National Geographic Photo Ark EDGE Fellow Jamal Galves discovered his passion for manatee conservation when he was a child. He spent his weekend helping scientists feed and monitor two orphan manatees named Woody and Hercules. Fast forward a few years and Jamal joined the Sea to Shore Alliance where he worked hard and rose to the role of program coordinator for the conservation work in Belize.

Use the resources in this collection to prepare your students for his upcoming National Geographic Live! student matinee experience. Use the “Before the show” ideas to introduce students to Jamal Galves and the topics (marine biology, conservation, wildlifethat 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 Jamal Galves’s biography.

  • Download and print the provided maps of Belize, or use the MapMaker Interactive, to explore the area where Jamal Galves works. 

  • Have students read the biodiversity and biodiversity hotspot encyclopedic entries. After reading, ask: What is biodiversity? What is a biodiversity hotspot? Why is biodiversity important? What are some of the most biodiverse ecosystems that you can name? Are there any endangered or threatened species in your community? How can you help protect biodiversity in your community?
  • Learn more about manatees with the Meet the Manatees and Photo Ark: Antillean Manatee articles. Have your class write down two questions each to ask Jamal about manatees. 
  • One way to protect marine wildlife such as the manatee, is to create a marine protected area or marine sanctuary. Ask your students to read the two articles and then research the range of manatee. Using that information have them propose an area of ocean to protect to help the manatee population thrive.

  • Did you know there are manatees in the Amazon River? Learn more about the biodiverse ecosystem with the Amazonia: Vital and Fragile infographic.

  • Need more resources on biodiversity? Check out this collection!

  • Provide each student with a KWL Chart. Introduce the program they will attend and, who Jamal Galves is, and offer a brief description of Jamal Galves’ 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 Jamal Galves. Distribute the worksheet to students before the presentation and review the directions with them. Review any terms with which 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 Jamal Galves presented. Ask: What continents, countries, or areas does Jamal Galves work in? Have younger students imagine that these places were characters in the stories that Jamal Galves shared. Ask: What role did place play in Jamal Galves’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 Jamal Galves used. Ask: What vocabulary words did Jamal Galves 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 Jamal Galves 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 Jamal Galves talk about today? In what ways does Jamal Galves 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 Jamal Galves work. Ask: What, if any, call to action did the Jamal Galves make? How can you implement any changes in your day-to-day life? What can we work on together as a group?

all the different kinds of living organisms within a given area.


to transmit, transport, or carry.


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


to show how something is done.


community and interactions of living and nonliving things in an area.


to give authority or power.


organism threatened with extinction.


to carry out plans.


having to do with the ocean.


lasting, stubborn, or tenacious.


total number of people or organisms in a particular area.


set of terms used in a specialized subject.


to develop and be successful.


organisms living in a natural environment.