This video was filmed on November 5, 2011 as part of the National Geographic Live! Lecture series at National Geographic Society headquarters in Washington, D.C.

Introduction
Noted photographer, filmmaker, and international conservationist Mattias Klum was named a National Geographic Fellow in 2010. In this role, he supports ongoing National Geographic Mission Programs conservation efforts such as Mission Blue, Freshwater Initiative, and Great Energy Challenge, focusing his efforts on critical biodiversity and conservation issues.

Outline

• Introduction: Doing projects for National Geographic (start-01:45 min.)

• Photographing places and animals: ambassadors for biodiversity (01:46-03:15 min.)

• The Panama kinkajou project (03:16-07:05 min.)

• Photographing Asiatic lions in India (07:06-09:39 min.)

• A helicopter trip above the glaciers in Iceland (09:40-13:53 min.)

• A long tail macaque's day at the spa in Borneo (13:54-16:55 min.)

• Video footage of orangutan mother and baby in Borneo (16:56-19:12 min.)

• Video footage of a pheasant in Borneo (19:13-20:30 min.)

• Borneo resource use: sustainability and change (20:31-22:45 min.)

• Working for our own sustainable future (22:46-24:58 min.)

Strategies for Using Video in a Variety of Learning Environments

• Have students preview several of the videos and choose the one they find most inspiring. Have students describe in writing a conversation they might have with the speaker(s).
• Freeze the video on a relevant image. Have students observe details in the still image and jot down predictions of what the full video might address. Discuss students’ ideas before and after watching the video.
• Pose an open-ended question before students watch the video, and have them discuss their ideas before and after in small groups.
• Have students determine what they think the key message of this video is. Was the speaker effective in getting his or her message across?
• Show a short clip to engage students during class, and then have students watch the full video at home and write a paragraph responding to the content or a question you give them.
• Have students note statements that represent facts or opinions, including where it’s difficult to tell the difference. What further research might help distinguish facts and opinions? How might the speaker’s viewpoint compare with others’ viewpoints about a topic?