Activity 2 – Bogs and Pigs Don’t Mix
Download Teacher Pages PDFActivity (Teacher Verison) PDF Download
Download Student Pages PDFActivity PDF Download
Materials & Setup
For each group of three to four students
• One set of “Pig Impact Clue Cards” (master, pp. 16-18)
For each student
• Student Page “Bogs and Pigs Don’t Mix” (pp. 19-21)
• Student Page “Monitoring Revegetation in Greensword Bog” (pp. 22-24)
• Student Page “Analyzing the Data” (pp. 25-28)
1) Begin the class by asking students for their ideas about the main problems linked with feral pigs feeding in rain forests and bogs. Make a list on the board or overhead.
2) Divide students into groups of three to four and hand out one set of “Pig Impact Clue Cards” to each group. Tell students that scientists and resource managers have identified five main problems linked with feral pigs feeding in the rain forest. Their task is to use the clue cards to identify those five problems. (If students need help figuring out how to use the cards, suggest that they read each card first and then try to group together cards that relate to each other. There are between two and five clue cards that describe each of the five problems.)
3) Groups should write a description of each of the five problems and the clue cards they used to arrive at each.
4) Once groups have completed their work, have groups report their results by having each group describe one problem and the clue cards they used to arrive at it. Continue until all the problems have been reported. There may be more than five, depending upon how groups interpreted the clues. Use the teacher background “Five Problems With Pigs” (pp. 11-12) as a guide, but also be prepared to accept other well-reasoned conclusions.
5) Open a class discussion about the impact of pigs in the rain forest.
6) Assign the Student Pages “Monitoring Revegetation in Greensword Bog” and “Analyzing the Data” as homework.
• Do you think that pigs should be fenced out of intact rain forest on Haleakalā and special areas such as bogs? Why or why not?
• How are pigs important in traditional Hawaiian culture? Do they have the same significance today?
• Researchers monitoring the regrowth of vegetation in Greensword Bog saw only eight nonnative plant seedlings in the plots during the course of their study. Researchers recorded these plants and then pulled them out. How might that approach have influenced the regrowth of vegetation in the bog? Do you think this approach is acceptable for scientific researchers in this situation? Why or why not?
• Group descriptions of problems associated with feral pigs in the rain forest
• Participation in group work and class discussion
• Student Page “Analyzing the Data” (teacher version, pp. 13-15)