Exploring the Complex Issues Around Deforestation in the Amazon Rainforest

Re-presenting Geography: Liz Taylor | CKP 71
The context
Its likely that pupils will have studied the Amazon rainforest at a previous key stage
in geography or science. Theyll also have some knowledge from sources such as the
media. The very prominence of the issue of deforestation and this particular case
study give a strong reason for building on students existing knowledge and helping
to move their understanding to a more sophisticated level at some point in their
secondary geography. Taken this into account, it seems important to help children
understand not only the complexities of the rainforest ecosystem but also that the
ethical questions surrounding deforestation are not straightforward. The message
deforestation is a bad thing usually comes across clearly, but what about the right
of countries such as Brazil to exploit their natural resources in search of economic
growth, as Britain did? This enquiry sequence gives students the opportunity to
explore some of the subtleties of the situation, to develop nuanced understandings
and to practise their critical thinking skills.
The sequence of four to eight lessons is based around the enquiry question Should
people be allowed to destroy the Amazon rainforest? Hopefully this is a question
that the students will want to answer. Indeed they may feel that they can answer it
immediately, and part of the purpose of the unit is for them to nd it harder to
answer, rather than easier, as they go through. Introducing the question at the
beginning of the sequence gives a clear purpose and structure to the unit of work. It
would be possible to alter the question and, correspondingly, the slant of the
activities. I chose this question to foreground the different groups involved in
decisions about deforestation, and the power relations between them. It
purposefully includes some interesting words allowed and destroy which can
be used to provoke later discussion. What do we mean by destruction? Who has the
power/right to allow or prevent deforestation?
The potential for extended writing
A particular emphasis is given in this enquiry sequence to helping students express
their geographical understanding through extended writing. If an aim of this
sequence is to develop more sophisticated thinking about the issue, its important
that students have an opportunity to express this thinking. A discursive or
analytical piece of writing gives the chance to explain those sophisticated
understandings on the one hand..., but on the other..., but in certain situations....
A social constructivist viewpoint on learning sees understanding as built through
communication, so we can argue that the development of students literacy is
inseparable from the development of their geographical understanding and critical
thinking. Even when focusing specically on good practice in writing (such as when
modelling use of a particular text type), we are helping students develop the ability
to communicate their geographical understanding, and the process of expressing
their thoughts enables those thoughts to be rened.
2.2 Enquiry sequence:
Should people be allowed to destroy the
Amazon rainforest?
See Roberts 2003, pp. 27-32
for further discussion of the
social constructivist approach.
See Section 2.1 for a
discussion of possibilities.
See Theme 3 for further
discussion of writing
in Geography.
RePresenting_Geog_REPRINT 1 7/3/05 7:59 pm Page 71
72 Re-presenting Geography: Liz Taylor | CKP
2 Whose world?
Of course, producing good-quality extended writing isnt easy, which is why we need
good scaffolding techniques (see Section 3.1) to help students to structure and
prioritise ideas. Christine Counsell shows how effective such techniques can be in
helping mixed-ability classes produce sophisticated extended writing in history
(Counsell 1997). In this sequence I have drawn on some of her ideas for helping
students structure their ideas by card sorting.
Please see the planner (pp. 78-79) for the full sequence of activities. There is more
detail below about selected strategies.
Accessing prior knowledge
With a well known topic such as the Amazon rainforest its important that we spend
time accessing prior knowledge near the start of the enquiry sequence. This activity
(p. 78) has various purposes:
To give the teacher a better idea of the extent and spread of existing knowledge
across the class so that teaching may be better tailored to pupils needs.
To show pupils that we recognise and value their existing knowledge to afrm
them as knowledgeable individuals, rather than assume they are empty vessels.
To bring out any key misconceptions about the rainforest, which can be
addressed immediately or later in the enquiry sequence (see Dove 2000 for
common misconceptions).
Dove (2000) and Bermingham & King (1999) both discuss students ideas about the
rainforest, and although our own students may have prior knowledge from different
sources, their ndings can help to sensitise us to possible issues.
