In preparation for this piece it is best to begin with a series of images of a particular ecosystem(s) or habitat(s) have hanging in the room in some fashion for the lessons or weeks proceeding this segment. Try to include as many endangered species and habitats in your collection as possible. The reason for having these images up is to create an atmosphere for learning by which the images will be familiar to the students, they may begin to ask questions or take an interest in a particular animal, plant, wildlife area, etc. This will be helpful in their later selecting a being on which to do research. Their interest may already be piqued.

* You may place in the center of the room/space a series of the images that may have been on display in the room for a while in some creative fashion as mentioned above. The images should be on cards that each student can carry away with him or her. For large groups you may have several of the same member species. If the group is large enough you may also consider doing more that one ecosystem. For the purpose of this curriculum we will use a New England forest. Other examples of ecosystems include - the ocean, a desert, a swamp, a pond, grassland. It is encouraged for teachers to focus on habitats in your own region, this helps students formulate a better sense of place and often times makes more sense to them because its familiarity and the role in which it may play in their lives. The WWF books are very good at providing names of animals and descriptions of the wildlife that grow and live in a variety of habitats and ecosystems. Sometimes it is nice to include Biblical or other textual quotes on the cards and allow students to see the interplay between humans and wildlife from a historical, cultural and religious perspective. Included in the reference guide are a list of several animals and quotes for use. Other sources include Shir haShirim, Job, Isaiah, Psalms. A Concordance will be helpful in looking up references.

Visualization:

The visualization exercise itself is a useful tool in helping the students use their imaginations in learning. In this instance the visualization may help students take on the character of a non-human being by imagining its size, shape, texture, movement and feeling. You can help facilitate that through the guided visualization.

Encourage students to each choose an animal, plant of non-living member, from among the cards in the center, to whom they are drawn and have them take this card with them and sit some place in the room/space and examine that image closely. You may begin the visualization once everyone has chosen a card. Encourage the students to spread out in the space and get comfortable. While looking closely at their pictures you may guide them through a visualization having them carefully examine the image taking notice of skin, size, texture, physical characteristics, where they live, food they may eat, when they might eat, how they might hunt or eat, who they may be with etc. Students may be encouraged to then lie down with their eyes closed - what does your home smell lie? Is anyone sharing it with you? Where will you go for water? Food? What is the temperature outside right now? How does that make you feel? Does it threaten your safety? What does the air smell like during this time of day? Is it wet? Where is the sun in the sky? What will the rest of your day look like? You must now good for food? How will you get there? You may wish to have some music playing in the background from the environment you have chosen. To the beat of a drum/hands have them slowly grow into that ecosystem member. The emphasis now is on movement. On a percussion instrument you may ask your students to move through space using all of the space that is available. The purpose is to help them imagine how their being might move or travel through space. It is often necessary to remind them to use all of their bodies including voice when imagining themselves as this being. As they move you may want to give them scenarios in which they are moving: You are in an open field, how do you move? Are you predator or pray? Do you feel safe and confident in this space or are you slightly threatened? Are you low, low, low in the grass hiding and moving to safety or are you safe and confident to walk about? By encouraging them to "create eyes in every muscle" they can become more aware of their bodies and the other bodies around them. If students are uncomfortable, have them do the movement piece with their eyes close.

While maintaining their roles have them join in pairs and move together as a pair to the beat of a percussion instrument. Encourage them to pay attention to how those two elements would move in relation to each other - how does a tree move in relation to a fox? Or a fern and rain? Or a snail and a black bear? Slowly bring it to a close.