Chapter 18 - OurTeachersPage.com

CHAPTER 18
CONSERVATION OF BIODIVERSITY
THE BIG PICTURE
KEY OBJECTIVES This chapter addresses biodiversity with a focus on conservation. The chapter looks
at causes of biodiversity and laws involved that protect species.
COURTNEY’S ADVICE I recommend that you design your lessons around the reasons for biodiversity
loss. The most important law to focus on is the Endangered Species Act.
NAT’S ADVICE This chapter on biodiversity and conservation is very important. Ideas from this
chapter, notably endangered and invasive species, have appeared in free response questions on three of
the past twelve exams. I would either cover this chapter independently in about two weeks or merge it
with chapter 3 Ecosystem Ecology or chapter 6 Populations and Community Ecology.
PACING GUIDE: TIMELINE/PLANNING
180 class periods (45 minutes)
Week 1
D1 Global decline in genetic diversity, global seed
bank
D2 Causes of biodiversity loss, habitat loss
D3 Native, alien, exotic, invasive species
D4 Overharvesting, plant and animal trade
D5 Lacey Act, Cites, ESA, regulations and laws
Week 2
D1 climate change, biosphere reserves
D2 Assessment quiz
D3 Lab Wanted Poster
D4 Assessment test Free Response
D5 Assessment test multiple choice
90 Days (Block Schedule 90 minutes)
Week 1
D1 Global decline in genetic diversity, global seed
bank, causes of biodiversity loss, habitat loss
D2 Native, alien, exotic, invasive species,
overharvesting, plant and animal trade
D3 Lacey Act, Cites, ESA, regulations and laws
Week 2
D4 climate change, biosphere reserves, Assessment
quiz
D5 Lab Wanted Poster
D6 Assessment Test FRQ and MC
TEACHING THE CHAPTER
USING THE OPENING STORY
The opening story discusses preservation measures that have been
enacted in the U.S. that have helped to preserve biodiversity. I would use the opening story as a lead in to
a fun, creative activity. After reading the opening chapter, have the students create a tri-fold ecotourism
brochure. The purpose is to sell you on a trip to a national park, preserve, or marine sanctuary. They
should include all the “HIPCO” items (see below) that would be problems in their park/preserve and ways
that ecotourists could help solve these issues. Have the students include a map, pictures of native species,
pictures of invasive species, etc.
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CHAPTER SNAPSHOT This chapter summarizes ideas from the chapters that have preceded it. It looks
at how human actions have affected the animals and plants that we share the planet with. I would use this
chapter to review other topics that had been taught previously.
VOCABULARY TERMS
•
extinction
•
exotic species
•
Marine Mammal Protection
Act
•
inbreeding depression
•
invasive species
•
Endangered Species Act
•
endangered
•
Lacey Act
•
Convention on Biological
Diversity
•
native species
•
CITES (Convention on
•
International Trade in
Endangered Species of Wild
Fauna and Flora)
•
alien species
•
red list
•
edge habitat
biosphere reserves
TEACHING TIPS
FROM COURTNEY I teach my students to remember the causes of biodiversity with the mnemonic
HIPCO. This stands for:
H- Habitat Loss
I- Invasive Species
P- Pollution
C- Climate Change
O- Overharvesting
COMMON MISCONCEPTIONS
Many students incorrectly believe that there are no success stories
for endangered species. I like to talk with my students about bald eagles, peregrine falcons, grizzly bears
and red wolves -- endangered species that have been brought back from the edge of extinction.
AP TIP I tell my students that if they are asked to name a law on the AP exam that has anything to do
with animal or plant species that are decreasing, they should cite the Endangered Species Act. As a
reader at the AP Exam, it is amazing what strange laws students will list. The Endangered Species Act is
usually the one that will cover any question that falls into this category.
WORKING TOWARD SUSTAINABILITY There are many things that students can do to help biodiversity
loss. For example, they might have a penny drive and donate the money to a wildlife conservation
organization, they can visit a local zoo and research endangered species found in the zoo, or they can
volunteer to pick up trash, etc. in a local park. I’m sure your students can come up with many additional
ideas.
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PREPARING YOUR STUDENTS TO DO THE MATH
Over the decades, there has been a steady increase in the number of alien species found in terrestrial
ecosystems. The graph above (from Figure 18.10, page 505) shows the number of alien species recorded
from the Nordic countries of Iceland, Sweden, Finland, Norway, and Denmark.
Problem
a. Calculate the percent increase of terrestrial species from the 1930’s to 1990’s.
Solution
Step 1: Read the graph to find the number of species in 1990’s and 1930’s
1990’s = 1600 species
1930’s = 700 species
Step 2: Divide the number of species from 1990’s by the number of species from 1930’s
90’s value – 30’s value/ 30’s value =
1600 species – 700 species = 900 species
900 species / 700 species = 1.28
Multiply the answer by 100%
1.28 x 100% = 128%
rounding the answer gives a 128%% increase in the number of alien species.
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FREE RESPONSE QUESTIONS FROM PREVIOUS AP EXAMS
The Free Response questions can be found on the AP Central website:
http://www.collegeboard.com/student/testing/ap/envsci/samp.html?envsci
Students should be able to answer all of the questions listed below with material learned in this and
previous chapters. Questions that contain content from this chapter but also required content from later
chapters are listed in the last chapter required to complete the entire question. This list will be updated
after each AP Exam and will be posted on the books website:
www.bfwpub.com/highschool/FriedlandAPES
Questions marked with * are from exams with released multiple-choice questions. You may want to save
these questions until the end of the year so you can give your students a complete released exam for
practice. Questions marked with ** are related to using math to calculate a problem.
