- Have students name species which they think are endangered or threatened and discuss the reasons why they think the species are or could be endangered. Pictures could be drawn of different species or they could be cut out of magazines and made into a collage.

- Have students describe an ecosystem of their choice. In their description they should identify as many living and non-living components as possible. They should also be able to describe the flow of energy within the ecosystem.

- As a class, make a list of everything the students had to eat for lunch. Beside each food item note if the item is a producer or a consumer, and what trophic level it most likely belongs to.

- Describe or draw a graph illustrating what is likely to happen to a population that far exceeds the carrying capacity of its ecosystem.

- As a group, discuss whether you consider wildlife to be a renewable or a non-renewable resource? Explain your answer(s).

- List some human activities that have expanded the earth's carrying capacity for people. List some human activities that have reduced the earth's carrying capacity for other species. List some things that can be done to try and protect different endangered species.

- Describe or draw a diagram illustrating how energy flows within a particular ecosystem. Don't forget to include man's position(s) in the energy flow if applicable.

- As a group, discuss students answers to the following question: If you had the authority and the financial assets to take any means necessary to protect and preserve the world's biodiversity, but could only take one what means would you take and why?

- Select an endangered species that you care about. Write a poem or draw a picture illustrating why this species is important to you.

- As a class, write letters to your state and national representatives, encouraging them to take action on a conservation issue you feel strongly about. In your letters let them know how you feel and what action you would like them to take and why.

- Organize and carry out a class beach-pick up. Have students note the amount of different types of trash they collect. Discuss how each type of trash can be harmful to the environment (i.e., biodegradable, non-biodegradable, plastics, toxins, etc.) and what happens to trash once it is thrown "away". (Where is "away" anyway?)

- Engage class in a discussion regarding things that can be done to help protect Hawaii's marine environment, and the global marine environment for that matter. Your discussion should touch on aspects of public education, creating laws and policies, and economic considerations.