SYNOPSIS: The story of Malaria and the spraying of DDT  in Borneo – a true story. Sustainability, food chain and eco-system focus.

Reflection and critical thinking:

If you don’t understand the inter-relatedness of things, solutions often cause more problems.

Simple questions often require complex and reflective thinking if reasonable solutions are to be found.

It is always better to manage by design than by default.

Source: Systems thinking: a cautionary tale (cats in Borneo)

Source: https://newomapat.wordpress.com/2015/05/13/operation-cat-drop/

LESSON PLAN AND IDEAS FOR TEACHERS, PARENTS AND HOMESCHOOLERS:

SUSTAINABILITY: This story prompts an excellent lesson plan for teachers: Sustainability, food chains, and ecosystems.

Learning intentions:

• Learn about food chains
• Learn about ecosystems
• Learn about biodiversity
• Learn about the equilibrium and balance in ecosystems
• Learn how to work collaboratively together (in groups). Equal collaboration and contribution
• Compare two case studies: DDT spraying in Borneo and Beaver decline in North America (preventing flooding and improving water quality). Or choose any other cases (historical).
• Learn basic referencing when doing research. Typical APA style. Or include a bibliography. What is the difference between the two?
• Taking action for the environment. Write a letter or make a poster (canva.com). Or, write a short article to a local newspaper. Include some photographs in your article. Consider including a diagram explaining the details (e.g. scientific)
• Develop critical thinking and reflective research skills (compare and contrast the case studies). Type up differences and things that are the same. Use a table (Google Sheets)
• Design and create digital tools to improve or solve an environmental issue or problem (e.g. programming microprocessors, design sensors, develop software and apps). For example, use the Micro:bit sensors and design a simple electronic mechanism. Computer programming and coding.
• Develop Global Citizenship: What is your message to the local community or the world regarding what you have discovered?
• Cultural Responsive and Relational Pedagogy: Design a diagram that portrays the food chain, ecosystem or events in a case study (e.g. dwindling number of beavers in North America – or a local issue in your area). Use a different language for the headings/annotations/tags. For example: Spanish, Maori, Italian, German, Latin, and more. Can you create a simple app to translate? Explore the idea of creating an app (translate). How are apps created?
• PROJECT FOR THE ENVIRONMENT (IN GROUPS): Learn how to address a real-life problem or issue using the new knowledge. Focus on your own area/environment – for example, water quality in New Zealand (Waikato)/overfishing, soil health (excess of acidification) and many more.

After analysing the DDT effect on the island of Borneo, a second case study could be “The decline of beavers in North America.” Beavers have a tremendous role to play in the quality of water. Here is a short introduction to the amazing work that beavers do for our natural habitats: ‘Beavers: Builders of Habitat and Quality Water.’ See the YouTube video below.