Visual demonstration of rainforest size/deforestation rates
Its hard to imagine the sheer scale of the rainforest. Some form of demonstration of
the size, amount that has been cut down and rate of deforestation is important to put
this unit in context (see p. 78). These gures could be made real to students by
removing spider plants from a windowsill forest or wiping out part of a map of the
Amazon on the board. We can also talk about how estimates might be made (e.g. by
analysing satellite photos). If there is still lots of rainforest left in Brazil, does
deforestation matter? How much deforestation is too much? Its important to use
up-to-date gures and also to be informed about recent ideas on the amount, type
and conguration of forest thought necessary to sustain large mammals and current
levels of moisture there are many useful sources of information from governments
and NGOs on the internet (see p. 77). We should beware of presenting too neat a
picture to our students the interactions of ecosystem and climate are so complex
that changes are hard to predict, and research ndings may conict.
Keeping track of progress
As all the learning builds up towards the nal piece of extended writing, students
will need ways to record their evidence and thoughts over time, and the structure
and progress in learning need to be signposted. Here are some strategies:
Index cards. Pupils could jot down their ideas and knowledge, starting with the
initial brainstorm. Later, when the class is discussing how to structure the extended
writing, these cards could be classied (e.g. points which supported arguments
for/against deforestation) and divided into big main points (such as Life in the
rainforest is diverse and interdependent) and little supporting points (such as
gures on the number of living things per km
2
). The level of support that the class
Counsell, C. (1997)
Analytical and
discursive writing at Key
Stage 3, Shaftesbury:
Historical Association.
Practical ideas and
examples of high-quality
extended writing with
mixed-ability groups.
You may be able to
borrow it from your
history department.
Read on to...
Bermingham, S. &
King, L. (1999) Ten
(plus one) go to Brazil,
Teaching Geography,
24(4), pp. 173-177.
Compares students
perceptions of Brazil,
including the rainforest,
before and after
they visit.
Read on to...
Dove, J. (2000)
Conceptions of
rainforests, Teaching
Geography, 25(1),
pp. 32-34. An interesting
discussion of students
ideas about rainforests,
picking up some
common misconceptions.
Read on to...
Enquiry sequence: Should people be allowed to destroy the Amazon rainforest?
or individuals will require in sorting and structuring their thoughts will depend on
their prior experience and ability some pupils may be able to sort and structure
their writing independently (which is the long-term aim), others will need
simplied cards and/or additional aids such as a writing frame.
Wall display. If the class will be in the same room throughout the enquiry
sequence, it would be helpful to construct a wall display to track key points as
they arise (idea from Cawley 1997). Ideas could be added by the pupils/teacher as
they arise or as part of the conclusion of each lesson. This display can then be
used as a source of information when writing. In addition, pupils may need to
note more detailed information in their exercise books.
Cawley, R. (1997)
Display the forgotten
teaching method?,
Teaching Geography,
22(1), pp. 26-29. Useful
ideas on making display
part of the learning
process.
Read on to...
A possible structure
for the wall display.
3. Helpful ripple
or continuum
diagrams. Views
from groups and
pupils.
2. Reminder of
deforestation
rates, giant flow
chart showing
effects.
1. Results from brainstorm
characteristics of the forest,
plus annotated photos.
4. Guidance on the
extended writing
sentence starters,
annotated examples
etc.
Causes of deforestation continuum card sort
This activity (see p. 78 and Resource 1, p. 80) gives the opportunity to work with
information about the causes of deforestation and also challenges students to think
beyond a simplistic ranking of the severity of the causes. By considering different
ways in which the environment and people can be impacted, they start to unpack
the idea of destruction. The following sequence can be adapted, as necessary, for the
needs of your class:
1. After brainstorming the six or so main causes of deforestation (some of which
pupils will already know), ask Which of these are most destructive?
2. Give each pair or small group a piece of A3 or sugar paper and the cards (the set
included see Resource 1 on p. 80 gives causes only, but you could increase the
amount of information and/or change the land use types as you prefer). Get pupils
to draw a line (continuum) on the edge of their paper most to
least destructive.
3. Pupils then place the cards along the continuum according to how
destructive they judge each to be. The advantage of having fairly
big cards is that they can overlap, demonstrating that there may be
a range of possibilities within each land use category.
