environments are affected by human activities. (SS.05.GE.07)
2. Describe the relationship between characteristics of specific habitats and the organisms that live there. (SC.05.LS.05)
   1. * Use drawings or models to represent a series of food chains for specific habitats. (SC.05.LS.06.02)
   2. * Identify conditions that might cause a species to become endangered or extinct. (SC.05.LS.06.02)
3. * Recognize how all animals depend upon plants whether or not they eat the plants directly. (SC.05.LS.05.03)