Brazilian born, Cleveland raised, filmmaker Filipe DeAndrade has a passion for wildlife and freely admits he is addicted to adventure. Filipe graduated from the University of Florida and started a production house with his friends called Comfort Theory. In 2015 Filipe won National Geographic’s Wild to Inspire short film competition at the Sun Valley Film Festival and is a 20 Time NY Emmy Award Winner as producer and photographer. Nat Geo WILD invited Filipe to work on several documentary projects and he is currently producing the WILD YouTube show Untamed for National Geographic.

Use the resources in this collection to prepare your students for their upcoming National Geographic Live! student matinee experience. Use the “Before the show” ideas to introduce students to Filipe DeAndrade and the topics (wildlife, conservation, film, geography, photography) that he will discuss during the show. Use the “After the show” ideas to extend the learning after the event has ended.

 

Before the Show:

  • Have students review Filipe DeAndrade’s biography using the links in the Explore More tab on this page.

  • Download and print the provided maps of the United States, or use the MapMaker Interactive, to explore the areas where Filipe works.

  • Have students read the “conservation” encyclopedic entry. Lead a class discussion about different kinds of conservation techniques. After reading, ask: How are different types of conservation connected to one another? Can conservation be good and bad?

  • Watch the Joel Sartore: Capturing Endangered Species video to familiarize students with the work of wildlife photographers and filmmakers.

  • Engage students in observation and recording techniques with the Observing and Recording Habitats activity provided.

  • Help students learn more about endangered species with the activity Endangered Animals of the Americas. Ask: If Filipe and his team are filming an endangered species, do you think there are any special protocols they should follow? Consider extending that question by asking them to research any laws or guidelines on the issue.

  • Provide each student with a KWL Chart. Introduce the program they will attend and, who the speaker is, and offer a brief description of the speaker’s topic(s). Have students fill out the What I Know and What I Want to Know columns of the KWL Chart. Have them fill out the What I Learned column after the show.

  • Use the graphic organizer collection to select a graphic organizer to help your students organize their questions and new knowledge before, during, and after the program. For example:

    • Download and print the T Chart. Have students label the left column with Questions I Have and the right column with Answers, and then conduct research about the speaker and their topic ahead of the program. Have students record answers to their questions during or after the program. Have students conduct research to complete any unanswered questions for homework. Have each student share a question and answer with the class.

    • Download and print the provided Five Ws Chart. Have each student bring their copy to the matinee program and take notes. Have students share and discuss their notes after the show.

After the Show:

  • Use the Explorer Comparisons worksheet and have a class discussion to help students make connections between themselves and Filipe DeAndrade. Distribute the worksheet to students before the presentation and review the directions with them. Review any terms with which that they are unfamiliar with. After the presentation, have students share the notes that they took during the show. Have a class discussion about attitudes and skills and how students demonstrate them in their everyday lives. Have students record their personal examples on the worksheet.

  • Review the continents, countries, or areas that the speaker presented. Ask: What continents, countries, or areas does the speaker work in? Have younger students imagine that these places were characters in the stories that Filipe DeAndrade shared. Ask: What role did place play in Filipe DeAndrade’s story? Why was location important to the story? How did the characteristics of the place influence the story? Note: You may need to introduce the concept of place for your students before they can answer and discuss these questions.

  • Discuss and define any unfamiliar terminology that the speaker used. Ask: What vocabulary words did Filipe DeAndrade use that were new to you? Invite volunteers to write the words on the board, and have the class define them as a group using the information they learned from the speaker or through research. If desired, have students record unfamiliar terminology during the show on one-half of a T Chart. Then, have them write the definitions on the other side following this class discussion.

  • Have a class discussion about the attitudes National Geographic explorers embody. Ask: What attitudes did Filipe DeAndrade talk about today? In what ways does Filipe DeAndrade demonstrate curiosity, responsibility, empowerment, and persistence in his work? Why do you think these attitudes are important for explorers? Students can use their Five Ws Chart for reference and a graphic organizer to organize their ideas.

  • Have a whole-class brainstorm on how students can make changes or support the speakers’ work. Ask: What, if any, call to action did the speakers make? How can you implement any changes in your day-to-day life? What can we work on together as a group?

Noun

management of a natural resource to prevent exploitation, destruction, or neglect.

Noun

organism threatened with extinction.

Endangered Species Act
Noun

(1973) U.S. legislation that protects endangered species when they are threatened by human activity.

national park
Noun

geographic area protected by the national government of a country.

Noun

protection from use.

protected land area
Noun

area where development projects are controlled or limited.

refuge
Noun

public land set aside to protect native wildlife.

wildlife
Noun

organisms living in a natural environment.