4. Hopefully, by now either some arguments will have developed
within groups, or different groups will have very different ranks. At
this point you can open up a good discussion by asking people to
explore and justify their views. Disagreements will either be due to
insufcient knowledge about the land uses (in which case you can add in more) or
most
least
2 Whose world?
because the question Which is most destructive? is overly simplistic. (If the latter
doesnt come up naturally, you will need to draw it out from students ideas.)
5. Discuss what do we mean by destructive? Does it refer to the extent of the
physical area deforested (in which case mining may not be too serious) or the
effects on people living in the region (in which case if the mining has caused
heavy metals to leach into the water, it may be very destructive)? You could
discuss how comprehensive the removal of vegetation would be for each land use,
the time it would take for secondary regrowth, and so on.
6. Once the pupils have the idea, ask them to redo their continuum diagram for a
more precise question, for example: Which land use affects the environment
for the longest? When students are happy with their diagram (and after some
challenges by the teacher if necessary), they could glue the slips down and
annotate the sugar paper to justify their views. This could form part of a wall
display. Alternatively you could collate views from across the different groups
on a recording sheet. These ideas will then form part of the arguments about
destruction in the extended writing.
Effects of deforestation on different groups ripple diagram
In this activity p. 79 and Resource 2, pupils think through the extent to which a
whole range of groups of people and fauna will be affected by deforestation. For
some groups at rst it will seem easy, but the teacher or other pupils can
problematise many of the cards, drawing out a lot of good geography and
highlighting that, in the real world, very few things are straightforward. The work
will contribute to answering the enquiry question by giving pupils a feel for the
different groups involved and how they are affected. Is it fair for some groups to
benet if that means others lose out?
1. Distribute a large, pale piece of sugar paper to each pair/small group and ask them
to draw a series of concentric circles on it (three or four are ne, and they dont
have to be perfect).
2. Explain that you are going to give each group a pack of cards (see Resource 2, p. 79)
with groups of peoples/wildlife written on. They need to arrange the cards on the
diagram with those most affected by deforestation in the centre. (It may be helpful
for them to write MOST in the centre and LEAST at the edge.)
3. Give pupils ve minutes to read the cards and distribute all the ones they nd
easy.
4. It is then very important for you to go round to provoke groups who nish quickly
(or the whole class) into rethinking some of the cards. For example, if they have
automatically put all the wildlife in the middle, are they sure that all the
categories would be affected to the same extent? Could some move on, or adapt to
different environments? Which needs a larger territory, the jaguar or the buttery
and why? Does what happens in the Amazon really not affect the family in
Birmingham? Might the wealthy family in Brazil actually have got that way
because they own a logging company? Hopefully they will see fairly quickly that
how affected different groups would be depends on a fairly specic set of
circumstances there are no easy answers.
5. Once group discussion has wound down, you can debrief the group by feeding
back on a few key points and discussing general patterns they saw.
If this activity is being fruitful and you wish to develop it, you could ask groups to:
glue down their slips, highlighting those they argued about and annotating them
with the arguments;
glue down and colour code the slips, e.g. red for groups who are negatively
affected, green for positively affected, commenting on the balance and
distribution of these;
rearrange the slips into a ranking for who has the power to control their situation,
then comment on what they nd;
sum up their ndings on the Who gains, who loses? sheet (Resource 3, p. 82).
This could lead into a discussion about whether it is fair for some groups to benet
whilst others lose out. Is it acceptable to destroy all or part of an ecosystem if people
benet? How have more developed countries interacted with their environment
during the process of industrialisation? Who has the right to exploit or conserve
Brazils resources? What are the power relationships in this issue?
Producing a high-quality piece of extended writing
The question Should people be allowed to destroy the Amazon rainforest? could be
answered by a piece of extended writing based on either the discursive or the
analytical text type (see DfEE 2001). The nal form in which you set this task
should be determined by the amount of support that individuals and the class need,
based on your knowledge of their ability and prior experience. If you choose a
discursive text type (arguments for, against, own views) this will be familiar to a Year
7/8 class from their junior school and secondary English, and some pupils will be
able to tackle the task independently, always an aim. However, the analytical form
(following through a reasoned argument) will give more challenge and is an
important foundation for more advanced work. If you choose the latter, the level of
support given in the form of modelling and discussion will need to increase, but
theres more scope for getting to grips with the word destruction and for
independent thought.
