ARMENIA TREE PROJECT

Գաղափար Սերմանէ՛,
Ծառ Տնկէ՛
Plant an Idea, Plant a Tree

(Recommended by the National Institute of Education of the Republic of Armenia’s

Ministry of Education and Science as a manual for science teachers in secondary schools)
Plant an Idea, Plant a Tree
Second Edition, Yerevan, 2010
First Edition (2005) Compiled by Karla Wesley, PhD
Translator
Gayane Zavaryan

Editors
Nane Makuchyan, Jeff Masarjian, and Jason Sohigian

Consultants
Anahit Gasparyan, PhD in Biology, Chief Specialist, National Institute of Education, Ministry of Education
and Science RA
Melanya Davtyan, PhD in Chemistry, Head of Training and Continuing Education Department,
National Institute of Education, Ministry of Education and Science RA

The Thomas A. Kooyumjian Family Foundation supported the translation and printing of this abridged edition of
the “Plant an Idea, Plant a Tree” environmental education teacher’s manual. The OSCE Yerevan Office supported the
printing of the Armenian language version.

Copyright © 2010 Armenia Tree Project

Armenia Tree Project Armenia Tree Project Charitable Foundation

65 Main Street Arshakunyats Street 57/5
Watertown, MA 02472 USA Yerevan, Armenia 0026
Phone: (617) 926-TREE (8733) Phone: (37410) 44-74-01
Fax: (617) 926-0006 Fax: (37410) 44-77-26
Email: info@armeniatree.org Email: alla@armeniatree.org
Web: www.armeniatree.org Web: www.armeniatree.org

Cover photographs courtesy of Hrair Hawk Khatcherian

Table of Contents

I. Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
II. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
III. Environmental Education: A Global Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
IV. Changes in Environmental Education: Inside and Outside the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . 7
V. World Wild Fund for Nature (WWF) International Checklist for Effective
Practices of Environmental Education in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
VI. Characteristics of an Effective Environmental Education Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
VII. Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Necessary concepts for all lesson plans emphasize key ecological vocabulary. While lessons explore issues
such as water, soil, and biodiversity conservation, all relate to the four central questions important to
the environmental health of Armenia:
A. What is a Forest? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
B. Why are Forests Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
C. How are Forests Sustainable?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
D.What is the Future of Armenian Forests?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
VIII. Teaching Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
The Teaching Guide is designed for students from 1st to 11th grades. Each lesson includes an
introduction and step-by-step procedures for activities. The following modules seek to slowly build
confidence in teachers and students to explore their natural surroundings and ultimately take
responsibility for environmental care.

ELEMENTARY SCHOOL: DISCOVERY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Module A: Exploring the Environment
This module encourages children and teachers to use art and science to discover the natural wonders of the
Armenian environment.
Lesson 1: The Environment and its Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson 2: Nature Recyclers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Lesson 3: The Greenhouse Effect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Module B: Poetry and the Armenian Landscape
This module helps students develop observation skills and the ability of interpreting nature from multiple aspects.
It also teaches them how to appreciate the native landscape, its importance, and diversity depicted in Armenian
poetry.
Lesson 4: “The Beetle School” as a School of Nature for Everyone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson 5: A Sense of Place: Touching Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson 6: Eco-Treasure Box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson 7: Eco-Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
MIDDLE SCHOOL: OBSERVATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Module C: The Amazing Transformations of Water
This module helps students understand the water cycle and uses an experiment to demonstrate concepts such as
evaporation. It also addresses water scarcity and pollution, as well as hydrological conditions in Armenia.
Lesson 8: Snow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Lesson 9: Eco-Detective: The Case of the Disappearing Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson 10: Local Water Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Lesson 10.1: Drinking Water and Its Significance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Lesson 10.2: Forms of Water Contamination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Module D: Your Backyard
This module builds classic scientific skills while expanding the classroom to the local neighborhood environment.
Lesson 11: Trees in Your Backyard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 11.1: Community Map-Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 11.2: The Importance of the Naturalist’s Field Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 11.3: Field Notes and Creative Expression: “The Life of a Tree”. . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 12: It is Not Your Problem, It is Our Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Lesson 13: The Problem of Waste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Lesson 13.1: Causes and Harmful Consequences of Waste: Trash Bag Archaeology. . . . . . . . . . . . . . . . . 51
Lesson 13.2: Ways of Reducing Waste Quantities: Waste as a Source for Profit . . . . . . . . . . . . . . . . . . . . 53
Lesson 14: Good Land Use Practices: Urban and Rural . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson 15: Reasons for Decline of Soil Supplies: Soil Conservation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Lesson 15.1: What is Soil Erosion and How to Fight Against It? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Lesson 15.2: Chemical Contamination of Soil and Ways to Fight It . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

ANALYSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Module E: Going Beyond the Backyard, Learning from Animals
This module develops field observational and analytical skills by having children monitor plant and animal
populations to indicate the health of the environment.
Lesson 16: Bioindicators and Biomonitors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lesson 17: Frogs as Indicators of Water Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lesson 18: Birds as Indicators of Pesticides and Fertilizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson 19: Canary in a Coal Mine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Module F: Ecological and Cultural Heritage
This module emphasizes the importance of linking environmental conservation efforts to the preservation of
Armenia’s cultural heritage.
Lesson 20: Planting a Sacred Learning Grove, a “Chemaran”; Planting Seeds of Responsibility . . . . . . . . . . 63
Lesson 20.1: A World without Trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lesson 20.2: How We Plant a Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson 21: The Tale of the Forest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Lesson 22: Aralez and the Gampr: Example of Armenian Cultural and Biological Heritage. . . . . . . . . . . . . 69
Lesson 23: The Tree Huggers of Khejadali, India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Lesson 24: Wild World Encounters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Lesson 25: Environmental Problems in Armenia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Lesson 25.1: Armenian Nature and Current Environmental Problems . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Lesson 25.2: Connecting Environmental Problems with Their Causes . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Lesson 25.3: Environmental Problems in Armenia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Lesson 25.4: Child Teaches Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Lesson 26: What We Can Learn from Countries with Similar Histories . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
HIGH SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Module G: An Amazing Triangle: Man – Nature – Law
This module introduces students to concepts of environmental law outlined in Armenia’s Constitution and in
international conventions signed by Armenia. It also focuses on the issue of climate change and encourages analy-
sis of its causes and effects.
Lesson 27: Environmental Protection and Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Lesson 28: Be Informed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 29: Climate Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Module H: Organic Agriculture
This module focuses on the importance of keeping nature and the food we eat free from chemical pollutants. The
lessons have the flexibility to allow teachers to adapt them to the students’ age and local environmental issues.
Lesson 30: What is Organic Agriculture? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Lesson 31: Composting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Lesson 32: Mulching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Lesson 33: Botanical Extracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 34: Biosafety and Genetically Modified Organisms (GMOs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
I. Preface

Serious concerns about the state of the global environment have a relatively short history of just over a century. However,
during the past decades environmental education has advanced significantly to accrue a strong, factual evidence base, as
well as an ever-growing arsenal of teaching strategies and tools. Today’s environmental education is best described by the
following definitions:
“Environmental education is the process of recognizing values and clarifying concepts in order to develop the skills
and attitudes necessary to understand and appreciate the interrelationship between man, his culture, and his bio-
physical surroundings.” (One of the first formal definitions of environmental education adopted in 1970,
IUCN/UNESCO meeting, Nevada, USA)
“Environmental education is defined as a process aimed at developing a world population that is aware of, and con-
cerned about the total environment and its associated problems, which has the knowledge, attitudes, skills, moti-
vation, and commitment to work individually and collectively toward solutions of current problems and the
prevention of new ones.” (Intergovernmental Conference on Environmental Education with the participation of
66 member states of UNESCO, Tbilisi, 1977)
Environmental education now entails not only acquiring academic knowledge, but developing practical skills as well. It
allows children to gain participatory experience in environmental issues, which gradually becomes a prerequisite for
becoming a responsible citizen. Today, the only way to develop a society of active citizens is by involving them in global
problem-solving processes.
Environmental education has a very important characteristic feature—it does not limit itself within the boundaries
of only one school subject or one field of science. As a matter of fact, environmental education is an interdisciplinary form
of education based on the knowledge from multiple subjects and fields of science, as well as broad areas such as eco-
nomics, health, information technology, and politics. Furthermore, it spreads beyond the boundaries of one country,
state, or region, and concerns itself with the whole of the Planet Earth and even the Universe.
Environmental education also capitalizes on the heritage of various cultures and humanity in general. It is necessary
to study and make every attempt to understand our ancestors’ practices of relating to nature and living in harmony with
it. We should seek answers to the following questions: Why would the Armenian kings plant forests and impose severe
punishment on illegal woodcutters and poachers? Why would Davit of Sassoun consider it immoral to hunt in fenced
areas? How does Davit’s attitude compare to today’s tolerance of hunting and killing animals even from a helicopter win-
dow? We can learn lessons from our own culture and traditions, and reinstate traditions of caring for nature and appre-
ciating it. Environmental education offers a wide array of approaches to rebuild the damaged connections between human
society and the natural environment.

1
 This manual is based on the environmental curriculum titled “Plant an Idea, Plant a Tree” compiled by Karla Wes-
ley, and is designed for training teachers involved in environmental education in the elementary and secondary school
system. Dr. Wesley’s work represents a very successful example of a modern environmental education program. This man-
ual follows the principle of logical integrity of environmental education, and can be tentatively divided into three parts.
The Introduction covers the following topics:
• Environmental Education: Global Definition
• Changes in Environmental Education: In and Outside the Classroom
• World Wide Fund for Nature (WWF) International Checklist for Effective Practices of Environmental Education
in Schools
• Specific Features of an Environmental Education Lesson Plan
• Conceptual Framework
The second part of the book (the ATP Teaching Guide) offers teaching guidelines split into three units:
Discovery: This unit encourages children and teachers to use art and science to discover the natural wonders of the
Armenian environment.
Observation: This unit helps develop research skills while expanding the classroom to the local neighborhood environment.
Analysis: This unit develops observational and analytical skills by having children monitor plant and animal populations
to assess the health of the environment.
The present edition of the manual incorporates environmental education lesson plans written by Armenian teachers.
The lesson plans are mainly designed for elementary and secondary school children. In order to apply interactive meth-
ods, the teachers have chosen strategies according to lesson topics and objectives. In the course of teaching, those strate-
gies can be modified according to the children’s age and their baseline levels of knowledge.
All the lesson plans are composed of three stages, which is typical for interactive teaching methods. However, the les-
son plans differ somewhat in the way they are presented. In order to encourage creativity and freedom, we have refrained
from applying a single standard template to these lesson plans.
—Melanya Davtyan

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II. Introduction

Look around you; pay attention to how people are utilizing forests, water, and land. Wasteful attitudes toward nature
are the evidence that humanity is not yet (or anymore) ready to be in a harmonious relationship with the surrounding
environment.
However, this has not always been the case in Armenia. Throughout the country, architectural motifs found in
churches and monasteries highlight the cultural importance of pomegranates and grapevines. The “Tree of Life” is
described in illustrated manuscripts dating back to the 5th–7th centuries.
The imagination of Armenians has long been captured by the importance of humanity’s relationship with nature. In
the 8th Century b.c. King Sardur of the Urartu dynasty planted forests near the then-capital city of Tushba (Van) in
order to improve the climate of the city. The Urartian king recognized that the trees beautified the cities and that forests
helped create a more temperate climate by lowering temperature extremes. Historians such as Movses Khorenatsi, Pavs-
tos Buzand, Tovma Artzuni, and others have noted creation of artificial forests around the ancient cities of Armavir,
Artamet, Tigranakert, Artashat, and Yervandakert.
Today we know that trees also clean the air from smoke and dust that settles on the leaves and is later washed off by
the rain into the soil. Their root systems protect the soil on Armenia’s steep slopes from being eroded away by heavy
rains, preventing landslides and flooding. Sadly, Armenia’s forests will continue shrinking by the day if this detrimental
trend is left unopposed.
Nora Gabrielyan, PhD, of the Republic of Armenia Botanical Garden, often tells visitors that the streets of Yerevan
were once lined with diverse species such as Russian Olive, making the city itself feel like a giant arboretum. But the
landscape of Yerevan and the rest of Armenia changed dramatically at the turn of the 1990s with a devastating earthquake
and an energy crisis. As fathers and mothers cut trees for firewood to warm their children, many tree-lined parks and forests
were reduced to open fields.
According to the 2002 Republic of Armenia National Assessment Report to the World Summit on Sustainable Devel-
opment in Johannesburg, Armenian forests have been reduced to less than 11 percent of the historical forest cover. Other
researchers in 2004 indicated that this percentage might be even lower than eight percent. The people of Armenia face
the impact of deforestation every day through increased air pollution, soil erosion, landslides, and desertification through-
out once forested regions. This cluster of insidiously growing problems often seems overwhelming and irreversible. What
can one person, or a community, do?
In 2001, the National Assembly of the Republic of Armenia adopted a law on Environmental Education. However,
albeit extremely important, the legislation alone is not sufficient to reverse the adverse trends.

The Inspiration for the “Plant an Idea, Plant a Tree” Curriculum

Armenia Tree Project (ATP) was founded in the early 1990s as Armenian-Americans visited Armenia in the wake of the
Gyumri earthquake. Concerned about the harsh conditions during the energy crisis and the high rate of deforestation, a
non-profit organization was founded to advocate for the ecological and social importance of reforesting Armenia.
The primary goal of ATP continues to be the assistance to the Armenian people in using trees to improve their stan-
dard of living and protect the global environment. Between 1994 and 2010, over 3,500,000 trees have been planted in
more than 800 locations throughout the country and hundreds of jobs have been created in low income communities

3
with the assistance of ATP. As an extension of these projects, ATP also aims to promote self-sufficiency, aid those with
the fewest resources first, and conserve Armenia’s indigenous ecosystems.
ATP has three major programs: Community Tree Planting, Rural and Mountainous Development, and Environ-
mental Education. The specific goal of the Community Tree Planting Program is to improve social and environmental
conditions for Armenia’s public institutions (schools, kindergartens, hospitals, public parks) involving people in tree
planting and care. ATP provides decorative and fruit trees to communities that agree to provide appropriate irrigation
and care for the seedlings.
The Rural and Mountainous Development Program promotes poverty reduction in rural areas by creating backyard
nurseries and by planting trees and restoring forests. The primary goal of establishing backyard nurseries is to combat
poverty-driven deforestation. ATP has established backyard micro-enterprise nurseries in the Getik River Valley in North-
ern Armenia. Hundreds of needy families have been involved in this initiative and have become owners of backyard nurs-
eries. Due to their involvement in this program, these families have doubled their annual income. In 2008, ATP was
selected as a National Winner of the Energy Globe Award for this unprecedented sustainable development initiative.
ATP’s Environmental Education Program is aiming at spreading environmental education throughout Armenia. As
a result of its significant contribution in the sphere of environmental education, in 2009, ATP’s Environmental Educa-
tion Program was selected as a National Winner of the Energy Globe Award for Sustainability. ATP’s manual, “Plant an
Idea, Plant a Tree,” utilizes environmental education lessons from proven leaders in education adapted to the unique
characteristics of Armenia’s culture and environment. It is hoped that Armenian teachers will add to these lesson plans
and expand them, thus contributing to the long-term improvement of the environment in Armenia.

4
III. Environmental Education: A Global Definition

Environmental education is defined as a process aimed at developing a world population that is aware of, and concerned
about the total environment and its associated problems, which has the knowledge, attitudes, skills, motivation, and
commitment to work individually and collectively toward solutions of current problems and the prevention of new ones
[Tbilisi, 1977]. In recent years environmental education has progressed from relative obscurity to being discussed as
instrumental in achieving a sustainable world.

Historical Development of Environmental Education

Sir Patrick Geddes, a Scottish Professor of Botany [1854–1933] is credited as the “father of environmental education.”
Geddes pioneered innovative techniques and ideas, including use of the outdoor environment and learning by doing, an
interdisciplinary approach for education of the “whole person.”
In 1970, at the IUCN/UNESCO “Environmental Education in the School Curriculum” meeting in Nevada, USA,
the first widely adopted definition of environmental education was formulated: “Environmental education is the process
of recognizing values and clarifying concepts in order to develop the skills and attitudes necessary to understand and
appreciate the interrelationship between man, his culture, and his biophysical surroundings.”
In 1972 at the UN Conference on “The Human Environment” held in Stockholm, environmental education was
endorsed, thus gaining additional status.
In 1975 the UNESCO/UNEP International Environmental Education Program was established. In the same year, an
International Workshop on Environmental Education was held in Belgrade. In this conference the philosophy and princi-
ples of environmental education were articulated in the Belgrade Charter, a global framework for environmental education.
In 1977, 66 UNESCO member states attended the first Intergovernmental Conference on Environmental Educa-
tion in Tbilisi, where environmental education practitioners were given the challenge of “creating new patterns of behav-
ior among individuals, groups, and societies as a whole, toward the environment.”
Both the “World Conservation Strategy” [1980] and the World Commission on Environment and Development
report, “Our Common Future” [1987], emphasized the critical role of education in allowing society to achieve “sustain-
able development.”
At the 1992 UN Conference on Environment and Development, the Earth Summit, the role of education in mov-
ing society toward a more sustainable condition was again endorsed.

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IV. Changes in Environmental Education: Inside and Outside
the Classroom

Traditionally, environmental education was taught in a subject-based and teacher-led manner. Originally the purpose of
teaching was the transmission of knowledge, but over time this has evolved into personal and social transformation as well.
Teachers lead and direct students, but environmental education classes have become increasingly participatory and expe-
riential. Environmental education includes a wide range of teaching and learning styles and uses unusual teaching envi-
ronments outside the classroom. Environmental education can offer teachers a fresh method that encourages students to
actively engage in the learning process by doing projects that allow them to use their imagination and lessons learned in
real environmental problem solving for Armenia. Importantly, this can be done with low cost for teacher and students.
Often environmental education classes integrate work from many subjects such as math and social sciences. Teach-
ing tends to be more problem-centered such as helping students understand the causes of soil erosion and identifying ways
to prevent this problem. Environmental education encourages students and teachers to recognize political and economic
influences on environmental issues from the local to the global level and apply lessons learned in their own backyards.
By getting outside the classroom in good weather conditions, teachers can combine classroom study with an educa-
tional walk in a local park, a visit to a botanical garden, or nearby mountain slopes. Each site, urban and rural, offers ways
to touch and feel how trees are important to the environmental health of Armenia and our everyday lives. This process
also helps students make direct connections between scientific information and the beauty of the Armenian landscape and
develop skills for solving environmental problems.
“Learning by doing” helps students slowly develop confidence in their abilities to observe phenomena, engage in sci-
entific inquiry, and explore creative solutions.
We emphasize three important aspects of environmental education: discovery, observation, and analysis. These skills,
developed in the lesson plans, lead students to increased environmental awareness and responsibility.

DISCOVERY + OBSERVATION + ANALYSIS = AWARENESS AND ENVIRONMENTAL RESPONSIBILITY

7
V. World Wide Fund for Nature (WWF) International
Checklist for Effective Practices of Environmental
Education in Schools

As an educator, you can have a lifelong impact on your students by incorporating environmental education strategies into
your teaching. By helping students see their environmental heritage in the Armenian landscape, teachers can help them
explore the natural world, learning their environmental rights as citizens and empowering them to take action and feel
they can make a difference.

1. The potential of the school grounds is developed for environmental education, helping to balance “in school” and
“out of school” learning opportunities.
2. The use of resources is kept to a minimum, with staff and students taking responsibility for reuse and recycling.
3. The senior teacher and school management take the lead in environmental initiatives and promote awareness among
staff.
4. The school has an environmental education coordinator with full support of management, time, and resources for
development.
5. Opportunities for staff development in environmental education are promoted with targets to achieve basic knowl-
edge and understanding.
6. A school policy which outlines the aims of the different stages.
7. There is evidence of cross-curricular planning for environmental education including short courses and practical
activities, which involve inter-departmental collaboration.
8. Teaching and learning approaches promote environmentally responsible attitudes, values, and behavior.
9. There are opportunities for students to demonstrate commitment to the environment.
10. The school promotes itself as an environmentally responsible community, for example through campaigns and
newsletters.
11. Providing students with environmental decision-making skills is the ultimate goal.
12. The school development plan reviews and develops environmental education.
13. Partnerships are arranged with local environmental groups/NGOs to support curriculum initiatives.
14. Links between school and the home are developed, in order to raise awareness and ensure the cooperation and involve-
ment of the home in the process of environmental education.

You can spark a personal ownership in Armenia’s environmental concerns. Do not worry that you cannot do everything—
stimulating sparks of interest is a good start.

*Adapted from the World Wide Fund for Nature Fact Sheet No. 13. World Wide Fund for Nature - Hong Kong. Published in Autumn 1994.

9
VI. Characteristics of an Effective Environmental Education
Lesson Plan

Instructional Goals and Objectives

Instructional goals and objectives are clearly stated. Learners have a clear understanding of what is expected of them.
Learners can determine what they should know and be able to do as a result of learning and instruction.

Instructional Strategies
Instructional strategies are appropriate for learning outcome(s). Strategy is based on a combination of practical experi-
ence, theory, research, and documented best practice.

Assessment
Method for assessing student learning and evaluating instruction is clearly delineated and authentic. Can be readily used
for expert, peer, and/or self-evaluation.

Materials Needed
All materials necessary for student and teacher to complete lesson are clearly listed.

Organization and Presentation

Complete package is presented in a well organized and professional fashion.*

Lessons
Lessons provide an exploration of Armenian culture and its connection to the changing landscape of Armenia. We empha-
size equally the significance of culture and a healthy ecosystem in a small nation-state.
The Lesson Guide is divided into three thematic units: Discovery, Observation, and Analysis. Each unit contains class-
room lessons with hands-on activities that can be done in a local park or nearby forest in rural areas. Each lesson is divided
into an introduction, background information, and step-by-step procedures for activities.
Considering the need to create a culture of forestry in Armenia and inspire young Armenians to seek career oppor-
tunities in this sector, it is suggested that the teachers create opportunities to introduce career profiles of men and women
working in conservation as part of the lesson. These profiles help students explore careers that are newly developing and
may offer opportunities to reduce migration from rural areas.
We further encourage teachers to invite professionals to visit their classes to talk with students about their work. The
goal of this section is to help young Armenians see adults in positions of environmental leadership from the public and
private sector.

* Adapted from a course developed as a part of the 1999 Technology Literacy Challenge Fund Summer Institute.

11
VII. Conceptual Framework

Environmental education can cover a wide array of information, which could be overwhelming to understand and to
teach. This conceptual framework emphasizes the importance of forests for ecological, economic, and social reasons and
divides environmental education into teachable concepts, organized in a manner that makes them easy to communicate.
The framework is not a curriculum itself, but the central concepts are key vocabulary for the lesson plans. The frame-
work is designed to evolve as environmental education in Armenia evolves. We encourage educators to modify and add
to this framework as curriculum is developed to best meet their needs.
Each theme is followed by concepts that address the questions below, and the concepts are further divided into num-
bered sub-concepts. The themes are arranged so that the concepts build upon each other.
Teachers can use the following text as a guide for helping students progress from a basic understanding of forests to
the understanding of forests in a social context. The forests of Armenia have been constantly changed by human activity
for thousands of years. Their health is not only important for wildlife in general, but also for the future of modern Arme-
nians. How environmental resources are used today influences quality of life today, tomorrow, and for many years to come.

A. What is a Forest?
The concepts in this theme provide students with a fundamental knowledge of Armenia’s forests and help students appre-
ciate forests as ecosystems. Comprehending these concepts will lead to an understanding of the interrelationship between
forests and humans.
1. Definition of a Forest Identifying what constitutes a forest provides students the basis for examining forests in
a broader context.
a. Forests are ecosystems characterized by a dominance of tree cover and they contain a variety of other organisms
(e.g., other plants, animals).
b. Forests differ in composition (species within a forest) and structure (layers in a forest). These are both affected
by biotic (e.g., animals, plants, humans) and abiotic (e.g., soil, moisture, sunlight, climate) factors
c. Forests are renewable resources. They can be used and regenerated at regular intervals. The complexity of the
forest ecosystem and intensity of disturbance affect the rate of renewal.
2. Classification of Forests Classifying and differentiating forests into biomes and types help students make con-
nections among the forests in their community, the forests in Armenia, and other forests in the world.
a. Different forest biomes exist around the world. Some examples include equatorial forests, tropical forests, and
temperate forests. Most of Armenia’s forests are temperate forests, but some boreal forests exist in the extreme
northern region of the country.
b. Different types of forests exist within a biome. Some of the types of forests in Armenia include coniferous,
deciduous, and deciduous and coniferous mixes.
3. Trees as Part of the Forest One of the defining characteristics of forests are the trees in them. The following
information helps students appreciate the uniqueness of trees and comprehend how individual trees function and
fit into a forest ecosystem.

