Rat-a-Strophics and Cat-o-Matics. By William Van Zyl.

The Extravagant Podcast

Read the story and article as a blog post:

https://fivehousepublishing.com/2021/07/19/rat-a-strophics-and-cat-o-matics/

Excerpt:

“Rat-a-strophic,” laughed the freight plane dispatcher.

“Or, maybe Cat-o-matics,” chuckled the second dispatcher.

“They are going to get a rude awakening,” said the experienced military veteran.

The tailgate of the aeroplane was open; the officers had to hold on for dear life.

The wind violently pushed and pulled the two officers of the Royal Air Force at the gate of the freight plane – a fleet of camouflaged C130s from the UK were powering through the cold Borneo air. They resembled massive ‘iron eagles’ entering into Borneo’s airspace. The officers were attached with thin steel cables to the plane. If they fell out and their emergency parachutes took them down to the area below them, they would probably be eaten alive. A large sign covered the sides of the planes: ‘World Health Organisation (WHO) – Operations.’

The rats and mice looked up as the large eagles headed towards them. The forest held its breath.

“What on earth are they up to?” asked Ratatouille.

“I have no idea,” said Ratana.

The eyes of hundreds of predators were blinking nervously in the dim-lit belly of the plane. They were trapped. Trapped in crates. Large paper tags tied to the boxes read:

DESTINATION: Borneo – DATE: July 1956. Approved and Ratified by the WHO? ‘Operation Cat-a-strophic.’

Homes of the Dayak people of Borneo. Buildings were raised above the ground – sitting on tall stilts. The roof covering is made of leaves.

See the lesson plan at the end of the story and article: Sustainability.

SUSTAINABILITY: This story is a prompt for developing a great lesson plan for teachers: Sustainability, food chains, and eco-systems.

Learning intentions:

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

More ebooks, articles and stories:

https://fivehousepublishing.com/

About the author:

http://williamvanzyl.com/