Help with written form is most appropriate at the point of need (Wray & Lewis
1997). So, you may wish to select from the following strategies to suit individuals or
the whole class:
modelling and shared writing (see Wray & Lewis 1997);
analysing examples of good/mediocre text as a class;
writing frames;
sentence starters (e.g. Some groups think that...) and useful words (e.g.
connectives like however and additionally) these could make up part of the
wall display;
essay planners (see Resource 4, pp. 83-84);
highlighting, classifying and sequencing the record cards, if used.
The key aim should always be to give the level of support by which pupils are
enabled to communicate as effectively as possible, whilst concentrating most of their
thinking on the geography which they are trying to express. A quality written
outcome will require support, time and the facility to get feedback on a draft. It will
be worth investing time to produce work which pupils have the satisfaction of
Wray D. & Lewis, M.
(1997) Extending
literacy: children
reading and writing non-
ction, London:
RoutledgeFalmer.
Detailed practical ideas
for scaffolding pupils
writing. Aimed at Key
Stages 1-2, but the
ideas can easily be
transferred to a
secondary context.
Read on to...
See Section 3.4 for more on
using essay planners.
2 Whose world?
Essay by Emily Butler, Year 9, Litcham High School, Norfolk
Rainforest destruction who gains, who loses?
Tropical rainforests all over the world, and especially in such countries as Brazil, Indonesia and the
Democratic Republic of Congo, are being destroyed as an alarming rate. Annual loss between 1980 and 1990
was about 38.5 million acres, and it is estimated that between 1960 and 1990 a fth of world tropical
rainforest was lost through logging, mining and farming.
Many campaign groups like Greenpeace and the W.W.F. argue that this causes indigenous peoples to lose their
homes and land, and wildlife to lose its habitat; many nding it difcult to adapt to another as the tropical
rainforest is a distinctive world biome. Humus is not replaced, and the soil loses its fertility breaking the
rainforests fragile nutrient cycle.
On the other hand numerous multinational companies benet from the continued destruction of the
rainforest. Less economically developed countries (L.E.D.Cs) benet greatly from the huge amounts of money
in the logging and mining industries, and maintain that most western countries have cleared large amounts of
their forests to get where they are today.
Western civilizations have denitely not helped the Amerindians, the indigenous people. They are forced
from the homes they have lived in for centuries by companies who want their land, and are murdered if they
refuse to leave. Many have been killed by the spread of western diseases they have no immunity to, such as
measles or u. Since westerners came in contact with them in the 16th century, 96% have died out.
Wildlife also loses out, as 50% of the worlds species of animals live in the tropical rainforests the majority
in the canopy, which provides them with shelter and food. When this is cut down they have no way of living;
insects especially are unlikely to adapt to any other habitat, let alone the bleak, empty landscape they nd
themselves in when the machinery nally moves on.
And the ground isnt likely to recover, either. Without the plant cover, soil is quickly eroded by the heavy
rainfall; nutrients are washed away and not replaced as there are no dead plants or animals, animal excrement
or leaf litter to form the essential humus. As the soil was already nutrient-poor this has disastrous affects.
The devastation of these vast areas of vegetation, taking in carbon dioxide and releasing oxygen via
photosynthesis, causes an imbalance in atmospheric gasses. Slash and burn, a technique often used to clear
large areas of forest, also adds to the greenhouse effect by releasing the plants store of carbon dioxide.
Furthermore, species of plants are becoming extinct that may be found to hold cures for numerous diseases.
Over half of our modern medicines come from tropical rainforests, and scientists believe it possible that
cures could be found for cancer, and AIDS among others.
Then again, logging and mining companies, cattle ranchers, private loggers and nearly a million gold
prospectors gain greatly from rainforest destruction.
In addition, the countries, mostly LEDCs, prot considerably. Using the resources available for them through
the tropical rainforests in their countries, they signicantly develop their wealth which in the short term
only proves an advantage to the governments and large companies, but will trickle down the countries economy
and help the majority of poor, working families. They can export bauxite, oil, coal and precious minerals such
as gold, as well as timber. Hydro electric power (HEO) from falling water in the rainforest provides power
for much need industries.