13
 a. A tree is a perennial plant (lives more than one growing season) with a well-defined woody stem, crown, and roots.
b. Trees compete for nutrients, sunlight, space, and water.
c. Trees have a life cycle that includes germination, growth, maturity, reproduction, decline, and death.
d. As part of the forest community, trees have various roles such as providing habitat for plant and animal life, hold-
ing soil, and removing pollution from the air. The presence of trees alters the surrounding environment.
4. Forests as Ecosystems Understanding basic ecological principles and how they apply to forest communities
help students appreciate the characteristics of living systems and how they relate to humans.
a. Ecosystems are self-sustaining and self-regulating communities. They vary according to their structure, func-
tion, and pattern of change.
b. Ecosystem structure consists of different types of organisms (i.e., producers, consumers, decomposers) inter-
acting with one another and their environment. Humans are part of ecosystems.
c. Ecosystem functions include the fixation of energy through the process of photosynthesis, the flow of energy
through food chains and food webs, and the cycling of matter.
d. Ecosystems are continuously undergoing natural change. This natural change occurs through such processes as
long-term evolution or through relatively short-term processes such as succession, in which one plant com-
munity gradually supplants another.
e. Ecosystems are dynamic and are altered by natural or human disturbance.
f. Forest ecosystems are interconnected with other terrestrial (e.g., alpine meadows) and aquatic (e.g., wetlands)
ecosystems.
5. Biodiversity and Forests Understanding the following information helps students make connections between
forests, biodiversity, and sustainability.
a. Biodiversity (or biological diversity) encompasses the variety and variability of all life on earth. It is generally
categorized into three levels: ecological diversity, species diversity, and genetic diversity.
b. There is biodiversity within a forest. Forests contain many communities that support diverse populations of
organisms. Different forests have different levels of biodiversity.
c. Armenia has a complex relief, as a result of which the regions have strongly differing natural climatic conditions
(e.g., precipitation, temperature, topography, etc.) These variations lead to different forest communities with
differing species, thereby contributing to Caucasian biodiversity. Armenia is considered part of the world’s 25
most ecologically diverse ecosystems by the World Wild Fund for Nature (www.panda.org).

Glossary
Biome: a regional ecosystem characterized by distinct types of vegetation, animals, and microbes that have developed
under specific soil and climatic conditions
Biodiversity: the variety and complexity of all life on earth, including genetic, biological, and ecological diversity in a sys-
tem
Boreal forest: a forest that grows in low temperature, cold regions of the northern hemisphere
Community: a group of plants and animals living and interacting with one another in a given area
Coniferous: type of forest containing cone-bearing trees
Deciduous: type of forest containing trees that shed leaves annually
Ecological principle: governing principles about natural systems and how they operate (e.g., food chains, predation,
water cycle)
Ecosystem: an area that contains organisms (e.g., plants, animals, bacteria) interacting with one another, and their non-
living environment; ecosystems can be of any size (e.g., forest, meadow, or a log)
Food chain: a series of organisms in which one eats or decomposes another and, as a result, the transfer of food energy
occurs
Food web: a group of interconnected food chains

14
Sustainability: the ability of natural resources to provide ecological, economic, and social benefits for present and future
generations
Temperate forest: a forest that grows in regions with moderate temperatures; among the forests that grow in the regions
with moderate temperatures are the taiga, mixed forests, and broad-leaved forests
Tropical forest: a forest that grows in “winterless” tropical climates with high temperatures and generally high annual rain-
fall; tropical trees characteristically do not have long tap roots like trees in temperate climates but have roots which spread
out over the surface of the ground called buttress roots

B. Why are Forests Important?

Historical perspectives on forests provide an understanding of how forests have been important to humans throughout
time. This section helps students investigate the connection between Armenia’s forests and their own lives. Recognizing
these connections increases student awareness and understanding of the importance of sustainable forest use by humans.
1. Armenia’s forests provided basic resources (e.g., food and shelter) for the Urartu civilization, the most ancient
remnant of Armenian culture.
2. Forests provided jobs for the growing work force, resources for building the nation, and money for the economy.
3. Early logging, the resultant cutover, attempts to change land use, and the reforestation of preexisting forest lands
were activities that contributed to the need for the study of forests as a science known as forestry.
4. In the 20th century, the lumber era (1930s–1950s) and the energy crisis of the early 1990s shaped Armenia’s eco-
nomic, cultural, social, and environmental landscapes. Influences of these time periods are still visible in Arme-
nia today in the Soviet tree plantations, poor seed quality, and deforested mountain slopes.
5. Current Importance Understanding the following information provides students with the opportunity to see
the wide range of ways forests impact their lives.
a. Humans value forests for their aesthetic, cultural, ecological, economic, educational, and recreational
benefits.
b. The degree of emphasis individuals place on forest values may vary. Reasons can include wealth, health, reli-
gion, culture, ecological knowledge, and personal experience.
c. Forests impact air and water quality, prevent soil erosion, and provide habitat for wildlife.
d. Armenia’s forests have multiple economic values, including forest products, recreation, tourism (primarily hunt-
ing), and jobs. Forests provide a variety of raw materials for many industries.
e. Forests can shape the economic, social, and cultural composition of local communities
f. Humans depend on forests for products and services that they use every day.
6. Future Importance The following information helps students identify the continuing need for forests in the
future.
a. Our worldwide economic system is based on resources, both natural and human. Armenia’s forests, water, and
land are all part of this system.
b. As the global human population continues to grow, demands on forest resources will increase. Maintaining
forest ecosystems through sustainable forestry can help perpetuate ecological systems and ensure the delivery
of goods and services to society over time.

Glossary
Forestry: the practice of creating, managing, using, and conserving forests for human benefit
Reforestation: the reestablishment of forest cover
Value: to assign worth to something

15
C. How are Forests Sustainable?
1. Forest Owners Understanding who owns Armenia’s forests helps students identify the basis for different forest
management decisions.
a. Armenia’s forests are under community, and public (e.g., national forests) administration; each may have dif-
ferent goals.
b. Forests are ecosystems that can cross over property lines. Wildlife and species distribution are not limited to
boundaries established by humans.
c. The scale of forest ownership can vary from hundreds of thousands of acres in a national forest to an individ-
ual tree in an urban forest.
2. Definition of Forest Management Understanding what forest management is helps students explore further
topics on management.
a. Forest management is the use of techniques (e.g., planting, harvesting) to promote, conserve, or alter forests to
meet desired outcomes.
b. Management can lead to changes in composition, structure, and growth of forests.
3. Reasons to Manage Forests Understanding the reasons forests are managed helps students develop informed
attitudes about forest management.
a. Forests can be managed for ecological (e.g., water resources, wilderness, wildlife), economic (e.g., forest prod-
ucts, recreation), and social (e.g., aesthetic appreciation, recreation) outcomes. Many of these outcomes are
interrelated and can be managed simultaneously.
b. As global demand for forest resources increases, more pressure is placed on existing forests. Forest management
and advances in research and technological systems can help to ensure that forest resources remain sustainable.
4. Forest Managers By understanding that many individuals and groups are involved in forest management, stu-
dents will be able to recognize that the responsibility of forest management is shared.
a. The public trust empowers governments to have a role in conserving, maintaining, and sustaining forest
resources by enacting laws, creating policies, establishing agencies, creating public lands, and providing man-
agement incentives for forest landowners.
b. The forests in Armenia are the property of the state and can be allotted to communities for concession man-
agement. The forest lands for the purpose of reforestation can be given on rental rights, according to which the
tenant plants trees and takes care of the forests. The tenant can possess and manage the forest he has planted
when it has already grown and matured.
c. In Armenia the forests are significant for three main functions: special, official, and industrial.
d. Organizations, communities, and individuals can play a part in forest management efforts by volunteering,
raising and allocating funds, voting, participating in the planning process, and making consumer choices.
5. Forest Management Decisions Understanding how forests are managed helps students participate in forest
management decisions.
a. Forests can be managed for single or multiple uses. These uses may require different management methods.
b. There are environmental (e.g., forest composition, topography, endangered species), social (e.g., laws, knowledge,
recreation, aesthetics), and economic (e.g., cost, return) factors that can influence management decisions.
c. The type and intensity of forest management is dependent on desired outcomes, forest type, ownership, par-
cel size, and location.
d. Management starts with planning. Foresters prepare forest management plans based on land owner goals and
objectives, capabilities of the forest site, and tools available (e.g., planting, harvesting, and conducting pre-
scribed burns).
e. Forests can be managed sustainably, while not limiting future options. Sustainable management of forests
includes maintaining forest health, productivity, diversity, and integrity for both current human needs and the
needs of future generations.

16
 6. Forest Management Issues The following information helps students understand the complexity of forest man-
agement decisions by examining management issues and the factors that contribute to them.
a. Management may have positive or negative social, economic, or ecological effects, which may affect resource
sustainability.
b. People’s perceptions of forest management decisions may differ when their beliefs, values, and knowledge dif-
fer. Issues can arise from these differences. Management decisions can be affected by many factors (e.g., poli-
tics, science, emotion, economics); sometimes these factors are not weighted equally.
c. The use of some management techniques (e.g., fire) can be controversial because they may have safety issues,
aesthetic impact, and their current and past use is sometimes misunderstood.
d. Managing forests for multiple uses can meet the needs of many users. Some forest uses are not compatible, so
conflict may arise.

Glossary
Alter: to change the composition or structure of a forest
Clear cutting: harvesting all trees in a given area; this is sometimes used as a management technique to encourage species
that do not tolerate shade during regeneration
Conserve: to use or manage a certain type of tree or forest type in a sustainable manner
Forest type: a category of forest usually defined by its dominant vegetation (e.g., beech, oak, hornbeam)
Health: the general condition of the forest in reference to soundness and vigor (growth)
Industrial forest: a forest which is owned by a company or corporation that operates a primary wood processing plant
(e.g., sawmill, paper mill)
Integrity: the condition of a forest as a whole including composition, structure, and function
Multiple use: a type of forest management that promotes at least two types of forest use (e.g., for recreation and wildlife
habitat)
Non-industrial private forest: a forest which is owned by an individual or group of individuals who do not own a pri-
mary wood-processing plant
Prescribed burn: a fire planned and executed to achieve management goals
Promote: to encourage the growth of a particular tree or forest type
Public trust: responsibility the public places on government to care for their interests
Sustainable management: maintenance of forests to meet current and future ecological, economic, and social needs
Topography: a science that studies the landscape as well as the methods of landscape measuring, mapping, and
outlining
Urban forest: the trees and associated living organisms in an urban area

D. What is the Future of Armenia’s Forests?

Concepts in this theme help students identify ways to ensure Armenia’s forests are sustained for future generations. For
students to willingly and effectively take action regarding forest resource management, they must have a clear under-
standing of what forests are, why they are important, what is involved in their management, and how citizens affect each
of these.
1. Studying Forests The following information helps students better understand how forests are studied and that
there is more to be learned about forests and their management.
a. Science and technology contribute to the understanding of forests, the impacts of human actions on these sys-
tems, and how forests can be sustained. As knowledge is gained, forest management is adapted.
b. Demand on forest resources leads to the need for increases and improvements in management (e.g., harvest tech-
niques, genetics), technological systems (e.g., GIS, tools), and wood utilization. Without advances in these
areas, sustainability of forests is more difficult.

17
 c. Forest research and management involves professionals with backgrounds in many fields, including forestry, biol-
ogy, wildlife, soil, water, land management, urban planning, engineering, sociology, geography, technology,
environmental education, and chemistry.
2. Your Connection to Forests Students will recognize their role as citizens in making decisions regarding resource
use and the ways those decisions influence forests.
a. All citizens have a responsibility to be stewards of the environment that sustains human life. This includes mak-
ing informed decisions about forest resources.
b. A citizen, acting individually or as part of a group, can make lifestyle decisions and take a variety of actions to
ensure the sustainable use of our forests.
c. Forest-related decisions can be affected by politics, science, economics, etc. The current and future relationship
between the quality of human life and the quality of forests will be determined by these decisions.
3. The Future of Forests Understanding current and future trends in forestry helps students predict how scien-
tific, technological, and societal changes will influence forests. Students will also be able to evaluate how personal
and societal actions affect forests.
a. Management for sustainable forests will continue to require creativity, innovation, and collaborative thinking
by individuals, organizations, governments, and industry.
b. Challenges related to forestry will change over time. As new challenges arise, forestry professionals will need to
respond. Examples of current challenges include fragmentation of forest lands, non-native species, threatened
species, and endangered species.
c. Individuals, organizations, and governments base their decisions and actions on underlying beliefs, values, and
knowledge. As the human population continues to grow, values and needs will change and affect the decisions
made about forest resource use.
d. The role that public and private forest lands play in meeting human needs will change over time.
e. Choices humans make today directly affect our ability to sustain forest ecosystems essential to meeting future
needs.

Glossary
Endangered species: a species that is in danger of becoming extinct
Fragmentation: the process of dividing a forest into smaller patches of forest and non-forest land
GIS (Geographic Information System): a computerized system that gives resource managers the ability to organize and
access information (e.g., soil type, watershed, population density) to visualize all the factors that contribute to environ-
mental problems
Non-native species: a plant or animal species found outside its natural range
Steward: a person who takes responsibility to make decisions and take actions today that will allow resources to be main-
tained in a healthy manner for the future
Threatened species: a species that is likely to become endangered
Wood utilization: manufacture of raw materials into saleable goods with as little waste of the resource as possible

18
VIII. Teaching Guide

This section offers lessons designed for elementary, secondary, and high school teachers to use in support of environmental
topics, thus providing interdisciplinary links.
While the lessons are organized in three sections (elementary, middle, high school), any single lesson can be adapted
to older or younger age groups by simplifying the content or supplementing with additional information.
The lessons can be used in classrooms, during field trips, or classes held in out-of-classroom settings such as science
clubs or eco-camps.
Classes address global environmental issues as well as problems of local significance for Armenia. Measures are dis-
cussed for prevention and mitigation of those problems. The role of the students in the development of such measures is
emphasized.
Each lesson can be adapted to reflect the natural conditions and environmental problems of the given community,
and implemented through hands-on practice.

19
ELEMENTARY SCHOOL

DISCOVERY

Module A
Exploring the Environment
(Grades 1–4)

21
Lesson 1: The Environment and its Components (Grade 3)
Authors: Nvard Gevorgyan, biology teacher, Secondary School No. 49, Yerevan
Siranush Karapetyan, teacher, Secondary School No. 35, Yerevan
Lesson 1.1
Duration: 45 minutes
Objective
Students will become aware of their surrounding environment and its components (e.g., flora, fauna, atmosphere,
soil, ocean, groundwater). Each component is made up of various elements (e.g., plant or animal species, chemical
compound, or soil type).
What do you need?
Components of the Environment table
What do you do?
The teacher begins the lesson by explaining the word “environment” and writes it on the center of the chalkboard.
Children come up with words related to it and the teacher writes them down on the board. With the help of the class,
the teacher identifies the words that denote something not created by humans and underlines them.
The teacher splits the class into groups of four and gives a copy of the blank table to each group. The groups copy
the underlined words from the board placing them in the appropriate boxes of the table. A delegate from each group
presents the group’s work to the class.
The teacher facilitates the discussion based on the following questions:
Can you tell whether these components are connected to each other? Give reasons why.
What roles do these components play in our lives?
Lesson 1.2
Duration: 45 minutes
Objective
Children will recognize the importance the environment plays in human life; they will learn to respect the environ-
ment and take responsibility for its condition.
What do you need?
Text: “A Tale about the Naughty Princess”
What do you do?
The teacher generates discussion on possible consequences for human life, in the event that one of the environmen-
tal components disappears.
The teacher introduces the text, “A Tale about the Naughty Princess,” by guided reading. The text is split into sec-
tions. Prior to moving to the next section the teacher asks the class what they think would happen next.
After reading the text, the class splits into groups of three or four. Each group discusses the following questions:
What was the story about?
What noises did you hear while listening to the story? What colors did you see?
What did the story remind you of?
Offer a new title for the story.
The activity ends with some individual presentations. If more students volunteer to present their responses, the
teacher should give them an opportunity.
Conclusion
What did you learn from this story? By asking questions, guide the class to the conclusion that cutting down a for-
est will take a few days, whereas growing a new forest will take decades.
This is just a tale, but in real life, too, people carelessly kill animals, contaminate water, and cut down trees. The envi-
ronment is devastated and needs our help. The teacher directs the following question to the class: “What can each
of us do in this case?”

22
 Components of the Environment

Environmental Components Elements

animals

plants

soil

air

water

23
Guided Reading: “A Tale about the Naughty Princess”
Once upon a time there was a powerful king. He had an amazingly beautiful daughter. The king loved his daughter very
much and did everything she wanted. The king spoils her so much that she grows into a very capricious girl. She keeps mak-
ing fun of the people in the palace and bothers the little animals in the nearby forest. One morning the princess wakes up and
screams, “I am tired of the birds’ chirping. I see the same view from my windows every day. I am bored of seeing the same
trees, chasing the same animals. I want you to build a large swimming pool in place of the forest.”
The king immediately orders his wood cutters to cut down all the trees. In place of the forest they build a very large, beau-
tiful swimming pool so the Princess can swim and sunbathe every day.
Some time later famine strikes in that kingdom; people begin to starve.
—Pause 1—
The teacher asks the class, “What were the causes of famine in that kingdom?”
People in the kingdom were deprived of the daily food they would get from the forest by hunting animals, gather-
ing berries, fruits, and mushrooms. In the winter they could not keep their houses warm because there was no wood
in the forest.
Meanwhile, the Princess was enjoying herself swimming in the pool. When winter came, a thick layer of ice covered the swim-
ming pool. Now the Princess is skating and having fun.
In the spring the Princess gets ill. The once cheerful girl becomes feeble, gloomy, and indifferent. She loses her interest in the
swimming pool and in the merry games. The king, very concerned about his daughter’s condition, calls in all the court doc-
tors. The doctors recommend fresh air for the Princess and food rich in vitamins. She has been deprived of all those things
because the forest was destroyed. There is no way doctors can help the Princess. They cannot prepare medicine for her, as they
cannot get the necessary herbs that usually grow in the forest.
All the wise men of the kingdom get together and decide . . .
—Pause 2—
The teacher asks the following question to the class: “Children, if you were the wise men, what decision would you
make?”
The wise men decide that the forest should be restored, and people should be sent to the neighboring kingdom to ask for
seedlings. Sadly, it was going to take a very long time for the seedlings to grow into trees and bear fruit, and for the forest to
fill with animals and birds again.
Fortunately, the neighboring kings were very kind and generous, so they agreed to extend a helping hand to the kingdom
facing a disaster, whereas evil kings would have taken advantage, and attacked the declining, starving kingdom and con-
quered it.
Like all other fairy tales, this one also has a happy end; the Princess and all the people are saved due to their neighbors’ help.

Lesson 2: Nature Recyclers (Grade 3)

Author: Nvard Gevorgyan, biology teacher, Secondary School No. 49, Yerevan
Duration: 45 minutes
Objective
Students will
• become aware of the life cycle of materials in nature
• recognize the nature recyclers (bacteria, fungi, moss, worms, insects, etc.)
• become aware of the role the nature recyclers play
• learn to appreciate the nature recyclers as creators of necessary conditions for life
• learn how to make topsoil

24
 L iLichen
chen
Hi! We’re
Nature’s Recyclers!

I give off chemicals that break down rocks and wood.

Water
W a t e r Drop
Drop

Millipede
Millipede

Beetle
Beetle

Sowbug
Sowbug

I soften decaying matter, making it easier for

I soften decaying matter, making it easier for
WeWe
break
breakdecaying matterinto
decaying matter into small
small pieces.
pieces. nature’s recyclerstotoeat.
nature's recyclers eat.

25
 M icrobes
Microbes
M ushroom
Mushroom

We turn small pieces of decaying matter into the basic

We turn small pieces of decaying matter
I suckI suck
foodfood
out of
outdecaying
of decaying plants andand
plants animals
animals
into the basic ingredients
ingredients found infound
the insoil.
the soil. and return
and return it toitthe
to the
soil.soil.

EEarthworm
arthworm

I dig tunnels that let air and water into the ground.
I dig tunnels that let air and water into the ground. WeWeclean
clean up and recycle in the forest.
up and recycle in the forest.

26
What do you need?
Colored pencils, three 1-liter plastic bottles, soil, earthworms, scavenger beetle (if available), vegetable leaves and
vegetable skin, pieces of glass, pictures of nature recyclers
What do you do?
The teacher addresses the class with a key question: “What happens to the leaves in the fall?”
Lead a guided discussion about the way the nature recyclers turn leaves into materials necessary for plants.
With the help of the pictures hung on the board, children will explain what happens to leaves that fall from trees.
Conclusion
The teacher will summarize the topic reminding the class that in nature the life cycle of materials such as flowers,
leaves, and parts of fruit occurs. Everything is born from soil and turns into soil with the help of nature recyclers.
Assignment
Take three 1-liter plastic bottles, cut the bottoms off at a height of 10 cm, fill them up with soil, and put an earth-
worm and a scavenger beetle in the soil. Remind students about other recyclers that exist in the soil. Put some veg-
etable leaves in bottle one, some tree leaves in bottle two, and pieces of glass in bottle three. Observe the changes these
materials undergo. Observation time is one year.
Assignment to be done with parents (preparing topsoil)
In the fall gather some tree leaves in a pile, water them moderately, and then cover them with soil. It is necessary to
periodically water the pile until next fall so the leaves decay. What you get is topsoil. Mix the soil and sieve it. This
soil can be used as a fertilizer.

Lesson 3: The Greenhouse Effect (Grade 3)

Author: Nvard Gevorgyan, biology teacher, Secondary School No. 49, Yerevan
Duration: 45 minutes
Objective
Children will learn about greenhouse gases, the phenomenon called the greenhouse effect, causes of the greenhouse
effect, and the things they can do to prevent it.
What do you need?
Reading material: “The Greenhouse Effect”
Picture of the Planet: “Too Many Blankets”
What do you do?
The teacher writes the following words on the board and explains their meaning:
• gas
• carbon dioxide
• oxygen
• atmosphere
• global
The teacher introduces “The Greenhouse Effect” text to the class by guided reading.
Then she splits the class into groups of four and gives a copy of Picture of the Planet to each group. The groups dis-
cuss the picture and then share their ideas with the class; tell them what will happen if the amount of greenhouse gases,
pictured as a blanket, increases.
The teacher recaps the presentations and sets up five minutes for the children to write a composition with a title “I
Can Save the World.” Some children read their compositions out loud. Then they discuss ways of preventing the
increase of greenhouse gases. The teacher summarizes the topic by emphasizing some of them:
• using less energy
• planting trees and taking care of them
• collecting recyclable waste in special containers

27
Reading Material: “The Greenhouse Effect”

What is a greenhouse?
A greenhouse is a small house made from glass or plastic wrap, where you can grow flowers and plants that need warm
temperature.
Why is it warmer inside a greenhouse than outside?
Sun rays penetrate through the glass and heat up the inside of the greenhouse. The glass roof and glass walls keep the
heat inside. That is why it is warmer inside the greenhouse.
What are greenhouse gases?
The Earth is “wrapped” by a “blanket” composed of invisible gases (such as carbon dioxide) that has the same effect
on the Earth as the glass for a greenhouse. The sun rays penetrate through the “gas blanket” which holds the heat
inside. That is why these gases are called greenhouse gases. This is beneficial for us, as we could not live without heat.
What is the greenhouse effect?
In today’s world, factories and cars produce more and more gases. Cutting down trees, burning fossil fuels, etc. result
in more atmospheric gases, which form a blanket around the Earth, trapping more heat in the Earth’s atmosphere.
This phenomenon is called the greenhouse effect or global warming.

Possible Consequences of Global Warming

Too Many Blankets

28
I Can Save the World

Place your favorite picture

of yourself in nature!

Author

Name

Class

29
 Module B
Poetry and the Armenian Landscape
(Grades 1–4)

Lesson 4: “The Beetle School” as a School of Nature for Everyone

Author: Lala Mneyan, director of the House of Life Culture Center

Lesson 4.1
Objectives
• using Hovhannes Toumanian’s poem “The Beetle School” (see Appendix), elicit children’s interest toward nature
and the animal world, focusing on insects and plants
• improve children’s knowledge of nature
• help children develop the skill of searching for information on a topic
• help students acquire basic knowledge on a particular topic and build a basic research model
• help develop classification and systematization skills
• acquire knowledge on agricultural plants
• encourage awareness of medicinal herbs, plants used as colorants, and other plants used in human activity
• develop artistic skills and aesthetic taste
What do you do?
Address the class with the following questions: What kinds of plants do
you know? What kinds of insects do you know? What can you tell us about
them?
The teacher’s ultimate goal is to call students’ attention to the fact that the
world of plants and insects is very interesting. The best way to do this is by
studying Hovhannes Toumanian’s “The Beetle School.”
First distribute photocopies of the poem to the class. Ask the students to
highlight the plant and insect names they are familiar with.
The characters in the poem should be discussed. For example, the Master
Beetle, scolds everyone for cursing but he himself curses.
After you are through with this talk, move on to the topic of insects and plants. Elicit all of the plant and insect words
and write them on the chalkboard in two columns. Start with the plants and then refer to the insects.
To get the class interested, tell them about the international classification of plants and animals. Tell them that in order
to avoid confusion, Latin is accepted as a universal scientific language in this field. Detailed directions and explana-
tions should be given to students on how to use dictionaries and encyclopedias (alphabetical order, Latin names, etc.).
The list of plants in English and Latin should be given to students beforehand (see Appendix), so they understand
where they can acquire information on new names of plants. Some names are different from the ones mentioned in
Toumanian’s poem.
The teacher is advised to take into account the students’ progress and desire when giving them the assignment, and
the teacher should keep encouraging and motivating them.
Homework assignment
1. Copy all the plant words in the notebook and underline the initial letters
2. Write a brief summary of interesting information about plants such as their description, characteristic features,
where they grow, what they are used for, etc.
3. Draw the plant and write the name under the picture using colors, pencils, markers, etc.

30
Lesson 4.2
While the teacher is reading the poem to the class, each student should call out the name of the plant and hold up his/her
picture at the right moment. This activity can be followed by a game to check how well children remember the plant words
taught by Master Beetle.
Game
The students call out the names of the plants in alphabetical order. If someone fails to give the right word, the oth-
ers help. The game can be improvised in different ways, for example the students can come up with other plant
words keeping the alphabetical order, or the teacher can offer a word, in case the students cannot think of anything.
The homework assignment could be to ask the class to find plant words with that particular letter and be ready to
continue the game next time.
After finishing the game, ask the students if it was interesting reading about plants at home, if they learned anything
new about plants, or if they would like to share their findings with the rest of the class.
They should retell the poem or answer questions from the teacher. The questions should be addressed to the specific
features of the plants and the ways they are used. The questions should be planned so that during the second half of
the lesson it becomes easier for the students to classify the plants according to their characteristics.
Questions can be as follows: What color flowers does this plant have? Is it a kind of herb, tree, or shrub? What do its
leaves look like? In what ways is it useful? Is it a medicinal herb? If yes, what diseases does it cure?
Prior to playing the grouping game, the teacher is advised to tell the class that scientists have grouped all the biological
organisms in the world according to their structure, origin, and type. Then you can suggest that they group the
plants based on the characteristics they have observed. To make this clear for the class you should bring examples,
such as apricot, currant, and basil and group them as tree, shrub, herb categories; gourd and watermelon can belong
to the orchard plant category.
Make up several groups by involving students’ suggestions and write them on the board. For example, use categories
of herbs, trees, or shrubs, agricultural or wild plants, plants used as colorants, fruit bearing plants, edible plants,
medicinal herbs, or classify plants by colors of their flowers, shape and size of their leaves or fruit, etc. Highlight the
fact that the same plant can appear in different groups.
Grouping game
Students split into groups with the classification names on the board. Each group gets a sheet of colored paper. You
can also use a white sheet of paper and colored post-its. Each group writes the category name on the paper and then
lists all the plant words that belong to that category. This game is an effective teaching tool and a means of encour-
aging collaboration and a willingness to help each other. You can end the lesson by decorating the classroom walls
with the groups’ papers. An alternative suggestion would be posting the plant pictures in alphabetical order.
Homework assignment
We will end up with a lot of interesting material that can be put together in a booklet. The students can add infor-
mation to their plant pictures at home. The children write the name of the plant at the top of a page and then neatly
write down their findings about that plant. They write their names at the bottom of the page.
On the back of the paper, they list in detail the sources they have used. Later you can collect the papers from the chil-
dren and bind them in alphabetical order as a book.
Alternatively, you can enter the data into a computer and use the pictures to design the book. The Toumanian poem
can be placed on the front pages. You can photocopy the booklet and give each student a copy. You could also sell
copies at events to raise money for the school.
Another idea for a homework assignment could be asking students to collect and dry different plants, flowers, and
leaves and use them in art class to make applications.
These classes may be accompanied by field trips. The students should see the plants in nature, pick samples to make
a herbarium (dried plant collection), and take pictures.

31
Lesson 4.3
The third lesson is dedicated to insects. At the beginning of the lesson children try to recall (by memory or by looking at
their notes) all the insect names they encountered in the text. The teacher or one of the students writes those names in a
column on the chalkboard. In the column opposite they list more insect names from their general knowledge.
Then the teacher tries to elicit information about the insects and their importance. Here you can talk about pests,
the important role insects have in protecting plants, about the mutual dependence of various species, and the ecological
balance.
Children will benefit if you tell them how bees, beetles, and other insects pollinate flowers thus helping them grow
and reproduce; how sanitary insects feed on trash; and how insects produce materials that are good for people and have
curing effects (e.g., honey, silk). Showing pictures and posters with insect images would enable students to have a better
idea about insects’ appearance and structure.
Homework assignment
Teaching materials and homework assignments should be arranged in the way that is described in Lesson 4.2 on
plants.
Additional activities on beetle school topic
As the theme is quite comprehensive, you may organize various activities and events using art class time or class
teacher’s hours. You can initiate a school exhibition and sale of the artwork and objects made by the students. Below
are some suggestions:
• Short dramatizations
• Alphabet completion event
• Creating a herbarium and insectariums in the school science laboratory
• Imitating Armenian miniature style, create pictures with the letter and plant picture
• Making insects from paper, cardboard, etc.
• Creating applications from dried plants, flowers, flower petals, etc.
• Using different materials, making samples of butterflies, bugs, beetles, ants, etc.
• Creating pictures associated with the theme
• Creating pictures of lady bugs, butterflies, flowers, etc. on pebbles

32
Appendix: Hovhannes Toumanian’s poem, “The Beetle School”
ԲԶԵԶԻ ԴՊՐՈՑԸ
Վարպետ Բըզեզն ամռան մի օր
Դըպրոց բացեց մեծ ծառի տակ
One summer morning, sunny and cool,

Ու հավաքեց թիթեռ, ճանճ, բոռ,

Beetle the Master opened a school

Մըժեղ, մըրջյան, մըլակ, մոծակ . . .

Under the oak tree assembled them all,
Insects that fly and insects that crawl.
— Գիտե՞ք, ասավ, իմ փոքրիկներ,
Պիտի սովրեք, սովրեք անվերջ,
“Study is key, Master Beetle declared,

Որ իմանաք ինչ է ձեզ պետք,

Know what to like and what to beware.

Ինչ կա ձեր շուրջն ու կյանքի մեջ:

What is around you, what is your food
What makes you sick and what does you good.”
Պիտի սովրեք, սովրեք էնքան,
Մինչև դառնաք ինձ պես վարպետ:
Beetle continued, “look at me now,

Դե նըստեցեք հիմի հանդարտ,

Learn every day until you know how

Ինչ որ կասեմ՝ կըրկնեք ինձ հետ:

Everything lives and everything tastes
Quick, settle down, no time to waste!
Ա. Անթառամ, Բ. Բարձմենակ.
Գ. Գաղտիկուռ, Դ. Դըդում . . .
A is for Aster, Bluebonnet’s B,

Է՛յ, դո՜ւ, մորե՛խ, դեսն ականջ դիր,

C is for Cherry, Dogwood is D . . .

Ի՞նչ ես էդտեղ կըտըրտում:

Spider! Stop weaving, bad time to hunt
Take down the web and move to the front.
Ե. Երիցուկ, Զ. Զանազան,
Է. Էշխըրտուկ, Ը. Ընկուզ . . .
E is for Edible F is for Fern . . .

Մի’ աղմըկեք, հանաք հո չի՞.

Butterfly, this is important to learn

Թիթե՜ռ՝ հանգի՜ստ, մոծա՜կ՝ սո՜ւս:

G is for Grass, Hydrangea’s H
I am still reading the very first page!
Մի՜ խառնըվեք, չեմ սիրում ես
Էդպես աղմուկ, աղաղակ:
I is for Iris, Juniper’s J

Թ. Թըրթընջուկ, Ժ. Ժախ ու բոխ,

K is in barK, and L is in Ley,

Ի. Իշառվույտ, Լ. Լեղակ:
June bug and cricket, stop making noise,
Pay close attention and keep up your poise.
Խ. Խընձորուկ, Ծ. Ծիրանի,
Կ. Կըռոթուկ, Հ. Հաղարճ . . .
M is for Mulberry, Nuts are for N

— Տես, վարժապետ, էս մըլակին,

O is for Orchid and P for Plantain.

Ինձ ասում է՝ սարի արջ.

Honeybee, fruitfly, stop flying around,
Get your butts down and stay on the ground.
— Ա՜յ տղա, է՛յ, չեն հայհոյիլ:
Տըզզան հիմար անասուն...
Q is for Quince, Rasberry’s R

Ձ. Ձըմերուկ, Ղ. Ղանձլամեր,
Boys, your behavior is going too far.

Ճ. Ճարճատուկ, Մ. Մասուր:
Class is soon ending, stay with me please
Sap starts with S and T is for Trees.
Դու, է՛յ Ծըղրիդ, ո՞նց ես նըստել.
Գըլուխդ — ե՜տ, մեջքդ — դո՜ւրս:
Look at how much you will learn in my school,

Յ. Յունապի, Ն. Նունուֆար,
Flytraps are terrible, heartless and cruel.

Շ. Շագանակ, Ո. Ողկույզ:
Walnuts delicious, poisonous weeds . . . ”
—I’d have some walnut!—I’d have some seeds!
— Վա՛յ, էս ինչե՛ր կան դասերում.
Ողկույզը ես շատ եմ սիրում . . .
“Nobody asked you what you would eat!

— Իսկ ես կաղամբ կուտե՛մ, կուտե՛մ.

Noisy cicada, stay in your seat,

— Իսկ ես՝ ծիրան . . . — իսկ ես՝ կոտեմ . . .

U—eucalyptus—wait, that’s an E!
Bee, silence please, you are getting to me.
Ձեզ չեն հարցնում՝ ի՜նչ կուտեք դուք
Քընաթաթախ՝ առտեհան:
V is for Violet, Wasp starts with W,

Չ. Չինարի, Պ. Պատատուկ,
Cricket, it also stands for “I am Warning you”

Ջ. Ջըրկոտեմ, Ռ. Ռեհան:
Why so unruly class has become?
My head is so tired; my six legs are numb . . .
Ս. Սերկևիլ, Վ. Վարդենի,
Տ. Տերեփուկ, Ց. Ցաքի . . .
X is in flax, although at the end

Ո՛ւհ, մարդ քարից պիտի լինի,

I’ve broken my pattern, no need to pretend

Ձեր մեջ գըլուխ կըճաքի:

Y as in Yellow, honeY and haY,
Z’s in aZalea, that’s all for today.
Փ. Փըրփըրուկ, Ք. Քարասոխ
Օ. Օֆ, պըրծանք վերջապես . . .
Go home and study, learn all by heart,

Դե գնացեք, վաղը կգաք

Show me some diligence, have a good start!

Անգիր արած ջըրի պես: —

Snail, Tick, Grasshopper, Ant, Fly, and Flea,
Same time tomorrow, here you must be.
Ու հավաքած թիթեռ, ճանճ, բոռ,
Մըժեղ, մըրջյուն, մըլակ, մոծակ,
Under the oak tree, all summer through

Վարպետ Բըզեզն ամառն էսպես

Beetle the Master taught what he knew.

Դաս էր տալիս մի ծառի տակ:

To Butterfly, Locust, all flying bugs
Joined by crawlers like ants, worms, and slugs.
Translated by Ashot Sargsyan and Alla Berberyan

33
 List of Plants in English and Latin
English Latin
Apricot Armeniaca Mill.
Basil Ocimum basilicum L.
Bindweed Convolvulus L.
Borage Borago officinalis L.
Burdock Arctium lappa
Burning bush Euonymus alatus
Chamomile Matricaria chamomilla
Chestnut Castanea
Chicory Cichorium intybus L.
Christ’s thorn Paliurus spina-christi Mill.
Clover Trifolium L.
Corn-flower Centaurea cyanus L.
Currant Ribes L.
Dock, sorrel Rumex L.
Dropwort Filipendula vulgaris
Everlasting Helichrysum Mill.
Gourd Cucurbita L.
Heartsease Viola tricolor L.
Hellebore Helleborus L.
Fennel Foeniculum vulgare Mill.
Indigo Indigofera L.
Jujube (Red Date) Ziziphus zizyphus
Plane-tree Platanus
Quince Cydonia oblonga Mill.
Rose Rosa L.
Scotch thistle Onopordum acanthium L.
Yellow sweet clover Melilotus officinalis L.
Walnut Juglans L.
Watercress Nasturtium officinale
Watermelon Citrullus lanatus
Wormwood Artemisia absinthium L.
Yellow pond-lily (spatterdock) Nuphar lutea

References
1. Hovhannes Toumanian, Complete Collection, Vol. 2, p. 307, Yerevan, 1990.
2. Soviet Armenian Encyclopedia, Vol. 1–12, Yerevan, 1974–1986.
3. “What is? Who is?” Children’s Encyclopedia, Yerevan, 1984–1987.
4. “Voskeporik”(Golden Tummy), Children’s Encyclopedia, Vol. 1–3, Yerevan, 1996–2000.
5. Household Encyclopedia, Yerevan, 1997.
6. L. V. Harutyunyan, “Armenia’s Dendroflora,” Vol. 1–2, Yerevan, 1985–1986.
7. A. Torosyan, “Herbs of Armenia,” Yerevan, 1983.
8. H. Narinjyan, “Floriculture,” Yerevan, 1946.
9. Kh. L. Takhtajyan, A.A. Fyodorov, “Yerevan’s Flora,” Yerevan, 1946.
10. “Fruits of Armenia,” Yerevan, 1976.
11. L. V. Harutyunyan, “Flowers in Your Surrounding,” Yerevan, 1987.
12. L. V. Harutyunyan, “Shrubs in Your Surrounding,” Yerevan, 1984.
13. L. V. Harutyunyan, “Trees in Your Surrounding,” Yerevan, 1983.
14. L. S. Karapetyan, “Atlas of Weeds Common in Armenia,” Yerevan, 1980.
15. H. Hakobyan, “Lessons of Nature,” Yerevan, 1993.
16. M. Kozlov, I. M. Oliger, “School Atlas-Guide for Invertebrates,” Moscow, 1991.

34
Lesson 5: A Sense of Place: Touching Nature (Grades 1– 4)

What do you need?

A sheet of paper for each student and colored pencils or crayons
What do you do?
Plan to visit the schoolyard, a nearby park, or a forest. At the site identify several trees with different types of bark.
Encourage students to make rubbings of these trees and of other objects they see. Their artwork can be used for dec-
orating the classroom or as a gift for their parents.
Provide the following instructions to the students:
• Take a piece of paper and hold it against a tree trunk. Rub the outside of the paper with the crayon. You have just
made a rubbing.
• Make a rubbing of different things in nature. Try the bottom of someone’s shoe, a rock, or a leaf. If you combine
lots of different things you will have a picture to take home to your parents or hang in the classroom.
Conclusion
Sit with students in a circle or small groups at the end of the class. Have students compare rubbings. Ask each stu-
dent to show the group their favorite rubbing. Does anyone have an unusual design? What were the differences in
the tree barks you used? Can you tell the difference between tree species?

* Adapted from Creating Activities Program, Discovering Me and the Rest of the Universe. Children’s Press. 1974.

Lesson 6: Eco-Treasure Box (Grades 1– 4)

Objective
To encourage students to look more closely at native plant species and to create a special eco-treasure box for your
class by organizing a project to press plants.
In this box each week the teacher may hide a natural object that the students try to guess as part of a lesson. Objects
may include natural objects such as a butterfly cocoon, a pinecone, a leaf, a mushroom, etc. Or you may decide to
place quotations from literature in the box as topics for group discussion.
What do you need?
A box with a removable lid, hairspray to secure flowers to the lid of the box, glue
A natural glue source: Dandelions and milkweed contain natural latex that can be used as glue. This can be used for
small amounts. It is important to wash hands immediately after using it as long exposure to it can cause a rash.
During the art class you will have the opportunity to ask students: Why would a plant be so sticky? The answer is
that chemicals are often a defense mechanism when plants do not have thorns or other physical defenses to prevent
them from being eaten by animals or insects.
What do you do?
Make one finished example of a decorated sheet of paper or cardboard to show the students before class.
Plan to visit a schoolyard, nearby park, or forest. Walk with the children in the yard or along a quiet road with little
traffic. You may be able to find flowering weeds along the roadside or in the schoolyard. If it is springtime look for
flowers to use, but if there are no blooms look for plants with interesting leaves and colors. Vines can be used like
roping for additional decoration.
Make the children’s artwork an important part of decorating your classroom. Be sure to have some assignments sent
home as gift for their parents to encourage parental interest in the class.
Provide the following instructions to the students:
• Ask the children to collect flowers and leaves, looking for different colors and shapes.
• You may assign small groups/teams of students to decorate different sides of the Eco-Treasure Box.
• The lid should be a picture made from the plants, glued and set with hairspray. Spraying flowers with hairspray
will help preserve them a little longer.

35
Conclusion
Tell students that there will be a special item hidden in their Eco-Treasure Box at the next class session.
Assignment
Visit a nearby pharmacy and find out what herbal medicine they have. Make a list of plants with names and pictures.

* Adapted from Creating Activities Program, Discovering Me and the Rest of the Universe. Children’s Press. 1974.

Lesson 7: Eco-Scavenger Hunt (Grades 1–4)

Objective
This lesson helps students identify living and non-living components of a natural ecosystem and appreciate the diver-
sity of colors, sizes, and shapes in the natural world. Philosophically, this activity also encourages students and teach-
ers to discuss what nature is and what humanity’s place in it is.
What do you need?
From the Eco-Scavenger Hunt List, place an item that can be described on the list inside your Eco-Treasure Box. Begin
by asking the students to guess what your object is. You may give them clues.
For the game part of this activity to be successful it is important for the teacher to listen to the students without telling
them what to pick up or say. You may encourage them, but allow each student to say how they feel about what they
see. Why do they make their choices? Help them talk through the answers without being negative or positive.
Provide the list of items for each group of students. Ideally group size should be no more than three or four students
each.
What do you do?
Plan a visit to a local area of forest or a park to play a game called “Eco-Scavenger Hunt.” Have student groups walk
around a specific area for 15 minutes to find the items on the list below. As they find items, have them write down
the objects that match the list. When they return, each group will share what they identified for each item.

* Adapted from http://www.ecokids.ca

36
 Eco-Scavenger Hunt List

“I see . . .”

something that is beautiful

something that is prickly
something that is cold
something that is rough
something that is dry
something that is round
something that is hairy
something that is sharp
something that is hard
something that is slimy
something that is heavy
something that is smelly
something that is hot
something that is soft
something that is huge
something that is squishy
something that is noisy
something that is stretchy
something that is oval
something that is tiny
something that is pointy
something that is triangular
something that is pretty
something that is wet
something that is not part of nature

37
 MIDDLE SCHOOL

OBSERVATION

Module C
The Amazing Transformations of Water
(Grades 5–9)

39
Lesson 8: Snow

Objective
Help students physically and intellectually understand how snow is a very important part of the water cycle in the
Caucasus Mountains.

Background information
Use the information below as a basis for a lesson for middle and upper level students.
What are snowflakes and snow crystals?
Snowflakes and snow crystals are made of ice, nothing more. A snow crystal, as the name
implies, is a single crystal of ice. A snowflake is a more general term, which can mean an indi-
vidual snow crystal, a few snow crystals stuck together, all the way up to the large “puff-balls”
of agglomerated snow crystals that often fall in warmer weather.

What exactly is an ice crystal?

A crystal is a material for which the molecules inside are all lined up in a specific way called a crys-
tal lattice. The water molecules in ice form a hexagonal lattice as shown in this image (two views
of the same thing). Each red ball represents an oxygen atom, and the grey sticks represent hydro-
gen atoms. There are two hydrogen atoms for each oxygen atom, making the usual H2O.

Are snow crystals the same as frozen raindrops?

No. Sometimes raindrops do freeze as they fall, but this is called sleet. Sleet
particles don’t have any of the elaborate patterns found in snow crystals. Snow
crystals form when water vapor condenses directly into ice, which happens
in the clouds. The beautiful snow crystal patterns form as the crystal grows.

Activities for Students of All Ages

1. Sculpt It!
The presence of air in snow can lead to a discussion of snow as a shelter for wildlife (the trapped air insulates). Building
snow shelters, even if squirrel-sized, is something that can help students understand snow as habitat. This leads to a les-
son on winter wildlife adaptations where students work in teams to create snow figures of animals and discuss their sur-
vival abilities in this habitat.
You may have a gallery showing afterwards, with each group sharing facts and thoughts about their character’s adap-
tations, ecological niche, etc. You may invite parents and family members to stop by the outdoor sculpture gallery for an
after-school visit to increase parent participation in the school’s activities.
2. Is Snow Edible?
Some students like eating snow . . . how about finding out what is in the snow? Bring in some samples from different
layers of the snow and melt them on a burner, then pass the resulting water samples through white coffee filters. Students
are always amazed at the amount of dirt even in seemingly white snow. This powerful demonstration of air pollution will
certainly deter them from eating snow again! Use this opportunity to ask them where this pollution may have come from.
List sources of air pollution on the chalkboard.
To illustrate the pureness of fresh, untouched snow, a learning activity can be made into a special treat. Using pure
snow collected in clean food containers, you can add food coloring and sugar to make sweet snow cones!
3. Dig It!
Making a snow pit can be very interesting—you can see and measure different layers of snow, estimate how many storms
that represents, look at the metamorphosis of snow in different layers, estimate water content, etc.
To estimate water content of the snow, take a graduated cylinder (or just a jar or cup) and fill it with snow from a
particular layer, trying not to pack it more than it already is. Have students estimate how much water there will be in the
cylinder after the snow melts.

40
 Students are always amazed at how little water there is in snow! Once you have dug your snow pit and taken meas-
urements, you could use the pit as the start of a snow shelter if you have time—just remember to make ventilation holes.

* Adapted from Maggie Snow, Los Angeles County Outdoor Science School, Wrightwood, CA, 2004. Snow Flake Field Guide available online at
http://www.snowcrystals.com

Lesson 9: Eco-Detective: The Case of the Disappearing Water (Grades 5–7)

Keywords: evaporation, water cycle, phase, variable, pollutants

Objective
Explain and demonstrate the phenomenon of “evaporation.” Explain evaporation in the context of the water cycle.
Background information
Water exists in three states: solid, liquid, and gas. These states are often referred to as phases. As heat is added or
removed, water goes through a phase change. In its solid phase, water molecules are structured and orderly. In its
gaseous phase, water molecules lack structure and order.
Transformation of water into its gaseous, or vapor phase is a natural process facilitated by the heat of the sun. Like-
wise, when we boil water over a burner we are causing it to change from a liquid to a gas. The process by which a
substance changes from a liquid to a gas is called evaporation. The reverse process is called condensation.
Water is continuously being heated and cooled—evaporating, condensing, and freezing—depending on the envi-
ronmental circumstances. As water travels in its never-ending cycle between the earth and the sky, it encounters and
mixes with a variety of substances. Some of these substances are pollutants, in the sense that they are harmful to liv-
ing things. Pollution can occur both naturally and through human activities.
Through the water cycle, nature provides a variety of mechanisms to clean water. For example, evaporation is a natu-
ral water cleanser. When water evaporates, it leaves most dissolved substances and waste materials behind. Pollution
can also be filtered out as water moves through soil or as wetland plants absorb metals and other pollutants.

41
What do you need?
• Clear measuring cup or glass bottle with clearly marked measurements
• Water
• Copies of the story and the student assignment handout or the information written on the chalkboard
What do you do?
• Tell the students that they are going to be “water detectives” who are being asked to solve the case of the disap-
pearing water
• Allow students to read “The Case of the Disappearing Water”
• Coach students as necessary to complete the assignment, but encourage independent thinking as much as possible
• Make sure students develop a hypothesis before beginning the experiment
• Make sure students remember to check the water level each day

Experiment
Perform an experiment to establish approximately how long it took for the water to evaporate.
a. Write down today’s date
b. Fill a measuring cup to the one cup line
c. Put the cup in a sunny window
d. Record how many days it takes for the water in the measuring cup to be at the three-quarter cup line
Tips for the teacher
• Make sure students check the water level each day
• When the experiment is over, be sure students record their results and conclusions
• You may have students work individually or in small groups
Follow-up questions
For what reason might the results of each group’s experiment differ? Environmental variables may have affected the
outcome, such as one group’s measuring cup may be more exposed to sunlight than the others’.
Suppose that during the day Mrs. Anahit was gone the weather was sunny and hot; however, when the detectives con-
ducted their experiment the weather was cloudy and cool. How would this variable affect the experiment?
What is a variable? Something that is not constant, or is subject to change in the experiment.