In conclusion, I think that the destruction of the rainforest at the current rate must be stopped, and in
future the methods of using its resources have to be sustainable. If the tropical forests are completely
destroyed, no one will benet in fact multinational companies will be one of the worst affected groups and
the consequences for the Earths climate and well-being could be catastrophic. But before we started to
understand the environment, and how the fragile web of ecosystems affects us all, many countries that are
now prospering exploited their resources to the full. I think that these countries should now help the poorer
ones, and support them so they do not have to resort to pressing Earths self destruct button.
feeling is nished and which shows their geographical understanding at its best. If
set up appropriately so that pupils are aware of the assessment criteria as they write,
this work could be part of a formal assessment process.
The example discursive essay on p. 76 drew together Emilys work on the enquiry
question Rainforest destruction who gains, who loses? She has structured the text
in a logical way, setting the scene, then introducing paragraph by paragraph
different groups and some aspects of the environment which experience the costs
and benets of deforestation. The big point is located clearly in the rst sentence
of the paragraph, which is then eshed out by further explanation and sometimes
supported by statistics (little points). A series of connectives Furthermore..., In
addition..., Then again... signal the building up of similar and contrasting points
in her argument and also help to give a sense of ow. There is breadth of
geographical ideas, and some points are developed with a series of knock-on effects.
Emily has clearly developed an understanding of the issues and condence in
expressing them in essay style. If you were her teacher, how would you now plan to
help her develop her skills and thinking further? You might like to refer to some of
the ideas in Section 3.3.
Progressing to... ?
This enquiry sequence brings up issues of resource exploitation, conservation,
global/local scale links and knock-on effects. It could lead on to further work on
links between countries, perhaps the economic effects of globalisation, or
international relations connected with other environmental issues for example
desertication.
Useful websites
www.rainforestweb.org is a good starting point for up-to-date sources of information on the
rainforest.
Environmental News Service www.ens-news.com
Rainforest Action Network 500 Year Plan www.ran.org/info_center/plan.html
Eco-portal www.eco-portal.com
Rainforest Alliance www.rainforest-alliance.org/WWF
www.panda.org/about_wwf/what_we do/forests/index.cfm
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Enquiry sequence: Should people be allowed to destroy the Amazon rainforest? RESOURCE 1
Logging Ranching
Plantations
Shifting cultivation
(indigenous people)
Mining Roads
Cards for continuum diagram
Cards for ripple diagram
Large carnivores, e.g. jaguar birds, e.g. parrot
Small insects, e.g. millipede sh, e.g. piranha
elderly indigenous people young indigenous people
multinational companies Brazilian government ofcials
family in Birmingham fairly poor family in Rio
fairly poor family in Manaus
(town on banks of
River Amazon)
wealthy family in Brazil
Scientist from Cambridge
member of the Worldwide
Fund for Nature
Rainforest destruction who gains, who loses?
Who? Because?
1. Denitely lose
Who? Because?
2. Denitely gain
Who? Because?
3. It depends
Essay Planner
Name:
Should people be allowed to destroy the Amazon rainforest?
1. Introduction
Start off by introducing the case study and outlining why it might be destroyed
Fill in these spider diagrams to help. You might like to highlight big points and
number them in the order in which you plan to mention them.
NB: Example for discursive writing
class with some experience
Would a map or
diagram help?
Where is it and
whats it like
Which groups are cutting
it down and why?
Essay Planner Cont.
2. Main bit
Use this table to get together the views for and against deforestation. When all your ideas are
written down, try to sort them into three or four really big points (use a colour code) and nd
the evidence that goes with them. Each big point can then be a paragraph.
Reasons why people might want to cut down
the rainforest
Reasons why deforestation is a problem
3. Conclusion
Should people be allowed to destroy the forest? What do you think? Yes? No? Is there another
possibility? Remember that your view must be justied from the evidence youve given.
My view:
I think this because:
What would be the effects of your view being put into practice?
Re-presenting Geography

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Re-presenting Geography: Liz Taylor | CKP 71

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