* Adapted from http://www.epa.gov/region01/students

42
The Case of the Disappearing Water
Originally written by Susan M. McMaster, USA

The Water Detectives were called to the home of Mrs. Anahit. When they arrived on the scene, Mrs. Anahit’s son Armen was
very upset. His mother was missing! The detectives asked Armen how long had his mother been missing.
“That is the problem. I do not know!” Armen said. “I have been working very hard in Yakutia and I just came to visit my
mother. Now I feel terrible. I have no idea how long she has been missing.”
“Do you know of some places where she might have gone?” asked one water detective.
Armen wrinkled his brow and thought hard. “Well,” he said, “her habits are very predictable. If she has been gone for less
than a day, she probably just went shopping. If she has been gone for less than three days, she may be visiting one of her sisters
in another region. She always says, ‘Guests are like fish, they start to stink in three days!’ If she has been gone more than three
days, but less than seven,” Armen continued, “she is probably taking a vacation. I am sure that she cannot afford more than a
seven-day trip. If she has been gone more than seven days but less than six weeks, she probably received the grant she applied for
to travel and study in the United States. If she has been gone more than six weeks, she probably is in the regions. She never stays
there more than two months. If she has been gone longer than two months, aliens must have captured her and taken her to another
galaxy. She loves her plants and her home. She would never stay away longer than two months for any reason.”
“I think we can solve your mystery,” said one water detective walking around the house.
“Did you find a note?” asked Armen hopefully.
“No,” said the detective, “but I did find this glass measuring cup in the window.”
“Oh,” said Armen, “that’s nothing. Mother is very particular. Every morning she fills the measuring cup to exactly one cup.
Then she puts it in the window to warm in the sun a little before she waters her African violets. She is very careful about how
much water she uses because she doesn’t want to over-water or under-water her plants.”
“Aha!” said the water detective. “Just what I suspected, this is precisely where we must begin our search. The measuring cup
now has exactly three-quarters of a cup of water.”
“Are you saying someone stole one-quarter of a cup of water?” Armen asked. “What has this to do with my mother being
missing?”
“No wonder his mother didn’t bother to tell him where she was going!” muttered one of the detectives.
“No, sir,” said another detective trying to keep a straight face. “It is a matter of evaporation. As water evaporates into the
atmosphere, the warmth of the sun changes the clear liquid into water vapor that we can’t see. After a while the water vapor
condenses and forms into clouds. Eventually, the water comes back to the ground as rain and snow or hail. Over time the water
evaporates again. It is all part of the water cycle.”
“To make a long story short,” said another water detective. “We are going to conduct an experiment. We’ll put a cup of water
in a sunny place and keep track of how long it takes to evaporate. Based on the experiment, we will estimate how long ago Mrs.
Anahit left the measuring cup in the window.”
“What a relief,” said Armen. “What should I do now?”
“I suggest you water the plants,” replied another detective.

43
Handout: Student Assignment

1. Write down the facts of case.

a. Original amount of water in the measuring cup

b. Amount of water in the measuring cup now

2. Write down where Armen said his mother might be.

a. If Mrs. Anahit was gone less than a day, she probably

b. If she has been gone less than three days, she may be

c. If she has been gone more than three days but less than seven days, she probably

d. If she has been gone more than seven days but less than six weeks, she may be

e. If it has been more than six weeks but less than two months, she is

f. If she has been gone for more than two months

3. Develop a hypothesis (educated guess): Describe what you think will happen when you do the experiment.
a. How long do you think the water was left on the window sill?

b. Where do you think Mrs. Anahit went?

4. Write your conclusions.

a. It took approximately days for the water to evaporate.

b. Where should Armen begin looking for his mother?

5. Make notes about your observations in a special water detective’s notebook.

44
Lesson 10: Local Water Resources (Grades 7–9)
Author: Margarita Khachatryan, biology teacher, Yerevan Secondary School No. 154

Lesson 10.1: Drinking Water and Its Significance

Objective
Students should learn about water resources on the planet, learn how to save water, and appreciate the role of water
in nature and in human life.
Warm Up Riddles
1. It flows from under the ground but faces the sky (Answer: spring)
2. They can fly without wings, walk without feet, and navigate without sails (Answer: clouds)
3. You can see it when nothing else is visible (Answer: mist)
Stimulation
The teacher asks, “What associations do you make when you hear the word ‘water’?” and writes the students’ responses
on the chalkboard. Students write the word “water” at the top of the prism and a string of sequentially associated words
on the levels below as the chart fans out.
The teacher then asks students to refocus their associations for fewer words, so that the final word is closely related
to “water,” for example “life.” Finally, students are asked to explain the association of the words—especially “water”—
to the last word by making up sentences using those words.

Water

Guided Reading: Freshwater Supplies

Undoubtedly there is no life without water.
When searching for evidence of life on other planets, researchers first try to find out if there is water.
By absorbing and releasing heat, water moderates the Earth’s climate. Water molecules, scattered in the atmosphere,
protect us from cosmic frost. Water vapor, creating a temperature buffer in the atmosphere, causes the greenhouse
effect.
Pause 1

45
Questions
1. Is water an unlimited resource?
2. What are the causes of freshwater scarcity?
The volume of water on the whole planet is 1,390 million cubic kilometers. If the Earth were covered with an even
layer of water, it would be four kilometers high. As a result of human activities, water quantities lessen substantially
each day or become unusable after being contaminated with harmful substances.
Freshwater is the most essential component of all kinds of living organisms. The volume of freshwater on our planet
is 20 million cubic kilometers. Almost all the fresh water supplies (97 percent) are found in the ice fields of the Arc-
tic Ocean and Antarctica. Thus, only three percent of freshwater supplies—distributed unevenly—are available for
human use. This is the reason why most countries of the world lack access to safe drinking water and live in unhealthy
and hazardous conditions.
Pause 2
Questions
1. Which are the main water basins in Armenia?
2. Where does our drinking water come from?
Armenia’s lakes and rivers are essential sources of hydropower, irrigation, and water supplies. For Armenian farmers
irrigation water is the most valuable thing. In Armenia 2.5–3 billion cubic meters of water is utilized annually, about
2 billion cubic meters of which is used for irrigation.
In Armenia there are three main water sources: the River Araks, the River Kour, and Lake Sevan. There are over 215
streams with a length of 10 kilometers or more. Armenia’s other major rivers are the Akhouryan, Hrazdan, Azat,
Arpin, Vorotan, Debed, and Aghstef.
Lake Sevan—the largest lake in Armenia—is one of the highest freshwater lakes in the world. Lake Sevan is of strate-
gic significance to Armenia since it supplies drinking water for Armenia.
Sevan’s waters, passing natural rock formations, get filtered and then come out in the form of clean water springs in
thousands of spots all over Armenia. Sevan’s water is also used for irrigation covering the area from Gegharkunik
Marz all the way through the Ararat Valley.
Armenia is rich in groundwater which is also used for daily purposes.
Pause 3
Question
1. What important role do freshwater supplies have in human and animal life?
Every cell in the human organism contains water. People can survive without water only for a few days. Water is part
of every kind of bodily activity; it gets nutritious substances and oxygen to move, releases decomposed substances,
functions as part of the breathing process, has a thermostatic effect, etc.

Lesson 10.2: Forms of Water Contamination

Objective
Students should learn about causes of water contamination and understand that clean water is essential.
What do you do?
Take two glasses full of water—one is filled with tap water and the other with water from a nearby stream. Ask stu-
dents to describe both clean and contaminated water and guess how the stream water is contaminated and what the
causes are.
Read “The Causes and Consequences of Water Contamination” and ask students to write four questions they are con-
cerned about in the sections of the grid called “Diary with Double Notes.” In the first column there should be a quote
from the text; in the second column they should write their own opinion about it.

46
Homework assignment
In groups of two–three students, collect information on:
1. The sources of the tap water in their homes (well, river, lake?)
2. The causes of water pollution in the nearby rivers or reservoirs in their area

Reading: The Causes and Consequences of Water Contamination

We learned from the previous lesson how important water is. However, today humanity is threatened by a scarcity
of clean, safe water because for centuries people have been dumping household and industrial waste into rivers, lakes,
and seas. Fresh water supplies are of strategic significance for any country.
Fresh water is classified in three groups according to the degree of contamination:
1. High degree of contamination
2. Medium degree of contamination
3. Almost clean
Water contamination is caused by harmful substances found in industrial waste water. Passing through the food
chain, water pollutants affect flora and fauna and eventually humans.
Today over a billion people lack access to safe drinking water and about one billion people live without basic sanita-
tion. Contaminated water kills millions of people each year.
Waste water from oil treatment, cellulose, paper, and chemical industries are particularly dangerous for water qual-
ity. Water contamination has become a critical issue worldwide.
Contamination with household/municipal water discharge
Water bodies are largely contaminated with untreated water discharged from bathhouses, hospitals, canteens, and
other public institutions. Today the Mediterranean, North Sea, and Baltic Sea are severely contaminated.
Contamination with heavy metals
Living organisms are seriously affected by large quantities of heavy metals (mercury, copper, and lead) found in water.
Certain algae, due to their specific properties, can absorb these metals in large quantities. Fish, crustaceans, and gas-
tropods, which feed on these algae, accumulate heavy metals in their bodies. Then people may eat these sea creatures.
Oil contamination
As a result of oil drilling, the bottom of the sea becomes polluted. While being transported by sea, thousands of tons
of oil are released into the water, which causes contamination. Layers of oil cover the surface of the water, which affects
the energy, temperature, humidity, and gas exchange between the atmosphere and the hydrosphere. This phenome-
non greatly affects water plants and large and small creatures. A ton of oil creates a layer as large as 12 square kilo-
meters. Each year about 6,000 ships transport 3.5 billion tons of oil. In the last decade more than 750 ships had
accidents in the oceans.
Contamination with toxic chemicals
The world oceans are polluted with pesticides also. They get into the soil and reach the sea through run-off water.
These toxic chemicals often cause massive destruction of fish.
Contamination with nuclear waste
Nuclear waste, which is generated as a result of nuclear power production, various accidents, leakages, as well as test-
ing nuclear arms, causes water contamination.
Fresh water supplies are scarce all over the world and in the Caucasus in particular.
Before reaching us, water undergoes a number of processes. Developed industrial countries have built water treatment
stations. They also have improved production technologies to minimize water pollution. In addition, they may use
closed water supply systems which allow use of the same water many times. In the case of low contamination levels,
water in natural basins may clean itself—this can be an effective but slow process.
At present industries and agriculture are accountable for huge amount of water contamination. The only way to
clean this water is by large treatment facilities, which are rare in Armenia.

47
 Industrial wastewater undergoes physical and biological purification processes. Water treatment is conducted by
ozone, chlorination, aeration, and ultrasound. In biological treatment, water organisms such as amoebas, infusori-
ans, mollusks, or worms are used.
If drinking water contains pathogen microorganisms, then it undergoes chlorination and ozone treatment. Drink-
ing water must be free from pollutants and be safe for human health.
You have the right to know that you drink clean and safe water.

Diary with Double Notes

Quote from the text What you think of it

1.

2.

3.

4.

References
1. Armenian Landscape, Family Encyclopedia, Yerevan, 2006.
2. We and Our Planet, Khazer NGO, 2006.
3. Let’s Live on a Healthy Planet, K. Matevosova.

48
 Module D
Your Backyard
(Grades 5–9)

Lesson 11: Trees in Your Backyard

Objective
To help students develop basic observational skills through community map-making and conducting a survey of
trees in their local schoolyard or neighborhood. The lesson will also assist students in turning their field notes into
reports. Creative essays encourage use of their imaginations to explore the life of a tree. It is hoped that these creative
activities will lead to a greater emotional attachment to nature and the services nature provides. Our final lesson in
this section emphasizes how this connection can be used to create a healthier environment in Armenia, beginning
by planting a tree.

Lesson 11.1: Community Map-Making

Keywords: community map, map, area plan
What do you need?
A large sheet of paper, colored pencils or crayons, and a sample of a finished community map if available.
What do you do?
This activity may require two to three class periods. Provide a sample map as a guide. Students may work on differ-
ent sections of a single large map. Assist students with spatial relations as needed.
Instructions to the students
Draw your school block in the center of a map. Write the names of streets around the block turning your paper as
you write. Walk around your block and identify the locations of important landmarks and green spaces. Draw squares
on your map for houses and rectangles for larger buildings like stores and apartments. Using a pencil, mark where
trees and open spaces are located. How many trees are there? Can you tell the difference in species? Label them on
your map. Can you identify where water drains are?
Make a map key. A map key is important as it indicates to others what each sign means. Use different colors to show
houses where you know people. Indicate the four cardinal directions to orient people reading your map.

Lesson 11.2: The Importance of the Naturalist’s Field Notes

You can use this activity in upper or lower levels by adapting it to the students’ age.
What do you need?
You will need a tape measure and a tree guide.
What do you do?
Visit the trees in a specific area, perhaps within the school block. Identify the trees with the class. Have each student make
field notes containing important information about each tree including species, circumference, approximate height,
and location.
Homework assignment
Ask students to write up the results of their fieldwork in a report. For younger students this may be a paragraph or
a couple of pages for older students.

Lesson 11.3: Field Notes and Creative Expression: “The Life of a Tree”
What do you do?
Ask students to write the life history of a tree. Take students to a particular tree you have identified near the school.
You will need to identify it ahead of class to observe a tree with interesting characteristics for discussion. Look for a

49
 tree that may have been shaped by the wind, branches that may have been cut off, birds’ nests in branches, holes where
insects may have eaten part of the outer or inner bark, or scars where couples may have carved their initials. Is there
scarring at the base of the tree from possible fires? All of these or none at all, tell us about the life of the tree.
Ask students to list the various land use patterns this tree would have witnessed. List some of the human impacts that
have modified the shape of the tree. How could these human impacts on the condition of this tree affect its forest
neighbors (animals and other plants)? List the human impacts on the soil around the tree. Is there concrete or pave-
ment around the tree? How does the soil look? What animals could be connected to this tree?
Conclusion
Fifteen minutes before the end of the class ask students to share their observations. Before students leave, ask them
to prepare to discuss this question for the next class: Do you think local, state, and national governments should take
an active role in tree management?

Lesson 12: It is Not Your Problem, It is Our Problem

Objective
To provide a safe environment where students can comfortably discuss the problems of environmental resource loss
and how it influences their lives.
Keywords: biodiversity, climate change, natural air filters, flooding, landslides, soil erosion
What do you need?
Read the information below and think of illustrations of these problems locally. For younger students you may need
to organize a small field trip to show them where mountain slopes have become destabilized due to erosion or where
flooding has destroyed the river banks. These provide strong physical evidence of Armenia’s environmental prob-
lems.
You may wish to refer back to the “Conceptual Framework of the Manual” for key vocabulary. For assistance in
planting trees and to obtain seedlings, contact Armenia Tree Project (http://www.armeniatree.org/).
Background information
Since the turn of the 19th century, Armenia has suffered a dramatic plunge in forest cover from 25 percent of its ter-
ritory to an estimated 7–8 percent today. The greatest loss of Armenia’s trees occurred during the energy crisis in the
early 1990s, yet heavy cutting continues to this day, severely decimating forests. Forests perform important envi-
ronmental and socioeconomic functions, but when they disappear, inevitable and long-term consequences result:
• Increase in soil erosion, flooding, and landslides
• Drying of the local climate and loss of water supply
• Reduction in the amount of arable land, which results in a fewer crops
• Loss of plant and animal biodiversity, both on land and in water
• Economic hardship from loss of vegetation such as herbs, mushrooms, and fruits
• Severe air pollution due to lack of “natural air filters”
What do you do?
You may list the previous information on your chalkboard as points for discussion for older students. Ask students
the following questions:
• Have you seen evidence of soil erosion, flooding, or landslides in your community? Where? What do you think
the causes are?
• Does Armenia have problems with water supplies? Why?
• Is air pollution a problem? Where?
• What can be done about these problems? Suggested answer: “We can start by planting trees and taking care of those
around us.”
• Despite all the negative long-term consequences to cutting forests, why does it still continue? Suggested answers:
“Lack of effective law enforcement, lack of alternative fuel sources for heating and cooking, profiteering from ille-
gal logging.”

50
Conclusion
Have students write an essay on who has responsibility for taking care of Armenia’s trees. What are their suggestions
for improving land management?
Assign small group projects with the following titles: Khosrov Forest, Sacred Forest of Sycamores, and Shikahogh For-
est. In their projects, students are expected to give reasons why Armenian kings were concerned about the forests of
Armenia.

Lesson 13: The Problem of Waste (Grades 7–8)

Author: Emma Barseghyan, biology teacher, Yerevan Kvant School
Objective
Students will become aware of the causes of waste, the harmful consequences of waste, and the estimated amount of
time required for the substances found in waste to decompose. They will realize that it is necessary to save resources,
reuse waste, and benefit from it. Garbage will be viewed as a source for profit. Each person’s role in efforts to reduce
waste will be emphasized. Students will learn about waste management in other countries, as well as in Armenia.

Lesson 13.1: Causes and Harmful Consequences of Waste: Trash Bag Archaeology
Duration: 45 minutes
What do you need?
A cloth bag with some garbage inside: an old shoe, a banana peel, a cotton rag, a used food can, a plastic container,
a cigarette.
What do you do?
Explain to your class that an archaeologist is a scientist who studies ancient cultures by studying what they leave
behind, sifting through the earth to find remnants of homes and important buildings. Armenian archaeologists cur-
rently study ruins of ancient Urartu society using these same methods to learn about ancient land use and other
aspects of Urartu culture. For more in-depth information on Armenian archaeological sites and research in your area,
information is available online at http://www.virtualarmenia.am.
In the classroom, empty your trash bag onto several pieces of newspaper or a piece of cloth. Ask the class: What does
each item tell us about the users? How old are they? Did they play sports? What is important to them? What would
someone from the future think of these items? Finally, ask the students: How long will it take for these items to
degrade in the earth? Which one will degrade the fastest?
Draw attention to the items you have gathered by listing the items on the chalkboard. You might ask, “What do all
the items have in common?” If your students are too young to figure out the answer to the question, you can explain
that each of the items will likely end up in a landfill. Next, ask: “What will happen to these items when they are
thrown away? How long do you think they will last there? Do they disappear, disintegrate, or degrade immediately?
Or will they continue to take up space in the landfill?” Let students freely discuss those questions.
Ask students to work in pairs and come up with a list of items they might find in a garbage can. Then, next to each
item they write their own estimates of how long it might last when buried in a landfill. Then they make another list
with the items that can be reused. When everyone has finished, it is time to compare the students’ answers with the
estimates made by scientists:
• Banana . . . . . . . . . . . . . . . . . 3 to 4 weeks • Leather boot . . . . . . . . . . . . . . . . . 40 to 50 years
• Paper bag . . . . . . . . . . . . . . . 1 month • Tin can (soup) . . . . . . . . . . . . . . . 80 to 100 years
• Cotton rag . . . . . . . . . . . . . . 5 months • Aluminum can (soda) . . . . . . . . . . 200 to 500 years
• Wool sock . . . . . . . . . . . . . . 1 year • Plastic jug . . . . . . . . . . . . . . . . . . . unknown
• Cigarette butt. . . . . . . . . . . . 2 to 5 years • Glass bottle . . . . . . . . . . . . . . . . . . unknown, forever?
Students compare these data with their own estimates, and discuss the reasons why each item requires a different
amount of time to decompose.

* The data above was gathered from sources such as the United States Bureau of Land Management and the Oregon Department of Environmen-
tal Quality. Adapted from http://www.education-world.com/a_lesson/03 /lp308–04.shtml by Gary Hopkins.

51
 Environmental Behavior Assessment Chart

Things to do in I do not want to It is easy—I will

I can not do this I will do this
the future do this definitely do this

Collect and recycle

paper

Use cloth bags for

grocery shopping

Collect and recycle

glass, plastic, and
metal containers

Minimize the use of

plastic bags

Compost garbage in
the backyard

Give away old clothes

and items (don’t
discard them)

52
Anticipated conclusion
Waste contains substances that are fast degradable, slow degradable, and substances that do not decompose at all. Not
all substances are decomposed by saprophyte bacteria, nor are they brought in the material cycle. As a result, huge
heaps of garbage are generated.
Homework assignment
1. Ask students to complete the environmental behavior assessment chart with their parents.
2. Have students draw an action plan for reducing municipal waste and implement it.
3. Have students survey their family members on the impact that saving and reusing resources may have on the eco-
nomic conditions of a family. Students bring the findings to class for further discussion.

Lesson 13.2: Ways of Reducing Waste: Waste as a Source of Profit

Duration: 45 minutes
The lesson begins with a discussion of the homework assignment in Lesson 13.1. The teacher then splits the class into
groups of three or four and suggests completing the table below.

The Problem of Waste

Causes of generation and

Consequences Solutions to the problem
accumulation of waste

The groups present their tables to the class.

Reading: The Problem of Waste

The dumping of household garbage and industrial waste in the environment results in ecological imbalances locally
and across the entire planet. Armenia is a beautiful country, but it is impossible to enjoy its beauty because its land-
fills are growing in size daily. People here dump one million tons of waste each year (approximately 350 kilograms
of garbage per person) in ravines or landfills where no waste treatment is done or they just litter nearby areas.
Waste contains many hazardous materials which can cause diseases such as asthma and cancer when degraded or
burned. There are many items which you mustn’t simply dump wherever you want. Moreover, waste products should
be kept away from children and animals. Waste treatment is a crucial issue. It is first of all about collecting and treat-
ing household garbage.
In some developed countries, they use drop-off boxes designed for each type of waste. For example, brown boxes are
for paper waste, yellow boxes are for metal or plastic items, and green boxes are for food waste. The latter is used for
composting or producing biogas.

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 Over the last 100 years the Japanese have been viewing waste as a resource. In Japan, 34 percent of solid waste is used
as fuel. As a result of burning waste in special furnaces, heat is produced which is then used to generate electric power.
Anaerobic bacteria help decompose waste and emit biogas. Household garbage treatment, for the purposes of gen-
erating biogas, is used in many countries today. This allows people to address multiple ecological issues. Biogas is now
used as a fuel and as a source of energy, heat, and steam.
Any country in the world, including Armenia, needs to view waste as a source for profit, and should invest in technolo-
gies necessary for waste treatment. Fortunately, the Armenian government has started to take actions to this end.
Let’s minimize the use of plastic bags
The simplest way to reduce waste in the environment is by refusing to use plastic bags that are not degradable and that
cause environmental contamination. When burned, they generate toxic substances that can cause serious diseases. Move-
ments to ban the use of plastic bags are spreading worldwide. It is time for us to return to cloth bags, too.
Why don’t we discard unwanted items?
In 2003, a group of Americans who wanted to give away their unwanted objects created an internet site: www.freecy-
cle.org. Announcements about items to be given away for free or swapped were placed on this site. The managers of
this site claim that every day 500 tons of items were saved from becoming garbage. We don’t have a similar site in
Armenia, but it is the right time to create one.
Homework assignment
1. Search various sources for information on other countries’ experiences recycling garbage
2. Prepare reports on what you have done
3. Write a short essay titled “A 23rd Century Archaeologist in a Yerevan Landfill”
4. The teacher encourages students to write a message addressed to each resident and display copies in prominent
public places. The message can look like this: “Dear friend, you may think that essential environmental decisions
are made only by governments. But there are many things we should be responsible for: reducing the amount of
garbage in our homes; minimizing the use of plastic bags and plastic bottles by replacing them with cloth bags and
glass bottles, collecting paper waste and old clothes in special bins for reuse instead of throwing them away. Each
of us can do something for a healthy environment. Only this way, beginning with ourselves, will it be possible to
save nature and ourselves.”

* Adapted from Creating Activities Program, Discovering Me and the Rest of the Universe. Children’s Press. 1974.

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Lesson 14: Good Land Use Practices: Urban and Rural (Grades 7–9)
Objective
To teach students how to recognize areas where trees need to be planted to prevent erosion and protect watersheds.
Keywords: landscape, desertification, overgrazing, watershed
What do you do?
Identify landowners, private or public, and ask if they would allow your class to visit an area of their land where
there are streams and steep hillsides. Ask the landowner if your students can plant trees on their land as part of a class
experiment.
Background information
Permanent Changes in the Armenian Rural Landscape
According to recent research, 81.9 percent (about 24,353 sq km) of the territory of the country has been subject to
some form of desertification.
Extremely affected areas take up to 26.8 percent of the territory of the country, strongly affected areas are 26.4 per-
cent, average desertification covers 19.8 percent, and weak desertification is 8.8 percent.
What Does Desertification Mean? A Land Out of Balance
Desertification may be defined as soil degradation in arid regions, often to such an extent that it is impossible to make
the soil productive again.
Desertification and drought are inextricably linked, especially in arid, semi-arid, and sub-humid areas where there is
a finite resource of water and a desired increase in agricultural development.
Fifty Percent of Armenia’s Pasture Lands are Degraded Due to Overgrazing
600,000 hectares of pasturelands are utilized in Armenia and half are degraded. Over-grazing occurs when cows,
goats, and sheep consume more grass and forage species than can be sustained. For the plant, it is literally too many
bites to recover from. Plants need time to heal between the nibbles from cows, goats, and sheep.
Costs of Over-Grazing
The recovery of overgrazed lands requires the use of fertilizers, burning, plowing, or herbicides which can be expen-
sive. Events such as drought, fire, or heavy rains coincide with excessive grazing and cause a decrease in soil quality
and livestock forage.*
What Should the Government Do?
The Ministry of Agriculture and village mayors may need to coordinate a public grazing permit system so that dairy
farmers have larger ranges available to them for grazing animals.
What Can a Community Do?
To protect your food sources, do not allow cows, goats, or sheep to graze the same pastures day after day. Allow grass
and soils to recover by shifting grazing areas.
To protect mountains from landslides, prevent animals from grazing in the forest and do not cut trees on steep slopes.
Animals eat young tree seedlings and grazing damages forest soils and root systems that are essential for protecting
mountain slopes from erosion.
To protect water sources from pollution and flooding, livestock should be managed to prevent the destruction of
stream banks. Replant trees along stream and river banks to stabilize the waterways.

* United Nations Common Country Assessment of Armenia

55
 Ask one of your students to read this to the class:

Permanent Changes in the Armenian Urban Landscape of Yerevan

The construction of an outdoor café on a leafy spot in central Yerevan was halted last week, in a sign that city officials are
beginning to take on the unchecked building spree that has altered the face of the Armenian capital. The move has been
widely welcomed. “It is a precedent,” said Ruben Torosian, a prominent former member of parliament. The fact that finally
someone was stopped from building in the green zone is a positive sign. Gohar Oganezova, vice-president of Armenian
Botanical Association, told the Institute for War and Peace Reporting that this case can be seen as the first small result of
our fight over many years against construction taking place on Yerevan’s green spaces.
Before city authorities had time to issue their ruling, it took workers less than a day to chop down several huge trees as
they began clearing space for the café. Samvel Danielian, head of the Department of Architecture and City Planning at the
mayor’s office, promised that the area would be restored to its former state. But it is much too late to save large parts of the
capital, which have lost their green spaces forever to a café boom of doubtful legality. Brash-looking cafes now sprawl across
the entire city, depriving local people of parks and open spaces they used for decades.
“When they cut down all those trees, café owners hardly gave a thought about the future of our children,” said Arsen
Darbinian. “All the parks in Yerevan have been built over with cafés, and there’s nowhere for children to play or for us to
relax,” said Lilit Hakopian.
Since 1990, the city has lost 40 percent of its green areas due to new construction, according to research carried out by
three organizations: Yerevan Public Ecological Center, the Center for Regional Development, and Transparency International.
Thirty-eight environmental groups have banded together to protest the loss of green space.
“If illegal construction of various buildings does not stop, Yerevan will soon become a desert,” warned Armen Dovlat-
ian, leader of the Armenian Socio-Ecological Party, one of the protesting organizations.
Srbuhi Harutyunian, another prominent environmentalist, said that land was being degraded, landslides were increas-
ing, and Yerevan citizens were suffering from new allergic illnesses as a result of the changes.*
Questions for students (write their answers on the chalkboard):
• What are bad land use practices in rural and urban areas?
• What prevents people from changing bad land use? Why is it so hard?
• What land-friendly traditions already exist? How can we start new traditions that protect the land?
• How can we reduce pollution in the urban environment?
Conclusion
Ask students how they could start new land uses that promote environmental conservation.
Extension activity
Students implement an educational activity to share with their community. This may be a play, a poster campaign,
or a demonstration plot to show how to protect Armenia’s precious soils.

* Susanna Petrosian, “Yerevan Becoming A Desert: Officials Begin to Worry About the Systematic Elimination of Green Areas in the Armenian Cap-
ital,” IWPR Caucasus Reporting Service, July 21, 2004

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Lesson 15: Reasons for Decline of Soil Supplies: Soil Conservation (Grades 5–6)
Author: Emma Melkonyan, biology teacher, Yerevan Secondary School No. 156
Objective
Tell students about soil erosion (degradation), causes of soil erosion, and the issue of soil conservation. Help them
explain these phenomena while acknowledging the significance of land conservation and our role in soil conserva-
tion issues. Emphasize the role soil has as a natural resource for crops and as a vital source for life.
The lesson can be covered in two sessions. At the teacher’s discretion, classes can be held outside in the school’s
orchard.

Lesson 15.1: What is Soil Erosion and How to Fight Against It? (Practical Work)
Duration: 45 minutes
What do you need?
A live plant or a piece of sod (soil with growing grass)
Two pots big enough to hold the plant or sod sample and a few handfuls of soil
A watering can
An air pump
What do you do?
Place the plant or piece of sod in Pot 1
Put 6–7 handfuls of dry soil in Pot 2
Begin the lesson with the following experiment:
1. Pump air into Pot 1 which contains the plant or sod
2. Pump air into Pot 2 which contains only dry soil
3. Spray water into Pot 1 which contains the plant or sod
4. Spray water into Pot 2 which contains only dry soil
After finishing the experiment, ask students the following question: “In all four cases, why was the soil in Pot 2 blown
away and why it was not in Pot 1?”
Anticipated answer: “Plant roots hold the soil in place in Pot 1.”
Conclusion
Soil stripped of vegetation is more susceptible to degradation (erosion).

What is Soil Erosion?

Erosion means degradation. It is the process when the upper layer of soil, rich in humus, is driven away. Erosion can
occur due to water or wind.
There are different reasons for erosion. One of the reasons is deforestation. Due to the loss of the supporting root
systems, the upper layers of soil in such areas easily undergo erosion, exposing the underlying rock. Fertile land is con-
sequently replaced by a surface that lacks live vegetation (this process is called desertification).
One of the causes of soil erosion is overgrazing, when the frequency of grazing is not in balance with the rate at
which vegetation reproduces itself. Eventually, vegetation may totally disappear, leaving behind large desertified areas.
Heavy rainfall may cause soil erosion, too. If the land is covered with vegetation, the root systems allow water pene-
tration. Vegetation can slow down runoff flows and hinder the washout of the soil. Water flowing over land that is
covered with grass does not wash away the soil.
In order to fight soil erosion, animals should not be allowed to graze in the same grasslands all the time, especially
in springtime when soil is soft and damp and the roots are easily removed.
It is necessary to:
• Constantly fight against deforestation
• Never cut down young or healthy trees
• Expand forest areas by planting varieties of trees relevant to the local climatic condition

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 • Save forest resources
• Maintain vegetation on steep slopes

Lesson 15.2: Chemical Contamination of Soil and Ways to Fight It

Duration: 45 minutes
What do you need?
• Plants grown in two different pots
• Water
• Different kinds of cleaners (dishwashing liquid, detergent, bleach, etc.)
What do you do?
Experiment 1: Water the plant in Pot 1 using clean water
Experiment 2: Water the plant in Pot 2 using solutions of various cleaning liquids

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Pot 1

Pot 2

Students should monitor the plants for a week, periodically watering them and completing the table. They should
describe the conditions of the growing plant in each pot on a daily basis. Additionally, the height and color of the
plant can be recorded.
It is expected that the plant in Pot 2 will wither, turn yellow, and dry out.
Students may present the findings from this experiment in the form of a table. This can be written on the chalkboard.
Question: Why did the plant in Pot 2 wither and dry out?
Anticipated answer: “The plant was watered with unclean water, which contained chemical substances.”
Conclusion
Some chemical compounds, when penetrating into the soil through irrigation water, adversely affect the natural
process of the metabolism as well as plant growth.
Based on this experiment, students discuss the negative effects of household waste water and industrial waste water
on the cultivation land in their community.

Chemical Contamination
Chemical contamination of soil occurs when using pesticides (herbicides, insecticides) and other toxic chemicals and
when industrial waste resulting from chemical production is dumped on land. It is preferable to apply biological and
vegetative methods to fight against pests.
Pesticides and other toxic chemicals are substances used to struggle with pests such as weeds, insects, bacteria, fungi,
and viruses.
Many organisms that produce soil are destroyed by toxic fertilizers and toxic industrial waste, which makes soil less
fertile. Toxic chemical substances get into the human organism through the air, water, soil, plants, and animals, and
generate many serious and often incurable diseases.
The core of the organic method is that they fight pests using natural tools; for example, in laboratories they breed
ladybugs and release them in nature in order to control tick populations.
The advantage of the organic method is that the environment doesn’t get polluted. In addition, organisms, includ-
ing humans, do not face dangerous impacts.

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 Analysis
Module E
Going Beyond the Backyard: Learning from Animals
(Grades 5–9)

Lesson 16: Bioindicators and Biomonitors (Grades 5–9)

Objective
To help students develop field observation and analytical skills and tell the quality of the environment by monitoring
plant and animal populations in a given area. This activity will challenge students to conduct surveys and collect
data, interpret this data, hypothesize, and make conclusions. They will become more appreciative of their natural
surroundings.
Background information
What is a Bioindicator?
Did you know that plants and animals can give us clues about pollution in our air, land, and water, before humans
even notice that something is wrong? Sometimes they can be used to show us that the quality of the air we breathe
or water we drink may not be of a high quality, or a soil may be low in fertility. Animals and plants that can tell us,
by disappearing or dying, if there is something wrong with their environment or ecosystem are called bioindicators
or biological indicators.
The term bioindicator comes from two words “biological” and “indicator.” A bioindicator is any living organism (bio
means life) that is able to tell us whether our environment is healthy or unhealthy. It is indicating or telling us about
any change in the environment in which it lives, either positive (good) or negative (bad).
For example, having lots of frogs in an area tells you and scientists that the environment is healthy for the frogs. If
for some reason frogs are suddenly missing from an area or their population is declining, then this is telling you that
their environment is changing.
Scientists can then try to manage the changes in the environment. Any species (birds, reptiles, fish, butterflies, insects,
frogs, or others) can be used to assess the overall health of the environment. This method of using plants, animals,
or entire ecosystems to tell if our environment is polluted is called biomonitoring.

Lesson 17: Frogs as Indicators of Water Quality

What do you need?
This is a long-term activity that may extend for a few weeks in both classroom and field settings. You will need to
provide students with notebooks, binoculars, pens, and reference materials like field guides to birds, trees, wild flow-
ers, etc. Plan advance trips to identify frogs, birds, plants, shrubs, or trees that might make good candidates as bio-
monitors or bioindicators. Students are expected to make field observations and field records weekly or more often.
What do you do?
Discuss the meaning of the terms bioindicator and biomonitor in the classroom. Ask if they know of any examples
to share. Do they know that frogs are good bioindicators? Why? Guide them by providing the following hints.
Frogs are good bioindicators because of the following features:
• They are most sensitive to pollution or environmental change because they are permanently exposed to the
water. Therefore, they need a healthy environment, both on land and when submerged.
• They have a permeable skin that allows chemicals (fertilizers or detergents) to penetrate into their body.
• They accumulate toxins (poisonous substances) in their fat tissue; therefore, frog populations decline in
unhealthy habitats.

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 Next, ask: Do they know decreasing frog populations can indicate bad water quality in a pond? Why? How can they
do that? Encourage students to freely discuss these questions.
After the discussion, visit a nearby pond, creek, or local canal to look at a frog habitat. While visiting, draw student’s
attention to any human impacts and water quality at the site. Listen for any frog sounds. Students may record the
frog calls. Have students count the frogs if they see any. Use simple counting methods. Encourage progress notes in
their field notebooks on a regular basis, over a week/term/year. It is important that the students make independent
records themselves.
Task the students to record the characteristics of the animal habitat. Ask students to notice whether the area seems
polluted and if the frogs and toads seem healthy. Is it exposed to any human impact? If yes, in what way? Discuss
with students some pollutants that may affect the health of the egg or tadpole. The students must study the habitat
and its surroundings to determine the factors that may influence the frog population.
Questions for discussion
After the field data collection, summarize your observations. This will be a good opportunity to discuss the biolog-
ical importance of frogs as indicators of environmental change. Also, explain the importance of being aware and
watchful. Frogs, like many other animals, can give us warning signs about changes in the environment; we just need
to learn how to see or hear those signs.
Questions to the students
• What is the number of frogs monitored? What does the frog presence indicate? Did their numbers grow or shrink
during the observation period? Describe the location of your field study and explain why it is a good or poor frog
habitat. Is the quality of water good or bad? If bad, encourage students to suggest explanations. What will hap-
pen if the frogs disappear?
• Discuss what makes a suitable habitat for a frog.
• Currently, frog populations all over the world are in decline. Make a hypothesis as to why frog populations are
decreasing.
• Scientists have discovered that frog skin contains antibiotics (substances that kill germs). Considering where frogs
live, explain why they might need their own built-in protection.
• In many ancient cultures the frog was associated with somewhat negative folklore. What is the attitude to frogs
in Armenia? What are some myths and legends about frogs?
Homework assignment
Assign students to learn as much as possible about this species, requiring a brief (about a page) essay with general
information. How are frogs used in science? What can communities do to conserve frog populations in Armenia?
Extension activity
Create a habitat. Have students draw a creek, pond, or wetland on a large sheet of paper and divide the drawing in
half. Half becomes an example of a good frog habitat and the other side a poor habitat. Students could use magazine
cutouts, debris found in the schoolyard, fallen leaves, or their own drawings to help create the scene. Display those
posters in the school or other public places so other children can see them.

Lesson 18: Birds as Indicators of Pesticides and Fertilizers (Grades 5–9)

What do you do?
In the classroom, discuss the meanings of bioindicators and biomonitors with students. Ask if they have any exam-
ples to share. Which animals can be used to tell the health of other environments (e.g., soil, pastures, or crop fields)?
What about birds? Which species of birds are able to tell us if the soil is contaminated or not? How? Do they know
that birds are the most common bioindicators in many countries? Why?
Help students explain the reasons:
• Because birds are common and occur everywhere
• Birds are easy to see and identify, and sampling is not required
• Some birds of prey accumulate toxic substances because they are at the end of food chains

60
 • Birds live longer (varying from more than five years to several decades) than other bioindicators and can indi-
cate the effects of contaminants (poisons) over time
• Birds are widely studied by scientists and extensive knowledge is available
Ask your class what species of birds you can see in urban areas and in the countryside? What do you think they eat? Lead
the discussion into different types of food. Explain to them that some birds are insectivorous (they eat only insects), oth-
ers eat seeds and plants, and some birds (e.g., birds of prey) are carnivorous (they eat small animals).
Ask your class the following questions: What birds come to mind when you hear “birds of prey” and what birds of
prey do you know? Have you ever seen an eagle, a buzzard, or a falcon? Where? What do you think they eat? Possi-
ble answers include: mice, voles, small birds, lizards, hares, etc.
Do you know that scientists use some birds of prey to tell whether or not the environment is contaminated? In what
ways? Provide some historical facts; one of the clearest examples of the use of birds to identify environmental stress
is that of the effects of DDT on wildlife.
In the 1960s eagles were in trouble and their populations dropped. They were being poisoned by the dangerous
insecticide DDT that was applied in agricultural fields, which killed small field mice, lizards, and other animals
which eagles hunted. They began to lay very thin-shelled eggs and the chicks were born very weak and died within
hours or days.
It looked as if eagles might become extinct. Scientists began to wonder if the chemicals that were harming eagles might
be able to harm humans and other animals. They told their concerns to the government and DDT was banned in
1972 to protect eagles, falcons, and other birds.
Soon birds were eating prey free of DDT and eagle populations recovered. However, there was still a problem. There
were too few eagles left in the wild. Eagles are still endangered, but at least now they have a fighting chance at survival.
After all discussions are complete, arrange a field trip to the nearest crop land, pasture, or grassland exposed to agri-
cultural practice. The class has to be equipped with binoculars, notebooks, and pens.
Tips for the teacher
1. Plan ahead to select a study area in late August or September that has the above mentioned characteristics
2. Be sure to arrange your trip early in the morning (between 9:00 am and 12:00 noon)
3. Record date and time, weather conditions, temperature, and location
4. Look out for any flying raptor (bird of prey such as buzzard or falcon)
5. Record any bird of prey seen in your notebook; try to identify it when possible
6. Have students observe and record the bird’s behavior (straightforward flight, soaring, hovering, plunging down,
etc.)
7. Encourage students to record characteristics of the habitat (cropland, hay meadow, etc.)
8. If you see it catching prey, try to find out what was captured (e.g., mouse)
9. Keep monitoring for at least an hour and record every individual you see; keep notes in the field notebook on a
regular basis, over a week or more
Conclusion
After lengthy field monitoring, summarize your observations. Ask the class the following questions:
• Have you seen any raptor in the field? How many?
• What species of bird have you seen?
• Have you seen it catching prey? How many times?
• Do their numbers grow or reduce over the period of your monitoring?
• Describe the location of your field study and explain why it is a good or poor habitat for birds?
• What does their presence/absence indicate?
Whatever the observations are, assign students to discuss the implications of the following scenarios: (a) both birds
and mice are present, (b) birds present but no mice, (c) mice present but no birds. Where is the ecological imbalance?
Next, ask: What does the presence or absence of the birds tell us? Is the environment healthy? Is there any need to
control mice in the study area? Why? Have students discuss these questions, generate conclusions and provide con-
vincing evidence.

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References
1. Fuller, R. and Carter, N. 2000. Birds as environmental and ecological indicators. British Trust for Ornithology (http://www.gen-
cat.net/mediamb/bioassess/bacontr96.htm).
2. Hobson, Keith A. and Rempel, R. 2001. Recommendations for Forest Bird Monitoring. Presented to the Saskatchewan Forest
Impacts Monitoring Scientific Advisory Board (http://flash.lakeheadu.ca/~rrempel/CVX/Training%20Materials/BIRDPRO-
TOCOL.html).
3. The U.S. Environmental Protection Agency. Bioindicators for Assessing Ecological Integrity of Prairie Wetlands. Birds as Indi-
cators of Prairie Wetland Integrity (http://www.epa.gov/owow/wetlands/wqual/pph2_6.html).
4. Biodiversity and Ecosystems: Bio-indicators, Water-Learning and Living. (http://www.watercare.net/wll/index.html).
5. University of Minnesota Extension Service. Wildlife Diversity: The Links of Life. 2005. Regents of the University of Minnesota.
6. “Environmental Education for Kids.” 2005. Wisconsin Department of Natural Resources (http://dnr.wi.gov/org/caer/ce/eek/)
and the United States Bureau of Land Management and the Oregon Department of Environmental Quality. 2004.
(http://www.education-world.com/a_lesson/03/lp308–04.shtml).

Lesson 19: Canary in a Coal Mine (Grades 5–9)

Objective
To illustrate how people used bioindicators in the past to predict changes in the environment.
What do you do?
Read the following story to the class and lead discussion afterward.
Canary in a Coal Mine
In the 1800s few jobs were harder or more dangerous than working as an underground coal miner. Over the years, thou-
sands of men, women, and even children were killed in mine accidents. One common cause of the accidents was a build-
up of dangerous gases like methane and carbon monoxide in the mine shafts. Large amounts of these gases could lead to violent
explosions.
Methane and carbon monoxide have no color and no odor. The miners of the 1800s did not have the special equip-
ment scientists have today to measure chemicals in the air, so it was impossible to tell if the gases were building up to dan-
gerous levels. Miners started to use canaries to test the air quality in the mines. Canaries are very sensitive to carbon monoxide.
The canaries would chirp and sing and make noise all day long. But, if the carbon monoxide levels got too high, the
canaries would have trouble breathing and might even die. When the canaries were no longer singing, miners would know
that the gas levels were too high. They would leave the mine quickly to avoid being caught in an explosion. This is how
canaries acted as an early warning system and helped coal miners to escape death!
Questions for discussion
• Have you heard the phrase “canary in a coal mine”?
• Which bioindicator did early coal miners use?
• What did they use the canaries for?
• How did canaries warn miners about the coming danger?
• What is a bioindicator?
• What other organisms can be used to indicate a change in the environment?
• How can animal species be used to indicate the health of different environments?
• Which organisms can be monitored to assess the quality of water and the health of riparian zones?
• Which organisms can be monitored to assess the quality of soils, air? Give examples.
• What types of monitoring can be used by students to assess the health of environments?
Developed by Luba Balyan

* Environmental Education for Kids Copyright. 2005 Wisconsin Department of Natural Resources (http://dnr.wi.gov/org/caer/ce/eek/)

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 Module F
Ecological and Cultural Heritage
(Grades 5–7)

Lesson 20: Planting a Sacred Learning Grove, a “Chemaran”; Planting Seeds of Responsibility
Objective
To provide a means for students to put their lessons learned into action by creating a special place for study and
reflection in environmental studies and to gain practical life-skills in the care of trees in the schoolyard or an adopted
area.
Background information
In ancient Greece lectures were held in special groves specified for this purpose. The philosopher Plato used to read
this lectures in the one of these groves called “academia.” Armenians also adopted this tradition, thus the word
“Chemaran” which originally meant a “lecturing grove” is used in Modern Armenian as a learning institution.

Lesson 20.1: A World Without Trees

Objective
Students will decide why trees are important in their own lives
What do you do?
Imagine you are in the desert where there are no trees. You need to stay and work there for a certain period of time.
How would your lives be different?
Tips for the teacher
• Give students a couple of minutes to think and to write one statement about how life will be different for them
without trees
• Ask students to write the statements on the chalkboard (not repeated ones)
• Review the list on the chalkboard and ask students to make any additions
• Combine the statements into a story about why forests are important in our lives and explain the word “forest”
in its broadest sense
What is a forest?
A forest is made up of trees, of course, but it is also the fungi, the plants—including lichen, moss, and fern—that
grow under and around the trees. It is the birds and animals; the bugs and microorganisms; the air; the streams,
rivers and lakes; the rain, fog and snow; the soil, the rocks, the mountains, and the minerals. It is the products of the
forest: the fresh air, clean water, protected soil, recreation, fish, game, edible seeds and nuts, and of course fiber, both
timber and pulp.
The forest creates less tangible products as well, which are rarely valued and can be hard to quantify. These include
wilderness and wildness, solitude, emotional and physical restoration, etc.
Tips for the teacher
• Divide the class into two teams that will compete with each other to come up with the longest list of what trees
can be used for. Declare the team winner.
• Ask the class to vote on which use they feel is most important. When they reach a decision ask for their reasons.
• Ask students if they know any songs or poems about trees.
• Ask students if they would like to plant a tree. Tell them that they will learn how to do that at the next lesson.
Follow-up activities
Ask students to prepare a story from their life, connected with trees, gardens, forests, or to draw a picture.

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Lesson 20.2: How We Plant a Tree
Author: Anahit Gharibyan, ATP Community Tree Planting Program Manager
Objective
Students will learn the procedure for tree planting
Introduction
What do you do?
Each of you has a yard near the house. What tree would you like to plant and take care of?
Tips for the teacher
• Give students a couple of minutes to say what kind of fruit and decorative trees grow in Armenia, and which
of them are most popular.
• Ask students to recite a poem or sing a song about trees.
• Ask students if any of them has ever planted a tree and how he/she did it.
Combine the stories into one and explain how a tree is planted:
To plant a tree you need to choose the appropriate species for the climate. The tree should be planted on a secure ter-
ritory where nobody can step on it or break it. The site must have an irrigation system since it is not allowed to water
trees with drinking water which is very expensive in Armenia. Decorative trees are planted more easily than fruit trees.
Step 1: Dig the hole. The hole for the tree must not be too big or too little, so make it approximately 50 cm deep
and 50 cm wide.
Step 2: Before planting the tree check the soil and if it is poor add manure into the soil of the tree bed.
Step 3: Before planting check the quality of the seedlings—remove damaged or dry parts of the roots. The roots of
deciduous saplings should only be trimmed in two situations: if there is obvious disease associated with a particular
section of a tree’s root system; or if the size of the tree’s root system exceeds the size of the planting hole that can be
reasonably dug. The root of the tree must be comfortable in the hole and it must not be damaged.
Step 4: Put the tree in the hole in such a way that the grafted part faces to the East. It is done to keep the grafted
part warm as the sun rises from the East.
Step 5: Pour a half bucket of water in the hole and then add soil from the top layer of the ground as it is more fer-
tile than the soil from deeper in the hole. Press the soil with your feet so the roots are covered with soil.
Step 6: After pressing the soil slightly pull the seedling upwards to make sure the roots are firmly covered with soil.
Step 7: Water the tree.
Tips for the teacher
• Ask students to repeat the procedure
• Tell students about tree care; you can compare tree care with child care
• Keep the students informed of the tree planting date
Follow-up activities
Organize a tree planting event in the school backyard where the students can plant a few trees.
What would they like to do in their sacred grove? In addition to trees you should consider planting pretty flowering
plants and placing items such as feeders to attract small birds to the sacred grove.
With students write the rules of behavior in the sacred grove on the chalkboard. These should include respect for
nature, no littering, and no loud activity or running. Most importantly, it should stress that in the sacred grove, every-
one has the right to speak and be heard. This is a safe place for everyone to share ideas without fear of feeling foolish
or silly. As the teacher it will be your responsibility to promote this safe environment for communication at all times.
The sacred grove may eventually become a focal point for school activities with parents and celebrations for the
school in general.

* TreePeople with Andy and Katie Lipkis, “The Simple Act of Planting a Tree: A Citizen Forester’s Guide to Healing Your Neighborhood, Your City,
and Your World,” Los Angeles: Jeremy P. Tarcher, Inc., August 1, 1990, available at http://www.treelink.org/books/simpleact/index.htm

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Lesson 21: The Tale of the Forest (Grades 5–7)
Author: Emma Melkonyan, biology teacher, Yerevan Secondary School No. 156
A demonstration class on the role and significance of trees and forests in human life.
Objective
Call students attention to the following:
• Significance of forests
• Issues of conservation of forests and forest products (wood or non-wood)
• Negative effects of forest decline
The demonstration class can be held either in a classroom or in a large hall (the latter is preferable). Assign script num-
bers to students in advance, who will read them on stage. Acting students (playing the roles of the Sun, Chlorophyll,
and Forest) should wear corresponding costumes.
The classroom or stage should be decorated so as it looks like a forest. To make the lesson interesting, begin by pre-
senting basic information on the origins of life and chlorophyll. As an introduction, begin with “Once upon a time.
. . .” Students with numbers 1–10 appear on the stage one by one. The Sun and The Chlorophyll appear, followed
by two girls acting as The Forest. A bit later the rest of the class joins them on the stage. The teacher facilitates with
music arrangements for the dramatization.

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Numbered script
Assign script numbers to students in advance, who will read them on stage.
1. Once upon a time there was an infinite universe—with no beginning and no end.
2. There was a blue planet in that universe, called the Earth.
3. On that wondrous planet, as a result of some lucky events, life was conceived billions of years ago.
4. The original organisms were heterotrophic—they were fed on organic substances found in the oceans. They would
eat and reproduce themselves. They were reproducing so fast that soon there was shortage of organic matter.
5. At that time they found themselves on the verge of extinction. Among those earliest organisms there were some
wise and industrious ones that decided to make their own food.
6. It was not easy, of course. In order to produce food they needed to build plants; for the plants they had to choose
an appropriate site and install equipment.
7. After thinking hard, our early relatives decided to build plants inside their organisms, which would be a safer solu-
tion. After all, creating appropriate devices was not an easy task.
8. They were magicians, weren’t they? So, they created an amazing device and called it Chlorophyll. They painted
Chlorophyll green as it was their favorite color.
9. Chlorophyll, the invisible magician, was very sensitive, especially to light. It so happened that Chlorophyll fell
in love with The Sun and could not live without him. As soon as The Sun rose Chlorophyll would cheer up but
after the sunset she would turn sad and lazy.
10. One beautiful day Chlorophyll confessed her love for The Sun.
11. Chlorophyll’s confession:
You—the powerful eternal light,
Be a caring friend to me
And respond to my endless love.
In my little heart your rays
Prompted many hopes and feelings.
My love will last and grow forever
Profuse with life and emerald light.
All the precious fruits of our love.
Will be to take for everyone
To simple weeds of seas and
To the trees with giant trunks.
I will give some to the animals too,
So that I don’t offend them.
When centuries pass and Man appears,
Let him know; feel surprised and excited.
12. The Sun replies to Chlorophyll:
Dear, Little Greeny, what do you need my love for?
My fiery rays will burn you down, and you will vanish.
You’d better keep away from me.
You are beautiful, gentle and gorgeous,
But arrogant a little bit, I guess.
Just look at yourself—tiny little creature—
Then offer your love to a giant like me.
I am surrounded with the powerful in the sky.
In case I choose you, what will the stars think of me?
You’d better keep away from me;
Find a friend for yourself and go away.
13. The Sun left without experiencing any emotions. Chlorophyll got offended, but as her love for The Sun was so warm
and genuine, she took the Sun’s rays into her little heart. With the heat of these rays she made organic matter.

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 14. Chlorophyll knew The Sun did not need her love, but she could not survive without The Sun. Later everyone
realized that Chlorophyll’s love was universal—it was important not only to her but to all other inhabitants on
the Earth. Chlorophyll was not so egotistical as to enjoy the fruits of her love alone. She generously distributed
the organic matter created in her room, to those who needed it.
15. Since then Chlorophyll’s love for The Sun has become so intense that today we cannot imagine life on our planet
without that love.
16. After all this, The Sun realized that he should not reject Chlorophyll’s love, which was so pure and sincere. Every
morning, at dawn he sends his golden rays to Chlorophyll and smiles kindly. He is grateful to Chlorophyll—
due to her the sky and the earth have merged.
17. Inspired by The Sun’s reaction, Chlorophyll extended all over in nature; penetrated into all creatures—from the
simplest to the most developed one, providing life for them.
18. As she was a magician, Chlorophyll was given the right to go anywhere. One day she found herself in the forest and
painted everything green there. For millions of years the forest rustled peacefully, enriching the air with oxygen; reg-
ulated the amount of carbon dioxide in the air; moderated the climate; created cool shade for animals; prevented
floods, protected water supplies; gave us delicious fruits and berries, herbs and timber.
19. For years and years forest became humanity’s friend and devoted itself to humanity. It was rich and generous. It
would give all its fruits to people and didn’t take anything in return.
20. We have been talking about the forest for quite a while—what is a forest?
21. Forest is the unity of diverse trees, shrubs, other plant life, animals and microorganisms linked to each other and
the environment.
Musical break (per the teacher’s discretion).
22. Species of trees and shrubs in the forest are of great importance.
Forests with single dominant species are the ones having the same
species of trees (e.g., oak stand, pine stand). Forests comprising a
variety of species are called mixed forests.
23. The main tree species in Armenia’s forests are beech, hornbeam,
maple, oak, apple, cherry, sea buckthorn, elm, ash, etc.
24. Inhabitants of forests are lynx, bear, wild boar, owl, marten, ouzel,
titmouse, forest gull, etc.
25. Forests in Armenia are scarce. According to official data, forests
now cover 12 percent of the country’s area, however many sources
say it is actually under 8 percent. In the last century forest cover has
been reduced by more than half because of human activities.
26. Most of Armenia’s territory that is devoid of forests today used to
be covered with forests according to historical evidence and the
remains of forests we see today.
27. According to Movses Khorenatsi, Armenian King Khosrov Kotak
had a forest planted near the Azat River and named it after him-
self—Khosrov Forest.
28. Armenia’s forests are mountainous
forests by their nature. They help pre-
serve land, plains/fields, and water,
moderate climate, and protect soil
against erosion.
29. Forests enrich the air with oxygen and
promote humidity, regulate precipita-
tion and climate, break the power of the
winds, and have beneficial impact on
the fertility of surrounding fields and
on people’s health.

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 30. Forests give us not only lumber but also:
a. Materials for making dyes and tannins
b. Herbs
c. Wild fruits and berries, mushrooms
d. Many forests produce ether oils that clean the air by killing pathogen microbes
31. Deforestation causes these problems:
a. Quantities of oxygen decrease and carbon dioxide increases in the air
b. Greenhouse effect is created
c. Climate change occurs
d. Runoff intensifies
e. The number of floods goes up
f. Soil erosion increases
g. Droughts occur more frequently
h. Desertification occurs
i. Natural ecosystems suffer
j. Genetic foundation declines
k. Decline in crops occurs
32. The Forest is the loyal and unselfish friend of Man. And Man? Alas, Man did not understand that in friendship,
love and respect must be mutual. As the Forest did not get any response to his sincere feelings, he decided to break
up with Man.
33. What is the matter, my powerful friend, what has offended you?
Forest’s Complaint
34. Tell me, people, what have I done wrong? Haven’t I given you fruits? With my herbs I relieved your pain. Always
prevented strong winds.
35. Where would you find paper and construction material for ages, if it had not been for me? I firmly keep the land
in my bosom, to create plenty of crops.
36. You remember me when having picnics, but then you break me and cause damage. You take away my fruits and
leave behind garbage piles.
37. You’ve been taking all from me for ages. Never left anything for me, alas! You’ve scared my inhabitants with a
gun, and chased them out of their homes.
38. Please understand me, even though it is late, change your attitude toward me, or else, I will go away and you will
be deprived of forests.
39. Don’t be offended, Emerald Beauty, we love you so much, and we dedicate poems and songs to you. We call you
the “lungs” of the nature. Nothing will go wrong with you if some trees disappear. Again you will scatter seeds,
and new trees will grow.
The Anxiety of the Forest
40. Centuries ago you wouldn’t see my edges.
I was considered untouched forest.
I was hospitable, ready to hug you,
Wanted to sing and rustle all the time.
41. Today, alas, I am very small; have lost the power I used to have. I am concerned about finding myself in the Red
Book of Endangered Species in the future.
42. Oh, no, my dear Friend, tell us what you wish—we’ll make all your wishes come true. Do not leave us, please. We
need you. Do you want to destroy us all? Tell us, and we will find a way out—we are people with common sense.
The Dream of the Forest
43. What have you done, human beings? Why have you cut me down?
With your axes and saws in your hands, You hit my trees on the head.
44. Let’s become friends and empower each other, so that our generations live in peaceful forests in the future.
45. My wish is to live forever, give fruits and create good; dance gracefully in the wind; give to thousands of gener-
ations. People, the future of today’s forest is in your hands. Let us be conscious and not disturb our green friends.
Let us live in peace with nature and not deprive our future generations of forests.

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Lesson 22: Aralez and the Gampr: Example of Armenian Cultural and Biological Heritage
(Grades 5–7)

Objective
To familiarize students with concepts such as endemic species and the importance of geography, the human influ-
ence on the Armenian landscape, and the importance of native species in healthy ecosystems.
Keywords: biological richness, heritage, endemic species
What do you do?
Read the background information section and decide how much information would be most appropriate for your
students. This lesson may be adapted for students of all ages.

Petroglyph paintings of prehistoric hunters and hunting

dogs, most likely from Ukhtasar and the Geghama mountain
ranges
Gampr photograph by Hamlik Parsanian, courtesy of the Armenian
Gampr Club of America

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Background information: The Armenian Gampr
Armenia is a home to tens of thousands of endemic species, meaning native species found only here in Armenia. These
349 species of birds, 84 mammals, 7 amphibians, 43 reptiles, and 39 fish species are proof of Armenia’s rich biolog-
ical diversity. Twenty-two species are native, the rest are adapted to the local climate conditions.
Among those most important to Armenian cultural history is the gampr, a breed of dog endemic to the Armenian
highlands, and one that can trace its ancestry to prehistoric settlements and ancient petroglyphs. In fact, the gampr
is closely tied to the history and culture of Armenia; few people know that this dog originated in historic Armenia.
The origins of the gampr sprung from the Armenian Plateau, one of the cradles of civilization. Archeological exca-
vations in the Hrazdan Valley near Bjni uncovered ancient human skeletal remains. Evidence of the domestication
of dogs is shown on prehistoric carvings.
Unlike other domestic animals—horses, cats, birds, cattle, even lynxes and other wild creatures—the dog is unique.
It has a special place in the home as well as in the field, accompanying its master in work, play, and battle. Today, the
very sturdy and friendly Armenian Shepherd dogs are found in all rural mountainous areas.

Early Historic Inscriptions and the Development of the Breed

No one knows for sure the exact period when the gampr was domesticated as early sources are quite unclear on this
account. While there is a huge diversity among the endemic species dating back tens of thousand of years, the earli-
est of the breed we know as the modern gampr was formed 3,000 years ago.
Petroglyphs dated 12,000–15,000 years old on the Armenian Plateau show a large number and variety of dog types,
providing a record of development. Of the hundreds of petroglyphs found at Ukhtasar and on the Geghama moun-
tain range, up to 20 percent of the carvings resemble the modern gampr, while others show a remarkable breed of a
dog that no longer exists.
A monograph by S. Dal, “Sevan Plateau’s Transcaucasian Shepherd Dog, 1st Millennium b.c.,” described the results
of an excavation conducted in 1954 near Lake Sevan. On the excavation site, they found a well preserved dog skele-
ton in one of the tombs dating to approximately 800–1,000 b.c. By comparing the skull with the head of a modern
gampr and other canines, Dal concluded that it was a then typical representative of the breed, although there are some
marked differences from the modern type, like longer head-face, narrower head box, and stronger teeth.
Dal concluded that although the selection and breeding process of the last 3,000 years affected the dogs’ general
appearance and size, the gampr was already established and formed as a breed in the first millennium b.c. As a result
of these findings, it is now believed that natural selection and breeding over the millennia “selected” the modern
gampr, a breed that shows traits of the older dog types represented in the carvings while maintaining its own unique
physiology. The earliest record of an example of an endemic species of a dog on the Armenian Plateau dates back to
12,000 b.c.
The close link between ancient dogs and their owners is illustrated in the mythical character of Aralez (ca. 5,000–
2,000 b.c.), the Armenian god of healing, depicted as a dog. The god resurrected men fallen in battle by licking their
wounds. In a famous Armenian myth, the dog-god Aralez revived Ara the Handsome in this way. In the myth Ara
prefers to die in battle rather then accept the advances of Shamiram (Queen Semiramis in Assyrian). Shamiram, des-
perate with grief over his death (and in another version of the myth faced with the wrath of the people for causing
his death), begs Aralez to revive Ara. It is most likely that the myth originated and occurred in the modern Arzni
region. The name Arzni is a derivative of two Armenian words: Ara and zni, for “lick.” Arzni also lies between Arai
lehr (literally “Ara’s mountain”) and Mt. Hadis also known as Shamiram Mountain.
Since the Seljuk Turk invasion into Armenia starting from the 11th century a.d., and especially with the Ottoman
conquest in the 13–14th centuries, the gampr had been highly prized by the invading Ottomans, with numerous his-
torical references listing the gampr as a war booty or tribute from Armenians. One historical source states that monks
from St. Bernard monastery came to Armenia to take rescue dogs. This is entirely possible, since Armenian Gampr
Storm Dogs were very popular at that time.

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According to the 5th century historian Movses Khorenatsi, the 1st century Armenian king Sanatruk got his name
after he was rescued by a Gampr Storm Dog from under the snows when he was few months old. Over time, the
gampr lost its footing in Turkish favor, and beginning with the Armenian Genocide in 1915, much of the breed dis-
appeared in Turkish inhabited areas, but persevered in the regions inhabited by Kurds who were mostly engaged in
sheep herding.
Take for example, excerpts from a book devoted to the Dersim region of historic Armenia: “In Mndzur highlands
one pedigreed dog cost 640 kg corn, or a horse, or two cows, or 10 sheep, 80 kg honey, 80 kg butter, etc. If the poor
man from Mndzur wanted to have a gampr but did not have anything to trade for, he had to work 80 days for free
for the dog’s owner. In Sasun it cost 10–12 sheep. Most powerful dogs cost up to 30–40 sheep. Killing the gampr
was considered to be murder.”
Here is another excerpt from a 1913 book, “Study on the Pets of the Caucasus Region,” by Prof. Conrad Keller:
I never saw German Shepherd Dogs in the Caucasus countries. Most likely this is the result of the fact that Caucasian
shepherds have a far better breed to guard their livestock . . . The height of these dogs is 70–75 cm, some males of the
Armenian highlands are even 80 cm tall . . . The Kurds at the Ararat Mountain warned my travel companions not to
get very close to these dogs.
As far as their geographic dissemination is concerned, verbal descriptions about shepherd dogs of the Caucasus note that
these are definitely mountain dogs. They are very seldom encountered in the plains, at least not in a pedigreed existence.
Between 1,000 and 2,300 meters above sea level you see them with all Alp shepherds.
At the coast of the Black Sea, Russian dog enthusiasts told me that the most beautiful shepherd dogs can be found in the
Armenian highlands in their largest numbers. I was able to confirm this later. I saw extremely nice pedigreed dogs in the
Ararat region and in Yelenovka at the Goktscha lake (Sevan’s old name), which is almost 2,000 meters above sea level.
Some of these dogs were the size of a strong St. Bernard or Leonberger.

Geography and Other Influences

The Armenian plateau is situated in the central part of the Alps-Himalayan mountain belt and encompasses a terri-
tory of 400,000 square meters. This comprehensive territory has extremely diverse climatic conditions. As a moun-
tainous country the natural landscape complexes are changing in an upwards direction. The landscape of Armenia
has the following belts: desert and semi-desert, highland steppe, highland mountain, sub-alpine meadow, alpine, and
sub-boreal.
This compact area is remarkable for its diversity, where two thirds of Europe’s bird species migrate and 30 percent of
its flora species inhabit, where rare and endemic species like the Caucasian bearded goat, the Caucasian Leopard, and
the now extinct West Asian Tiger lived, where stifling heat suddenly gives way to a boreal forest, where the environ-
ment, flora, and fauna transform with each change of altitude.
These harsh and changeable conditions over thousands of years of natural selection and isolation shaped this unique
dog breed, which is exceptional for its unique characteristics.
Unlike many contemporary dog breeds that have been bred to maintain a uniform “beautiful” look, the gampr’s
shape, size, and color may vary from location to location. They are prevalently large dogs, muscular, strongly built,
with a powerful head. In the high mountain terrain, they are of a particularly large size, with a long coat, while in
lower areas a more typical type is a lighter and short-haired dog.
At first sight, the gampr’s exterior may not seem attractive: it has a harsh unsophisticated shape, coarse coat, and lazy
and ungraceful movements when it is calm. This is typical of all natural breeds whose exterior and behavior are tai-
lor-made for survival. Coarse hair protects it from cold and heat, rocks and thorns, an enemy’s fangs, and other
weapons. A diverse coat color facilitates mimicry in various landscapes. The elimination of unnecessary movements
helps maintain the huge body with minimum nutrition.
Compared to contemporary dog breeds, the gampr has very straightforward reflexes that are more typical of wild ani-
mals. This simplicity is nothing less than the concentration and crystallization of features of a “super dog.” Nothing
seems to surprise a gampr, it has “seen everything and is ready for anything.” They welcome change and take it with
calm and sanguine curiosity. The most serious-minded gampr, before attacking an intruder, will always try to make
sure that the danger is present and clear.

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 Biodiversity
The gampr is just one example of how species are influenced by biological and geographical factors. As elsewhere in
the world, biodiversity in Armenia has an important environmental role; ecosystems act to regulate thermal and
water regimes, and influence climate.
Biodiversity has an important role in maintaining atmospheric air quality and in ensuring a healthy ecological envi-
ronment for humans. Elements of biodiversity also act to protect the soil from erosion. Humans have hunted, fished,
and gathered the plants and animals of Armenia since ancient times. Intensive use of natural resources continues
today.
As the uniqueness of the gampr in the international dog world is highly prized, it first came to be part of Armenian
cultural heritage. It is also important to realize that the gampr, like other creatures native to Armenia, can teach us
lessons about our past and our future. Most components of social and economic development in Armenia can be
related, directly or indirectly, to biodiversity:
• In agriculture, biodiversity has provided sources of food, fodder, and grazing for livestock, genetic variation for
selection, etc.
• Biodiversity has provided important natural raw materials like leaves, fruits, and berries for the food industry
• In medicine, some plants are extremely important sources of natural remedies
• Forest resources support the preservation of the wildlife unique to Armenia: 349 species of birds, 84 mammals, 7
amphibians, and 43 reptiles
• Wildlife and Armenian nature in general have important aesthetic and recreational value and provide the basis for
tourism (e.g., the mineral baths of Jermuk)
References
1. Ancient Monuments of Armenia, Vol. 4, Rock Carvings, Karakhanyan, Safyan, Rock Carvings of Syunik.
2. Pyotrovski V. B., Cattle Breeding in Ancient Caucasus, Sovetskaya Arkheologia (Soviet Archaeology), XXIII, 1955.
3. A. Kalantaryan, J. Khachatryan, “Unique Archaeological Finds in Lake Sevan Basin,” Social Sciences Courier, No. 4, 1969, pp.
101–104.
4. Ancient Monuments of Armenia, Vol. 6, 9, Rock Carvings, Karakhanyan, Safyan, Rock Carvings of Geghama Mountain Range.
5. S. Dal, “Ovcharkas of Transcaucasus at the Beginning of the 1st Millennium b.c. in Lake Sevan Basin,” Courier of the National
Academy of Sciences of Armenian SSR, Social Sciences, No. 3, 1955, p. 55.
6. Armenian Ethnography and Folklore, Vol. 5, G. Halajyan, Folklore of Dermis Area, Yerevan, 1973.
7. Movses Khorenatzi, History of Armenia, Yerevan, 1968, p. 171.
8. H. Yeremyan, New Biology, Venice, 1896, p. 37.
9. V. Kalinin, T. Ivanova, L. Morozova, Native Working Dog Breeds of Asian Origin, Moscow, Patriot Publishers, 1992, p. 33.
10. Voronova, Kozlova, “Kavkazskaya ovcharka,” 1980.
11. A. P. Mazover, “Breeding of Service Dogs,” 1994.
12. www.tacentral.com/ . . . / fauna_story.asp?story_no=2 2005.

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Lesson 23: The Tree Huggers of Khejadali, India (Grades 5–7)
Objective
To illustrate how people in some countries have protected their native forests from being destroyed.
What do you do?
Read the story below to the class and lead a discussion afterward. You may wish to use a world map for the students
to locate India.
The Tree Huggers
Sometime in the 17th century the King of Jodhpur decided to build a palace. His men went into the forest to get wood. As
they started to cut the trees on the outskirts of the village of Khejadali, the people of the village came to stop them.
The people were called Bishnois, which means twenty-niners. They believed in the 29 tenets of a unique religion of conser-
vation founded almost 300 years earlier by Guru Jambaji. Guru Jambaji said it was wrong to cut down trees or to kill birds
and animals. The king ignored the pleas of the villagers to protect the forest and continued cutting down trees. In despera-
tion a woman named Amritdevi hugged a tree to protect it. Following her example other villagers did the same. She and
over 360 other villagers were killed by the soldiers. When the king heard of their deaths he ordered that their forests be pro-
tected and officially sanctioned their religion.
Today’s environmental movement is often linked with these original tree huggers who have inspired communities around
the world to stand up and protect their natural resources.
Questions to the students
• Have you heard the expression tree hugger before?
• What do you think of people who would do this?
• Is India different from Armenia? How?
• Why do you think this story inspired conservation in other parts of the world?

* Adapted from Dimdima Kids Online 2004.

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Additional Reading
The Giving Tree. Adapted from the story by Shel Silverstein.
Once there was a little boy who had a tree that he loved. Every afternoon he would go to the
tree to play under its branches, to eat its apples, and to climb high to the top. When he wanted
to be alone, the tree was the perfect spot under which he would relax. So the boy and the tree
spent many wonderful hours together. And the tree was happy.
When the boy grew up, he started to visit the tree less and less. Now he did not play or climb
the tree—he would bring a book with him and read it sitting under the tree. Still, the tree
would see the boy. And the tree was happy.
One day the boy came to the tree.
“I want to go to college,” he said, “but I have no money to pay for my education. What will I
do?”
“Pick my apples,” replied the tree, “take them to the market and sell. In this way you will raise
the money for your education.”
The boy picked the apples, took them to the market and sold them. He was then able to go to university and become an edu-
cated man. He did not visit the tree for years. Still, the tree was happy.
One day the boy came to the tree again.
“I have found the girl who I would like to marry,” he said. “But I have no money to buy a house for us. What will I do?”
“Cut down my branches,” replied the tree. “You can build a house with my branches.”
So the boy cut off the branches of the huge tree and built a house for his wife and himself. The tree was missing the boy very much
but he was happy he was able to provide shelter for the boy. And the tree was happy.
Many years passed and the boy returned.
“Now I have a family,” he said, “and we want to travel around the world by sea. But I have no boat. What will I do?”
“Cut off my trunk,” said the tree, “and with that huge piece of wood you can make a boat for you and your family.”
So the boy chopped the big trunk of the tree and made a boat. He and his family sailed around the world, saw many amazing
and interesting places. And the tree was happy. Sort of.
Many, many years passed. One day an old man came to the tree.
“I am old now. My wife has died. My children are grown ups and have their own families. I have an education. I have seen the
world, but now I am alone.”
“I have nothing more to offer to you,” said the tree. “You have picked all my apples. You have chopped off all my branches. You
have even used my trunk. The only thing I can offer you is this stump—this seat upon which you can rest.”
“I agree,” said the old man. “As I am very old and will soon die, I just wish to spend my last days in peace.”
So the man sat on the stump and rested. And the tree was happy.

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Lesson 24: Wild World Encounters (Grades 5–7)
Objective
To teach students examples from other cultures where people and animals have learned to co-exist. This lesson also
encourages understanding the importance of protecting predator species.
What do you do?
Read the story to the class and ask them the basic meaning of the story. Has anyone in your class ever seen a large
predator in the wild? If yes, how often? What kind? Where? What are the roles of predators in nature? Lead a dis-
cussion of how Armenians may be able to protect large predators in Armenia.
Examples of Human–Animal Interactions
In Europe, the wolf is the only large carnivore (meat-eating animal) found in the wild. Since the Middle Ages, people have
been on uneasy terms with wolves. They have believed in the existence of werewolves (tales of humans who used to change
into wolves in the moonlight). In Europe, the wolf came to symbolize all that was evil. People still know very little about
the habits of wolves. Some even believe that wolves have poisonous fangs!
Wolves were killed in large numbers and were exterminated in England, France, and Germany. Today, some European
countries have established nature reserves to protect wolves from extinction.
Cattle, sheep, and goat rearing are important in rural communities where wolves are considered an enemy of livestock. Peo-
ple often resort to poisoning wolves to protect their livestock. They set their dogs after wolves or scare them away with fire.
Thus, for many reasons wolves have a fear of humans.
In many other parts of the world, people live near wild animals. In the United States wolves and mountain lions are increas-
ingly common as people build homes in remote areas. In India, in the Sariska Tiger Reserve in Rajasthan, villagers do not
live in fear of the tigers nearby. Why?
Within the 800 square kilometer reserve there are 20 tigers, a few panthers, and thousands of large herbivores such as wild
boar. And there are 16 villages. In these villages people collect dead wood for firewood. Thorny tree branches are used to make
fences to protect their homes from the tigers. Their main income comes from raising buffalo. Since these people do not hunt
herbivores, the tigers have a sufficient food supply; the native herbivores act as a buffer.
In their temples people worship the tiger because, as they say, “If there were no tigers or panthers, there would be no deer or
wild boar and so one day there would be no grass or trees. There would be no forest.”
The people are silent in the jungle and never come between predator and prey, even if it is a buffalo. Following these rules,
no local residents have died due to a tiger attack in 14 years. The story of Haripura shows that people and wildlife need not
to be kept isolated from one another, as long as each respects the other’s domain.

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Lesson 25: Environmental Problems in Armenia (Grades 7–9)
Author: Gayane Buldoyan, biology teacher, Yerevan Secondary School No. 186

Lesson 25.1: Armenian Nature and Current Environmental Problems

Objective
• To discuss the ecological consequences of human-environment interaction
• To learn about some of the environmental problems in Armenia
Environmental resources:
ATP www.armeniatree.org
Hetq www.hetq.am/en/category/ecology
Ecolur www.ecolur.org/en
What do you do?
Identify the preliminary knowledge of students through brainstorming. Guiding question: “What do you know
about current ecological problems in Armenia?” The answers are written on the chalkboard, grouped and key ideas
are selected.
The teacher distributes handout on current environmental problems in Armenia. Students should read and list the
current ecological problems of Armenia. Students work individually, then in pairs. After that, following a discussion
in four-member groups, each group presents an ecological issue.
The table below referring to environmental problems in Armenia should be completed. All ecological changes
described in the handout are the consequence of human activity rather than nature.

Ecological impact on the Ecological impact on

Sphere Problem Human factor (effect)
environment humans

Air

Soil

Forest

Water

Wild plants & animals

Fill in the table by specifying the spheres related to the given problem. Specify probable causes of the origin of each
problem as well as its ecological impact. Finally, specify the influence of the ecological change on human beings and
culture.

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Handout: Armenian Nature and Current Environmental Problems
Armenia with its unique natural and historical-cultural heritage is one of the ancient centers of civilization. The
Republic of Armenia lies in the northeastern part of the Armenian Plateau and covers 29,740 square meters expand-
ing at an elevation of approximately 375–4,095 meters above sea level. It is a mountainous country with its typical
complex relief. As noted by the Russian soil scientist V.V. Dokuchaev, “Armenia is a museum of soil in the open air.”
The country has high altitude vertical zoning (climatic zones follow each other when climbing from the foot of a moun-
tain to its peak). Armenian nature is unique with its rich biodiversity and variety of ecosystems and landscapes. This is
the reason thousands of species of plants and animals exist, typical to semi-desert as well as to Alpine climatic zones.
However, Armenia has numerous social, economic, and environmental problems, which hinder the preservation of
its rich biodiversity. Only half of the country’s terrain is suitable for habitation, land cultivation, or cattle-raising
since the mountains, gorges, and cliffs are extremely fragmented.
Soil degradation in Armenia has various natural and anthropogenic reasons, including erosion because of wind and
water, salinization, landslides, reduction of green areas, and contamination with dangerous chemical combinations.
The use of sloped hills for agricultural purposes and improper livestock rearing (over-grazing and intensive use of hay-
fields) leads to the destruction of the fertile layer of land, loss of green areas, and loss of biodiversity. As a result of
long-term human activities, the natural environment is becoming degraded, and many species of plants and animals
are at the edge of extinction.
Many mammals (martens, brown bears, Indian bush pigs, mouflons, wild cats, etc.) have left their habitats because
of irregular deforestation activities. As a result of forest exploitation, soil erosion is accelerated and intensified. For-
est rivers and natural reservoirs turn into swamps or are simply evaporated, and the loss of water in forest lands leads
to qualitative and quantitative changes in the composition of forest.
Eventually, all these factors lead to desertification: approximately 81.9 percent of Armenian land has undergone dif-
ferent levels of desertification.
And do you know that on average 6–8 trees per person are required for normal human bioactivity and for breathing
fresh air? In Armenia this indicator does not exceed 2–3 trees per person, and in Yerevan—no more than one tree
per person.
Trees are responsible for providing oxygen through photosynthesis, and for cleaning the air from dust and harmful
exhausts. One hectare of forest absorbs 50–70 tons of dust per year, and in Armenia parallel to the daily growth of
cars, roads, and concrete construction, the size of green areas is being reduced.
Water enjoys a central place among the natural resources of the planet. Armenia is not rich in water resources. Rivers
and reservoirs are largely consumed for the irrigation of arable lands; another significant part is used for industrial
and energy purposes as well as domestic needs. In addition to quantitative consumption of water resources there is
also qualitative consumption (contamination with consumer and industrial wastes and waste water of factories).
Because of the lack of water treatment facilities, many industrial enterprises contaminate drinking water with chem-
ical combinations that are poured into rivers and lakes, causing harm to the surrounding land, flora, fauna, and
humans.
Only 40 percent of the arable lands of Armenia are provided with water as a result of shortages, as well as the ineffi-
cient use of water. Out of more than 1,200 settlements, only 225 have stable drinking water sources.
The biggest freshwater reserves are concentrated in Lake Sevan. However, the resources of the Lake have been used
for consumer (drinking, recreation), agricultural (irrigation, including for the Ararat Valley), and industrial (fishing,
tourism, Hrazdan hydropower station) purposes.
At present, the Lake Sevan water level is 20 meters lower than it was at the beginning of 20th century, primarily
because the water was intensively drawn down and used for irrigation and for energy.
The Lake is contaminated with domestic waste and waste waters of the lakeside recreation zones and nearby settle-
ments. As a result, we are deprived of the drinking water as well as of valuable fish, plants, and animals.
Thus, Armenia has many environmental problems, which require urgent solutions that depend upon the efforts and
sense of responsibility of each of us. Each of our actions in relation even to the tiniest element of nature has a sig-
nificant impact on our lives sooner or later.

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Lesson 25.2: Connecting Environmental Problems with Their Causes
Have your students consider further connections between the environment and social and political issues. In small groups
have them discuss and come to an agreement about the questions presented on the “Think About It” worksheet. Let
them use a map, if you have one available. Responses may vary, so stress the reasoning behind the responses.
Worksheet: “Think About It”
Discuss these questions in small groups and come to an agreement. Write down your answers to share with the class.
Answers between groups may vary, so be prepared to explain your reasons. Consult your chart from Lesson 25.1
“Environmental Problems in Armenia.” The chart is filled out based on the handout “Armenian Nature and Current
Environmental Problems.”
1. From the environmental problems noted on your chart:
a. Which are the result of local causes?
b. Which are primarily the result of regional causes?
c. Which are primarily the result of international causes?
2. From the human causes noted on your chart:
a. Which are related to meeting the basic needs for food and water? How?
b. Which are related to industrial development? How?
3. From the human causes noted on your chart:
a. Which would be the least difficult for people to change? Why?
b. Which would be the most difficult? Why?
4. From the “ecological effects” column noted on your chart:
a. Which of these effects would be the easiest to reverse? Why?
b. Which would be the most difficult to reverse?
c. Which do you think is the most urgent problem? Why?
The following questions are for further discussion:
a. Which situations on the chart are related to political decisions?
b. In what ways has Armenia’s current economic condition aggravated specific environmental problems?
c. How would you verify the accuracy of the information in this text?

Lesson 25.3: Environmental Problems in Armenia

Objective
Students should be able to reveal the environmental problems in the local community where they live.
Letters from Armenian Children
Students of Yerevan Secondary School No. 113 wrote letters guided by biology teacher Liana Melkonyan.
Open Letter A
We, as the citizens of the Republic of Armenia, are very much concerned by ecological problems. In our biology lessons we
learned that Armenia does not have many forests, and we learned about the positive significance of forests. We also know
that there are many laws which prohibit cutting trees, but, unfortunately, there are also lawbreakers, who based on their
interests, violate these laws. We would like to see that everyone is equal before the law in our country and no one is reserved
with the right to harm the balance of nature.
—M. Kobalyan, M. Matevosyan, R. Ananayna, T. Tadevosyan

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Open Letter B
Can we keep the purity of water . . .
We live in Haghtanak district of Yerevan where private houses have land plots. With diligence typical to Armenians, our
grandmothers and grandfathers are growing vegetables and fruit trees on these land plots. These orchards and gardens are
irrigated with the water of a huge canal running through our district. Meanwhile, in passing by the water canal we often
see that it is filled with domestic waste. We think that food irrigated by such water may be harmful. Here we see our fault
as well, because many of us throw household waste into the water canal. Thus, the residents have to water their land plots
with very expensive drinking water. We, schoolchildren, promise to do everything within our reach to save the drinking water.
—G. Arakelyan, A. Israelyan, A. Khachatryan, E. Khachatryan, L. Manukyan
Open Letter C
Let us walk more and use bicycles as means of transport . . .
We are concerned about the contamination of the atmosphere of our capital city. We recognize the harmful impact of poi-
sonous gases on our bodies. We know from different sources that the permissible limit of gases in the atmosphere is exceeded
by several times. This leads to the worsening of existing diseases and the occurrence of new diseases. It appears at first glance
that this issue has no solution since cars seem to be irreplaceable. However, people living in the 21st century should thor-
oughly acknowledge the importance of a clean atmosphere. We advise all to walk more (if the workplace is near home). Walk-
ing will have a positive influence on people and prevent pollution of the atmosphere. We also suggest using bicycles, which
will improve health and reduce contamination of the air.
—L. Vardanyan, D. Tovmasyan, A. Adamyan, V. Hayrapetyan, K. Arakelyan

Lesson 25.4: Child Teaches Parents

Objective
The child teaches parents how to save on the family budget through a more efficient use of natural resources. The
students together with the parents should establish five rules and follow their implementation in the everyday life of
their families. The rules apply to electrical energy and water savings, reduction of paper use and waste, reuse of old
items, etc.
What do you do?
1. Stimulation (brainstorm)
Write these questions and students’ answers on the chalkboard:
• How is electrical energy generated and which natural resources are used?
• What happens with the waste accumulated in homes (polyethylene bottles, plastic bags, paper, etc.)?
• Which bottles should be used to keep milk and soft drinks?
• Where do people get drinking and irrigation water from and how are they used?
• What can we do with the unused items accumulated in homes?
2. Understanding the main idea
Divide the class into five groups and give each of them an assignment.
Assignment: “Does our family use electrical energy economically?”
Note: The questionnaire survey below will help to assess if your family uses electrical energy economically. For that
purpose the questionnaire is filled out with participation of family members. The questionnaire is also addressed
to relatives and friends.

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 Questionnaire
Carefully read the questions. Choose the answer from the following three options: Yes (2 points), No (0 points),
Sometimes (1 point).
1. Do you read the instructions before buying electrical appliances and do you buy models that save energy?
2. Do you prefer using mechanical rather than electrical devices (mixers, meat grinder, etc.)?
3. Do you always switch off the light when you do not need it?
4. Do you use a table lamp when reading or working? Do you use energy saving light bulbs?
5. Do you use the washing machine only when you have collected enough clothes suitable for its loading capacity
(helping to save energy and water), rather than using it whenever desired?
6. Do you turn off the TV and other audio-video devices when you are not in the room?
7. Do you wash clothes in cold water?
8. Do you try to put on warm clothes as much as possible rather than turning on the heat when it is cold in the
room?
9. Do you have good insulation in your house to conserve heat?
10. Do you use different methods of keeping your house warm in winter time (long curtains, weather-stripping, etc.)?
Total Points: _______
Grading Scale
Less than 7 points: Unfortunately, your family is wasting too much energy. It may be easy for you to pay for the extra
kilowatts of energy, but think about how much natural resources and human effort is spent to provide that energy
to you.
8–14 points: You have not developed energy-saving behavior yet. Please read the questionnaire once more. Each item
represents an energy-saving solution. Try to follow them for at least one month and then see if the electrical use of
your house has changed.
15–20 points: Congratulations! Your family knows and takes responsibility for its energy use. Which months did you
pay more for energy and which months did you pay less? Try to remember why it was like that. This analysis will help
you to find the secrets of the economic use of energy.
Develop practical tips for the economic use of energy based on the results of the inquiry.
Prepare a poster on “How to Save Natural Resources” based on the data above.
Homework assignment
Present proposals and tips to save natural resources. This lesson may be conducted together with Lesson 13 “The
Problem of Waste” and Lesson 10 “Local Water Resources.”

Teacher’s Guide: Establishment of an Ecological Club

To discuss and resolve certain environmental problems, an ecological club may be established at school, involving stu-
dents of different age groups. The main goal of eco-clubs in Armenia is the dissemination of eco-education, expan-
sion of knowledge of young people living in Armenia and abroad about nature and environmental problems, and the
exchange of related experience and information as well as the establishment of cooperation.
An eco-club will have a statute, a set of principles, and a plan of action. It is desirable for the club to have inde-
pendent management with the active participation of students (guided by the teacher).
The statute may contain these types of clauses:
• Organize a group of students interested in environmental issues
• Develop a name, song, oath, identification sign
• Develop a plan of monthly actions of the eco-club and coordinate it with the leadership
• Through regular meetings try to understand and resolve environmental problems in the local community and
involve respective bodies
• Recruit new members on a regular basis
• Establish contacts with students in neighboring communities and other regions as well as diasporan Armenians
and foreign students of the same age

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 • Deliver environmental reports, organize open lessons, exhibitions, competitions, and games on a regular basis
The teacher may develop other clauses acceptable for the club members. The goal of the eco-club is to make the
school community responsible for the environment.
Below are examples of solutions to possible environmental problems:
• Propose that the Headmaster allocate a space and containers where waste paper, plastic bottles, and polyethylene
bags will be collected; students will acquire the habit of identifying and reusing domestic waste (see details in Les-
son 13 “The Problem of Waste”)
• At the beginning of each spring organize a one-day action during which all plastic bottles and polyethylene bags
will be collected or similar environmental activities will be carried out
• Prepare eye-catching posters illustrating that synthetic waste does not decompose in natural conditions and can
cause great harm to the environment
• A poster competition may be announced and the best posters may be placed on the containers for the different
types of waste and located in the school hallways
• Students can make video recordings of interesting scenes in their neighborhood; the video materials can be inter-
preted in a presentation
• Write an open letter addressed to people in the community, requesting them to collect plastic bottles, foam cups,
and polyethylene bags and send them for recycling
• Create newspapers outlining ecological issues and problems
• Organize days of open lessons, speeches, and exhibitions at inter-school and intra-school levels
Option of Possible Competition
Theme
“Second Life of Items Prepared from Plastic, Foam Rubber, and Polyethylene Substances: What Can Be Made from
Synthetic Substances?”
Goal: Collect and reuse items made of synthetic substances.
Guidelines for the Competition
• Students from the first through tenth grades can participate in the competition
• Collect plastic bottles or cups, empty aluminum containers, and polyethylene bags
• Each participant should present a piece of work prepared from waste subject to recycling; each work should be sub-
mitted with a one-page report on the impact of synthetic substances on nature
• Special encouragement will be given to those pieces of work that used large quantities of synthetic substances
• Submit work within the announced deadlines
• Select the jury (involving an environmental specialist)
• Sort the collected work for presentation
• Select the winners and give prizes to the winners
Note: Encourage pieces of work aimed at the solution of a specific environmental problem; for example, the prepa-
ration of “alternative Christmas trees.”

References
1. M. Davtyan, Environment and Ecology, Yerevan, 2007
2. Nature of Armenia, Family Encyclopedia, Yerevan, 2006
3. S. Hakobyan, D. Sahakyan, E. Ghukasyan, Be Me Guide . . . , 2002
4. N. Khanjyan, Reservations of Armenia, Yerevan, 2004
5. J. KH. Atoyan, Nature of the SS Armenia and Its Reservation, Yerevan, 1982
6. N. A. Aghajanyan, Human Can Live Everywhere, Yerevan, 1985
7. Armenian-Russian Dictionary of Botanical Terms, Yerevan, 2005
8. A. Gasparyan, R. Mkrtchyan, L. Valesyan, Principles of Nature Use and Environment, Yerevan, 2002
9. S. M. Shahinyan, N. K. Tahmazyan, Ecology, Yerevan, 2002
10. A. Gasparyan, G. Poghosyan, A. Hambartzumyan, We and Our Planet, Khazer Ecological-Cultural NGO, 2006
11. V. A. Samkova, Biology at School No. 1, “Ecological Practicum: City Where I Live,” 2002

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Lesson 26: What We Can Learn from Countries with Similar Histories
What do you do?
Have students write about what they think are the three most pressing problems for Armenia or their region. Have
individuals share their written ideas with the class.
Ask the students to write an essay comparing and contrasting Armenia’s current situation with their predictions about
the future.
Extension project: Ask your students if they would be interested in writing letters about the environmental problems
in their area to schoolchildren in Armenian schools in the United States. This may initiate a pen pal program that
can create friendship between Armenians around the world.
Opportunities for establishing pen pals include the following websites:
• http://www.penpalparty.com/language/Armenian_penpals.html
• http://www.mylanguageexchange.com/penpals.asp
You can also contact the director of ATP’s Environmental Education Program for assistance with this project.

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 HIGH SCHOOL

Module G
An Amazing Triangle:
Man – Nature – Law

83
Lesson 27: Environmental Protection and Law (Grades 7–11)
Author: Heghine Hakhverdyan, lawyer, Environmental Law Resource Center, Yerevan State University
Objective
Introduce students to the ecological and legal status of citizens (rights and duties) and the basic legal requirements
specified by the Republic of Armenia’s Constitution and laws in the area of protection of the environment.
Students will be able to identify, assess, and prevent environmental violations occurring in their surroundings.
The lesson will help children be more attentive to nature and meet the legally established requirements. Hopefully
students will transfer the knowledge and skills gained in the lesson to their family members and friends.
What do you do?
Students will try, independently or in small groups, to write brief essays using the following keywords and expres-
sions: environment adequate to health and well-being, nature, right, obligation, law, offense, and responsibility.
Present the compositions to class after discussion in groups.
Assign the reading below. Then ask students to make a table in groups of three or four and write the most important
passages of the text in the left column and the attitude of the group to those passages in the right column.
Reasoning
Discuss the material paragraph by paragraph, each time asking the students why they thought that passage was important.

Passage from the text Your attitude to the passage

1.

2.

3.

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Reading Material
Dear Students, taking care of Mother Nature is the duty of us all. We are indeed part of nature, and the quality of our lives
depends directly on the condition of the environment.
In the course of the development of human society the impact of humanity on nature has constantly become stronger and
wider. The cultivation of land by people has resulted in an exhausted yield capacity of soil, erosion, and degraded soil qual-
ity. Because of widespread deforestation, deserts have appeared where there used to be forests. Inefficient use has led to one
of the forms of the decomposition of nature—the depletion of natural resources.
Under the current level of economic development the impact of people on nature has grown immensely. The rapid growth
of industries, energy, transport, construction, and other sectors has brought us to the threshold of an ecological disaster: the
air has been polluted, green areas have decreased, drinking water resources have diminished, and many species of fauna and
flora have become extinct or are on the verge of total annihilation. If we are a little more attentive and only look out of our
window, we will see tall buildings rising in place of trees with thick foliage, and the gurgling stream has “disappeared”
under the road.
Dear students, you will justly notice that economic development serves universal well-being and makes our lives more com-
fortable. It is indeed necessary to provide the population with food, housing, clothes, and transportation. You will certainly
agree that it is more convenient to do homework in electric light than in candlelight, to live in a large and convenient
apartment than in a straw hut, to travel from country to country on a plane rather than on horseback. These examples could
continue endlessly.
We should not forget, however, that the unsparing utilization of natural resources may endanger the health and well-being
of future generations. Therefore we should consider it our duty to conserve nature and improve the quality of the environment.
Let us start with planting trees and flowers in the schoolyard and using tap water sparingly. Also, let us not forget to observe
the actions of our family members and friends, serving as a role model for them.
In the modern world the issue of nature protection has come to the focus and attention of states, and the rights and duties
of people in this area are stipulated by laws. The purpose of a law is to ensure the harmony and stability of social life through
establishing rights, duties, and prohibitions. Let us become familiar with our rights and duties established by the Consti-
tution and laws of the Republic of Armenia.
Thus, Article 1 of the Constitution specifies: “The state shall ensure the protection and reproduction of the environment and
the reasonable utilization of natural resources.” To protect the environment and to improve its quality, the state allocates
resources for nature protection, trains respective experts, carries out surveillance over the activities of industrial units, holds
offenders liable, etc.
As citizens of the state, we too have specific rights and duties. Article 33.2 of the Constitution provides the right of each one
of us to live in an environment adequate to his or her health and well-being, and our duty, both individually and in asso-
ciation with others, is to protect and improve the environment. To live in an environment adequate to our health and well-
being, each one of us also has the right to obtain information from public authorities on the quality of the environment and
its elements (e.g., soil, water, air). This right of ours is matched with the obligation of officials to make the requested infor-
mation available; they are subject to liability for not fulfilling this obligation.
Article 31 of the Constitution obliges us not to cause damage to the environment when exercising one’s right to property, thus
restricting the rights of proprietors and guaranteeing the right of each one of us to live in an environment adequate to our
health and well-being.
Of course you understand that the protection of nature requires the joint efforts of the state and its citizens. As long as we
continue to dump waste in the yard of the house, to cut the forests illegally or simply remain indifferent to the environ-
mental offenses committed around us, measures taken by the state aimed at nature protection cannot be effective.
The Constitution as the main law of the country is the basis for passing the other laws which must arise from the Consti-
tution and not contradict it. In order to implement the Constitutional provisions above, many laws were passed which reg-
ulate the utilization and protection of soils, waters, mineral resources, forests, fauna and flora, and establish the procedure
for the exercise of specific rights in the area of environmental protection.

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Lesson 28: Be Informed (Grades 7–11)
Objective
Students will:
• be introduced to the procedure and terms for obtaining information
• know what environmental information means, and how, from where, and within what time periods one can
receive it
• know that they have the right to request and obtain environmental information from the relevant authorities in
the manner and time periods specified by the law
What do you do?
One or two hours can be given to this activity. It is desirable to introduce the procedure and terms for receiving
information through specific examples. Students start the lesson by noting on a poster, with teacher assistance, ele-
ments of the environment about which information can be obtained from government agencies.
You may assign the following reading:

Reading: The Right of Access to Environmental Information

The right of access to environmental information is provided by the Republic of Armenia Constitution, Aarhus Con-
vention, and the Republic of Armenia Law on Freedom of Information. Everyone is entitled to request and obtain
environmental information from the relevant authorities.
What is environmental information?
Pursuant to the Aarhus Convention, environmental information means information on the state of elements of the
environment, such as air, atmosphere, water, soil, land, landscape and natural sites, biological diversity and its com-
ponents, including genetically modified organisms, and the interaction among these elements.
Environmental education also includes information on the state of human health and safety, conditions of human
life, cultural sites and built structures, as well as on substances, energy, noise, radiation, environmental agreements,
policies, legislation, programs and plans, affecting or likely to affect the elements of the environment. Information
is presented in written, visual, aural, electronic, or any other material form.
Environmental information is held by the relevant public authorities: ministries, agencies adjunct to the govern-
ment, public administration and local self-government bodies, as well as the organizations providing public services
(energy supply, water supply, sewerage, gas supply, and telecommunications). These authorities regularly collect and
update information. They must, in response to citizen’s requests for information, make the requested environmen-
tal information available. Otherwise the officials responsible for making such information available will be subjected
to liability.
The request submitted to a public authority should meet the following requirements:
• the request should not be anonymous
• the request should be formulated in a specific manner
The public authority may refuse to make environmental information available if it is on the breeding sites of rare
species, may harm the environment or other people’s rights, or adversely affect the work of public authorities.
The public authority shall make the environmental information available in a five-day period, and where additional
studies are required, this period can be extended up to one month, informing the citizen of the extension. Where a
public authority does not hold the environmental information requested, this public authority shall forward the
request to the respective authority and inform the citizen accordingly.
In emergency situations or threats, government agencies shall immediately disseminate ecological information with-
out a citizens’ request, as it is necessary for undertaking protective and preventive measures.

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Lesson 29: Climate Change (Grade 11)
Author: Nvard Gevorgyan, biology teacher, Yerevan Secondary School No. 49

Lesson 29.1
Duration: 45 minutes
Objective
• students will be introduced to the phenomenon of climate change
• they will be able to define the term “global warming” accurately
• they will understand the causes of global warming and will be introduced to preventive measures
What do you need?
Reading material: “Climate Change”
What do you do?
Pose the question, “What do you think ‘climate change’ means?” All the answers are to be written on the board and
grouped so the main ideas can be identified.
The teacher hands out the reading material on climate change. Each student reads the material and then the group
completes the diagram on causes and effects of global warming.
The teacher leads students in understanding that each cause generates an effect which, in its turn, can lead to new
effects. Students will have a firmer knowledge of the meaning of causal effect.

Causes of global
warming

Global
warming

Effects of global
warming

One of the students will act as the planet Earth, five students will act as sun rays, and four others will act as green-
house gases (CO2, CH4, N2O, water vapors). The children write their characters on a piece of paper and fasten them
onto their clothes. The sun rays come to the planet Earth from space and revolve around the planet Earth. A few
greenhouse gases also revolve around the planet Earth.
Only two of the sun rays stay with the planet Earth, and the rest leave. One of the sun rays that have stayed explains
that he or she is necessary for ensuring the temperature needed for life on Earth, and the greenhouse gases help the
Earth to keep part of the warmth, like the roof of a greenhouse.

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 But when the number of students acting as greenhouse gases increases, they surround the sun’s rays and do not allow
them to go back to space. The sun rays are compelled to stay on the Earth, and the temperature rises so high that
planet Earth becomes depressed and turns to the other students in the classroom: “People, I cannot stand this global
warming any longer: if this goes on, sudden storms, floods, and fires will threaten you at any time.”
Homework assignment
Collect information on measures to prevent global warming.

Lesson 29.2
Duration: 45 minutes
Objectives
Students will:
• enhance their knowledge of measures to prevent global warming
• be able to recognize the important role of forests among CO2 emission reduction measures
• develop a sense of responsibility for protection of the environment and saving natural resources
• collect and analyze information independently, and take part in preventive measures against global warming
What do you do?
The teacher assigns students to write an essay in 10 minutes, “My Role in Solving the Problem of Global Warming.”
Afterward, students may read their essays to the rest of the class.
The teacher runs this part with a short lecture, and then summarizes the ideas raised by students in their essays,
drawing attention to the fact that the main cause of global warming is the increase in greenhouse gas emissions.
Therefore, reduction in CO2 emissions is important for preventing global warming. The possible ways to achieve this
include:
• preserving and increasing forest-covered areas
• recycling paper
• using alternative sources of energy (sun, wind, water, biomass, geothermal)
A forest is an absorber and accumulator of CO2 from the atmosphere. Therefore, reductions in forest areas lead to
an increase in CO2 in the atmosphere. Paper production is a major reason for deforestation, so one of the best solu-
tions is to recycle paper. Recycling one ton of paper saves 17 trees, 30,000 liters of water, and 20,000 kW of elec-
tricity. Thus, collecting used paper for recycling will help save the forest and protect the environment.

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Reading Material: Climate Change
We often hear news about natural disasters like floods and storms. Each one of us has tried to understand the reason for
these events. These unusual phenomena of nature are also attracting the attention of the world community. Studies show
that these are all signs of climate change or global warming. Climate change or global warming is the long term or con-
tinuous change in the weather of a certain area, region, or the entire planet. This change occurs when the balance of the
solar energy absorbed and reflected by the atmosphere and the surface of the Earth changes. Let us try to find out the
reason for this.

The energy of the Sun reaches the Earth mostly in the form of short wave radiation. Part of the radiation is immedi-
ately reflected from the upper layer of the atmosphere back to space (see 1 in diagram), while the rest passes through the
atmosphere and warms the surface of the Earth (see 2 in diagram). Afterwards the Earth radiates part of this energy back
to space in the form of long wave infrared or thermal radiation (see 3 in diagram). It is like the warmth emitted by a stone
warmed by the Sun. The other part of the energy is absorbed by the greenhouse gases in the atmosphere (see 4 in diagram).
Greenhouse gases obstruct the immediate
passage of thermal energy from the Earth to
space and create a “natural greenhouse effect”
which creates the necessary temperature for the
existence of life. The issue, however, is that the
amount of greenhouse gases in the atmosphere
has increased too much because of human activ-
ities; where formerly the presence of greenhouse
gases was a necessary condition for the existence
of life, in excess it leads to global warming and is
destructive for humanity.
The natural greenhouse gases include carbon
dioxide (CO2), methane (CH4), nitrous oxide
(N2O), and chlorofluorocarbons (CFCs). Car-
bon dioxide accounts for 60 percent of the harm
caused by greenhouse gases. It is generated when
producing energy and burning fossil fuels (coal, oil, natural gas). Carbon dioxide is generated, for example, when heat-
ing and lighting an apartment, cooking food, or driving a car. A large amount of carbon dioxide is also emitted during
industrial and other production processes. Additionally, the carbon accumulated in the wood of decomposed trees passes
into the atmosphere in the form of CO2.
According to projections, if the concentration of greenhouse gases doubles (which may occur in the early 21st cen-
tury) and no actions are taken to reduce them, the climate will respond by getting rid of the surplus energy because
energy cannot accumulate unhindered. This will result in the winds changing direction, precipitation will be more fre-
quent because of the high level of vaporization, polar glaciers will thaw, sea level will rise, and droughts will be observed
in some regions.

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 Climate change will accelerate desertification, water resources will be reduced, the frontiers of croplands will be
altered, evaporation of water from soil and dehydration will intensify, and many species will become extinct. These
changes may subject millions of people to hunger.
Global warming has already resulted in changes in nature’s balance:
• The mass and area of snow cover and land ice have decreased; snow
cover and land ice are the only source of drinking water for 40 per-
cent of the population
• The size of glaciers and floating icebergs of the northern hemisphere
have decreased 10–15 percent; over the past 50 years, Arctic ice has
thinned 40 percent
• In some areas the permafrost has started to thaw
• In the areas where rains were rare, flooding now occurs, which can
cause the economies of these countries to suffer
• Forest fires are becoming increasingly frequent and even modern
technologies can be powerless to fight them, which leads to greater
carbon dioxide emissions
• Sea level has risen 17 cm, and the territories of some areas are endan-
gered including the Netherlands, Shanghai, Manhattan, and Cal-
cutta which may be flooded by water
• As a result of climate change, 130 million residents of Bangladesh,
India, and Pakistan may be displaced from the areas of their perma-
nent residence; the main reasons will be sea level rise, droughts, and
the instability of monsoons
Every person on the planet must participate in the solution of the problem of global warming. At the state level, an
example of regulation on this issue is the Kyoto Protocol, the purpose of which is to stabilize the content of greenhouse
gases in the air. This will be possible to achieve through the reduction in greenhouse gas emissions, as well as a lowering
of carbon dioxide in the atmosphere that can be absorbed by forests and other natural sinks.
Today the problem of global warming is gaining the attention of all states. To ensure effective international cooper-
ation aimed at the alleviation of the adverse impact of climate change, the UN Framework Convention on Climate
Change was passed in Rio de Janeiro on May 9, 1992. The Convention establishes the overall responsibility of all states
to fight global warming and its negative consequences.
In 1997, the Kyoto Protocol was adopted as a supplement to the UN Framework Convention, which provides quan-
titative restrictions for states on greenhouse gas emissions, based on the economic development level of each state.

References
1. Everything about Climate Change. Climate Change Newsletters, Yerevan, 2003.
2. How Do We Understand Climate Change: Guide for Beginners. Climate Change Information Center, 2007.
3. Us and Our Planet. Khazer Eco-Cultural NGO, 2006.
4. Man and Nature. Alvalyan, H., Ghevodyan, K., Hovsepyan, S.
5. Living on a Healthy Planet. Matevosova, K.
6. www.mcrel.org/standards-benchmarks/
7. www.pbs.org/now/science/climatechange/
8. www.epa.gov/globalwarming/kids
9. www.climatehotmap.org
10. www.nature_ic.am
11. www.ecodefenese.ru
12. www.panorama.am
13. www.unfcc.int
14. www.globalwarming.org
15. www.worldviewofglobalwarming.org
16. www.panorama.am
17. www.350.org

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 Module H
Organic Agriculture
(Grades 6–11)

Lesson 30: What is Organic Agriculture?

Author: Genik Movsisyan, PhD in Biology
Objective
Introduce students to the notion of organic agriculture, its significance, and how it can benefit people.
What do you do?
Start the discussion with information about agricultural products (vegetables, fruit, milk, yogurt, cheese, etc.). Ask
whether any of the students are growing any vegetables or fruit at home. Explain what differences exist between the
currently implemented methods in agriculture and organic agriculture. Emphasize that the main precondition for pro-
ducing healthy food is the exclusion of artificial fertilizers and toxic chemicals.
Ask students about the causes of environmental pollution, discuss examples, and help them reach conclusions about
the negative impact of these factors on human health.
Background information: What is organic agriculture?
Organic agriculture is the best way to produce healthy agricultural food products. Organic agriculture is based upon
cultivating plants and breeding livestock using natural healthy nutrients, and producing healthy food.
Organic agriculture is a wide concept which involves:
• applying organic fertilizers to plants; complete exclusion of artificial fertilizers and toxic chemicals
• using safe methods to protect agricultural plants and animals
• composting of vegetables and animal remains; processing and storing for further use as fertilizers (also see Lesson
31 “Composting”)
• implementation of safe methods (agro-technical, mechanical, etc.) and exclusion of pesticides in suppressing weeds
• protection of the natural environment from chemical, industrial, and domestic waste
• certification of organic food (document issued by eligible organizations that certify the product as genuine organic
food)
Currently, many toxic chemicals and artificial (synthetic) fertilizers are widely used in Armenia, which has a nega-
tive impact on human health.
In order to protect plants, some village farmers sprinkle them with chemicals when crops are ripe and take the har-
vest to the marketplace for sale the following day. The toxins do not evaporate or vanish in such a short period of
time and are transmitted to the human body, causing various pathogenic phenomena.
A 2007 study carried out in the intensive agriculture zone of the Ararat Valley revealed that vegetables grown on the
farms in Ararat Marz contain an impermissible amount of various toxic chemical residues. A significant amount of such
toxins has been found even in breast milk. The main solution to this issue is the transition to organic agriculture.
Expectations from organic agriculture:
• recovery of land fertility
• reducing soil, water, and air pollution
• exclusion of risks to human health
• improvement of health conditions
• income generation for villagers involved in organic agriculture
• preservation of biodiversity
• improvement of quality and taste characteristics of food

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Methodology of teaching about organic agriculture
• Applying integrated teaching methods (theoretical, practical, demonstrative, and experimental)
• Organization of practical training in school orchards, gardens, parks
• Teaching using practical examples
• Use of computer software to elaborate on the topic
• Presentation of recent events/trends in contemporary science and technologies
• Study of success stories and organic agriculture experiences in other countries
• Cooperation among organizations involved in organic agriculture
• Demonstration of experimental orchards
• Sharing experiences (conferences, discussions, etc.)
• Preparation of information leaflets on organic agriculture
Practical lesson in the classroom
Familiarize students with types of fertilizers and toxic chemicals. Teachers can find this information on the Internet and
in textbooks. Also explain the positive effects of organic fertilizers on plant life and the possible negative effects of arti-
ficial fertilizers and toxic chemicals.
Questions for students
• What natural and artificial fertilizers do you know?
• What are your expectations from organic agriculture?
• What do you understand about healthy and natural food products?
• Has anybody ever seen bees collecting nectar from flowers and taking it into the hive?
• If the trees were sprinkled with a dangerous chemical, how would this dangerous chemical reach a human body?
Homework
Create a short story about the inseparable link between humans and nature, referring to the use of toxic materials
and pollution of the natural environment. Describe their consequences.

Lesson 31: Composting (Grades 6–11)

Objectives
Introduce students to the process of composting, which is one of the best fertilizers used in organic agriculture.
One of the main goals of this lesson is clarifying for students what commercial waste is, and how organic food rem-
nants are processed and then returned back to the soil.
Background information
Compost (from Latin compositus, meaning combination or mixture) is a fertilizer obtained by mixing different types
of organic materials that are decomposed as a result of microbial activity.
To prepare compost, materials such as plant leaves, shredded plant remnants, green plant material, weeds, food and
forage waste, animal manure, as well as residues from the production of starch, sugar, and canned food are used.
Composting is one of the important activities in agriculture, which aims at preserving nutrients taken from the soil
and returning them back into the soil.
Composting materials should be spread on a piece of land 2–4 meters wide and 1–2 meters long; the length depends
on the amount of compost mass and the size of the orchard.
Compost is preferably made in proximity to the location where it is going to be used.
A composting site is chosen in a shady, relatively elevated location so the compost mass does not dry up and is not
flooded by heavy rain. The compost mass should be periodically stirred and fresh manure should be added.
Maturation of compost requires from several months up to two years, depending on the materials added to the com-
post mass.
The final compost is a homogeneous, granular mass containing 0.25–0.8% nitrogen, 0.3–3% phosphorus pentox-
ide, and 0.4%–2% potassium oxide.

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 Compost is equal to manure in its nutrient content, and it is scattered over the surface of soil prior to plowing. The
amount of compost to be used depends on the nutrients found in it. To remove small unnecessary objects (glass, metal,
rocks, etc.), compost should be passed through a 24–40 mm sieve.
What do you do?
Start the lesson by describing different fertilizers.
Then list several organic fertilizers and focus on compost.
In the course of the lesson it is necessary to describe the positive effects of the compost, the soil structure, the phys-
ical and chemical components, and enrichment of soil with nutrients and humus. The teacher should also empha-
size that by composting remains, we help solve an important problem in modern society. Thanks to composting,
organic waste materials are returned into the soil as valuable organic fertilizers for plants.
Questions for students
1. What is compost and what significance does it have for plants?
2. Why use compost and not synthetic fertilizers?

Lesson 32: Mulching (Grades 6–11)

Objective
The main goal of the lesson is to familiarize students with one of the modern methods of regulating soil humidity,
thermal conditions, and aeration. Mulching is an efficient way of fighting weeds and promoting plant growth and
development, and is widely used in developed countries.
It is necessary to explain the role and significance of regulating the humidity, temperature, and air content of the soil in
the course of the plant’s life.
What do you need?
• Pictures demonstrating different types of mulching in various locations (open field, greenhouse, park, flower gar-
den, etc.)
• shovel
• rake
• mulch material
Background information
Mulching is an agro-technical measure, the essence of which is
to cover the soil and plant roots with different materials
(mulch). Mulch can include such material as turf, straw, paper
mulch, manure, plant leaves, reed, wood chips, sawdust, plas-
tic sheets, etc.
Mulching has several purposes: fighting weeds, reducing evap-
oration of moisture from the soil, decreasing temperature fluc-
tuations of the soil, preventing soil crusting, improving water
distribution, and promoting biological activity of the soil. As a
result, plant roots get better nutrients and become stronger; root
structures and the upper part of the plant develop better; fertil-
ity and quality of crops improve significantly.
Plastic mulch is done either manually or by using machines. The edges of a plastic sheet are buried in the soil 8–10
cm deep. Mulching with membranes has a number of positive effects—plastic materials used for mulching are prac-
tically impermeable for water and vapors, they do not prevent the exchange of oxygen and carbonic gas between soil
and air, and they are chemically neutral and therefore harmless.
In developed countries mulch is used in agricultural nurseries and also in parks, green zones, flower gardens, lawns,
and even around decorative trees planted indoors.

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Questions for discussion
1. What is mulch and how can it be obtained in ordinary conditions?
2. What significance does mulching have for plants and soil?
Homework assignment
1. In a garden or a park close to your house clean the ground around the trees from weeds and waste, dig up the soil
and cover it with mulch. Then tell your class and the teacher about it and take them to the site.
2. During the visit, together with your classmates, clean another piece of land close to the mulched site. Under the
guidance of your teacher, try other types of mulch on that land.

Lesson 33: Botanical Extracts (Grades 6–11)

Objectives
The goal of the lesson is to familiarize students with extracts used against plant diseases and pests, which are substitutes
for artificial toxic chemicals (pesticides) and are prepared from the vegetative and generative parts of different plants.
What do you do?
Start the lesson by discussing healthy food, then activate the students’ interest about organic agriculture and give them
new information. The teacher must describe in detail the harmful properties of modern toxic chemicals and intro-
duce their harmless alternatives. Botanical extracts are an alternative to chemical pesticides; water-based extracts of
different plant parts are normally used.
Experiment
What do you need?
Yarrow flowers or green plantain leaves, a bucket, water, scissors, paper and pen for taking notes.
Methods
Take 800 grams of previously collected yarrow mass cleaned from soil, dried (leaves, stalks, roots, flowers), shred it
and put it into the bucket. Add 3–4 liters of warm water, cover with a lid and let it stay for two days. Then squeeze
the mass, add water to the 10-liter mark, and stir in 40 g of soap.
Sprinkle fruit trees with this solution to combat plant lice, ticks, midges, thrips, and harmful larvae of moths and other
insects. It is important to familiarize students not only with the technique of preparation, but also with those plants
in our environment that can be used for the preparation of bio-mixtures against harmful insects. Among these plants
are the plantain, green leaves and peels of onion and garlic, the green mass of tomato plants, burdock leaves, and
yarrow flowers.
Additional information
Tell students about measures that must be used to protect respiratory organs and the skin of exposed parts of the body
from chemical exposure (i.e., the use of personal protective equipment such as goggles, gloves, boots, masks, etc.)
Questions for discussion
• What alternatives to pesticides do you know?
• What plants do you know that grow in your area and can be used to prepare bio-mixtures?
• What measures of personal protection are commonly used in the course of treating plants?

Glossary
Breathing Mask: a protective means covering the nose and mouth
Fertilizers: materials made naturally or artificially, to support the growth, development and fertility of plants; fertilizers
can be organic and inorganic
Pesticides: materials that are used to fight plant and animal pests, either to exterminate these pests or suppress their growth
Plant Pests: plant lice, ticks, midges, thripses, moths, apple worms, and other harmful larvae
Plant Preparations: water extracts prepared from different parts of plants
Repellents: materials that deter insects with their smell
Yarrow: plant of Compositae family, which contains essential oils and achylic alkaloid, from which comes the Latin name
of the plant Achilea

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Lesson 34: Biosafety and Genetically Modified Organisms (GMOs) (Grades 9–11)
Author: Gayane Mirzoyan, PhD in Biology, biology teacher, Yerevan K. Demirchyan School No. 139
Objectives
Students will:
• be able to define genetically modified organisms
• know reasons for the use of genetically modified organisms
• understand the consequences of GMOs on the environment and human health
• group the consequences of GMO use in different risk groups
What do you do?
The lesson starts by identifying the students’ initial knowledge through brainstorming. Start by asking: “What do you
know about GMOs?” Answers are written on the chalkboard and grouped, and the key ideas are selected.
Background information
Genetically modified organisms are transgenic organisms, the hereditary material of which is modified by the method
of genetic engineering (GE). Through GE, a specific gene is separated from one organism and inserted into the cells
of another, often totally different organism. For example, the gene of the bacterium responsible for producing poi-
son which kills pests is inserted into the potato gene, so pests on the potato plant will die. So, the new owner of the
gene acquires the new properties.
Thus, through GE, qualitatively new species can be developed or the properties of the species can be modified desir-
ably for humans. Such species cannot be developed by natural meth-
ods or selection. GE overcomes the barrier to crossbreeding different
living organisms (e.g., a bacterium and potato, tomato and fish).
Today there are different views on GMOs: some have high hopes,
believing that widespread hunger will at last be overcome. In this view,
genetically modified plants can provide necessary food, at the same
time reducing the use of mineral fertilizers and pesticides, and can
resist droughts and other abiotic stresses. It is possible to enhance the
pest resistance of crops, increase the content of valuable substances in
the plants, and produce plants containing medicinal agents.
However, it is not yet known how the organisms developed by GE
and their offspring will behave in the ecosystem, or how the food
received from them will impact the human organism.

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Teacher instructions
Give several facts that caused the GMO revolution:
• Transgenic hens were developed at the Dole sheep laboratory, and the egg proteins are used for making medic-
inal agents for cancer treatment (solution of a medical problem)
• GM poplar trees decompose specific gases emitted by a factory (chloroform, benzol, trichloroethylene) into safe
substances and accumulate them in their leaves (phytocleaning of the air basin)
• Ten times more hydrogen fuel is generated from GM algae (a new source of energy)
• GM rice is resistant to pests and diseases, due to which no chemical control substances (pesticides) are used
(organic food)
• In Africa 600,000,000 people eat manioc root, and GM manioc yields 10 times higher crops (provision of agri-
cultural food)
• GM tomatoes can be stored unripe for a long time (under 12 degrees C), and mature in warm conditions in a
few hours (preserving the marketable look of foods)
Regardless of our attitude to GMOs, their development and processing is evidence of the advancement of humankind,
and, like any other outcome, can be either useful or pose a serious danger.
The teacher gives advice on genetically modified products, to consider when buying food.
Consumer Advice
• The Consumer Rights Protection Union warns consumers to pay special attention to the label; if you see modi-
fied starch, corn oil, corn syrup, soy oil, soy protein, lecithin, protein substitute (analogue), cotton, or canola oil
among the ingredients, you know that these are products from GMOs
• Any GMO ingredient exceeding 0.9 percent should be mentioned on the food labeling or marking
• Avoid buying foods from a company running a “big business,” since often it is more profitable for such produc-
ers to pay fines for the lack of GMO ingredient labeling than to do the labeling
Homework assignment
Assign students to collect labels with GMO or GMO-made product markings with their parents.

References
1. Genetically Modified Organisms. Khazer Eco-Cultural NGO, 2005.
2. Agroecology, Avagyan, V. A., Yerevan, 2005.
3. Biodiversity Guidebook, Yerevan, 2004.
4. Convention on Biodiversity, Yerevan, 2005.
5. RA National Biosafety Framework, RA Ministry of Nature Protection, Yerevan, 2004.
6. GMO and Biosafety in the Countries of Eastern Europe, Caucasus and Central Asia. Tbilisi, 2008.
7. Learn and Teach the Lessons of Nature, EcoAcademy NGO, 2005.
8. Genetics: New Directions for the Third Millennium, Harutyunyan, R. M., Naturalist 3–4, 2002.
9. Law on Biosafety of GMO: The Principle Caution. A Short Guide for Lawmakers. Zelyonoe Dosye (Green File), 2002.
10. Ecological Bulletin, No. 4. Yerevan, 2004.
11. The Law of the Russian Federation No. 2300-1. “On the Protection of Consumer Rights” dated 07.02.1992.
12. “For Sustainable Human Development” Association (RA National Committee of the UNEP), Ecobulletin No. 6, Roundtable
Materials, 2004.
13. Kings and Cabbage: What They Will Never Tell about Genetic Engineering. Publishers of the International Socio-Economic
Union, Moscow, 2002.
14. Mette Boys and Christian Ege, EU Environmental Policy, 1999.
15. www.inf.ru
16. www.biosafety.ru
17. www.seu.ru
18. www.slowfood.com
19. www.azatamtutyun.am
20. www.gmo.ru

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Reading: The Undesirable Effects of Growing and Using GMOs
1. FOOD RISK
Direct poisoning or allergic reactions may occur in the human organism by the influence of GMO transgenic
protein:
• transgenic protein, affecting the metabolism process of a plant, may incite the formation and accumulation of
poisonous substances which end up in the human organism through food
• at times thermal processing of food reduces the risk of impact of the GMO on the human body, however, GM
fruits and vegetables are mainly consumed raw
• the intestinal flora of humans adapts to “adult food” at the age of three; at that age the digestive tract is highly
permeable by nutrients and poisons and pathogens alike; GMO food may cause decomposition in a child’s body
• new growths (tumors) may occur in the human organism (through the food chain) by the genes that promote
the active growth of fruits and vegetables
• it has been established that GM food can depress the operation of the nervous and immune systems, causing a
series of diseases
2. ECOLOGICAL RISK
Through pollination from GM plants, an uncontrollable transmission of new constructions will occur to the wild
relative species which can cause a reduction in the diversity of the original wild species:
• the diversity of insect and soil micro flora may be damaged by the influence of transgenic poisonous proteins,
resulting in the disturbance of the food chains; meanwhile, plant biodiversity will be impoverished
• occurrence and rapid spread of pests resistant to transgenic poisons (insects, phytophages, bacteria, fungi, etc.)
is possible within a short period of time
• the structure introduced into the genome causes an unstable local condition and makes the reconstruction of
the penetrating phytovirus with the DNA more likely; this can result in new, more pathogenic strains (outbreak
of an unknown disease)
• GM fish (e.g., salmon) may disrupt the biodiversity of the region, driving out not only the usual, but also the
endemic fish species
• GM plants can travel rather long distances through insects and birds, which can upset the ecosystem
• a plant’s resistance to pests and herbicides can be transferred to weeds, resulting in “superweeds”
3. AGRO-TECHNICAL RISK
• the effect of a gene inserted in the genome may result in an unpredictable change in the properties of the mod-
ified species (e.g., lower disease resistance or adaptation)
• today it is not yet clear how the circulation of nitrogen will alter in transgenic plants and what consequences
this will have for live material
• the gene with modified pest resistance will probably lose its stability during a few generations of mass planting
• GM genomes are unstable; they may disunite and reunite incorrectly or with a different genetic material, cre-
ating combinations of unpredictable effects
• a GM plant upsets the performance of the bacteria in the soil, which leads to reduced soil fertility
• rapidly growing GM trees which may provide a large amount of wood, exhaust soil resources in a short period
of time
• the seeds of GM corn cannot reproduce; farmers have to buy new seeds every year

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