Year
2000
Question
3
Content
•
•
•
•
•
2003 *
4*
•
•
•
•
2010
3
•
•
•
•
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Endangered Species
Name and describe one endangered species and explain why the
species has declined.
What are three characteristics of organisms that make it vulnerable
to endangerment and possible extinction?
Give three reasons to preserve biodiversity.
Describe a federal or international law that is meant to protect
endangered species.
Name and describe two causes for the decline in population of the
Whooping Crane and California Condor.
What are two measures that have been taken to protect species?
Why do some endangered species have a hard time recovering?
Name and describe one economic or ecological agreement for
protecting Whooping Cranes or California Condors. And one for
not protecting theses species.
Why are Zebra Mussels not found in the western United States?
How does a Zebra Mussel get in to different lakes? Describe a way
to prevent the Zebra Mussel from spreading.
Describe one impact the Zebra Mussel has on aquatic ecosystems.
Name and describe another invasive species. What is one impact it
has on an ecosystem?
Describe two characteristics of invasive species.
ADDITIONAL RESOURCES
VIDEOS: . National Geographic “Don’t Say Goodbye” Endangered Species
The Cove
Cane Toads, Invasive Species
WEBSITE: http://www.endangeredspecie.com/
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“Wanted” Poster Lab
Objective:
To research an invasive species so that students will understand their characteristics
and will become familiar with examples of problems they have caused.
Time:
This lab will take between 1 hour and 1½ hours.
Materials:
• Computer with Internet access for research or a library
•
Construction paper
•
Markers
Procedure:
1. Assign students an invasive species to study. Examples are Kudzu, Zebra Mussel,
Silver Carp, Asian Carp, Cane Toad, etc.
2. Make a “Wanted Poster” for your invasive species (like the wanted posters of
criminals you might see in a post office).
3. Include the following information on your poster:
•
Why the species is “wanted”
•
Where it has been seen (include a map)
•
What other species it has harmed
•
How it made it to the scene of the crime
•
A picture of the criminal
•
What is being done to try to apprehend the criminal
•
How the criminal gets around from crime to crime
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Analysis:
1. Why are scientists concerned about the introduction of invasive species?
2. Why do invasive species often become pests?
3. List 3 things you can do to prevent the introduction of invasive species.
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“Wanted” Poster Lab
Instructor Version
Objective:
To research an invasive species so that students will understand their characteristics
and will become familiar with examples of problems they have caused.
Time:
This lab will take between 1 hour and 1½ hours.
Materials:
I- Computer with Internet access for research or a library
II- Construction paper
III- Markers
Procedure:
1. Assign students an invasive species to study. Examples are Kudzu, Zebra Mussel,
Silver Carp, Asian Carp, Cane Toad, etc.
2. Make a “Wanted Poster” for your invasive species (like the wanted posters of
criminals you might see in a post office).
3. Include the following information on your poster:
•
Why the species is “wanted”
•
Where it has been seen (include a map)
•
What other species it has harmed
•
How it made it to the scene of the crime
•
A picture of the criminal
•
What is being done to try to apprehend the criminal
•
How the criminal gets around from crime to crime
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Analysis:
1. Why are scientists concerned about the introduction of invasive species?
Some possible answers are that introduced species compete for resources
better than the native species, they can reproduce rapidly, they have no natural
predators, and they can prey on native species.
2. Why do invasive species often become pests?
Some possible answers are that introduced species compete for resources
better than the native species, they can reproduce rapidly, they have no natural
predators, and they can prey on native species.
3. List 3 things you can do to prevent the introduction of invasive species.
Some possible answers include not taking seeds or plants from one area to
another, inspecting goods as you travel from country to country, not
transporting water, animals, or plants from one lake/river to another, checking
that your boat doesn’t have plants or animals attached to it, and only buying
pets that you know are native.
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ANSWERS --CHAPTER 17 PREPARING FOR THE AP EXAM
MULTIPLE CHOICE QUESTIONS
1.
Which is a cause of declining global biodiversity?
I
Pollution
II
Habitat loss
III
Overharvesting
(a) I
(b) I and II
(c) I and III
(d) II and III
(e) I, II, and III
2.
Which statement about global biodiversity is correct?
(a) Species diversity is decreasing but genetic diversity is increasing.
(b) Species diversity is decreasing and genetic diversity is decreasing.
(c) Species diversity is increasing but genetic diversity is decreasing.
(d) Declines in genetic diversity are occurring in wild plants but not in crop plants.
(e) Declines in genetic diversity are occurring in crop plants but not in wild plants.
3.
Which group of animals is declining in species diversity around the world?
I.
Fish and amphibians
II.
Birds and reptiles
III.
Mammals
(a) I
(b) I and II
(c) I and III
(d) II and III
(e) I, II, and III
4.
Which of the following species was historically overharvested?
(a) Brown-headed cowbird
(b) Honeybees
(c) Kudzu vine
(d) Dodo bird
(e) Zebra mussel
5.
Which statement is incorrect regarding the genetic diversity of livestock?
(a) The use of only the most productive breeds improves genetic diversity.
(b) Livestock come from very few species.
(c) The genetic diversity of livestock has declined during the past century.
(d) Different breeds are adapted to different climatic conditions.
(e) Different breeds are adapted to different diseases.
6.
Which statement is incorrect about invasive alien species?
(a) Their populations grow rapidly.
(b) They often have no major predators or herbivores.
(c) They are often competitively inferior.
(d) A well-known invasive alien plant is the kudzu vine.
(e) A well-known invasive alien animal is the zebra mussel.
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7.
Which is an example of the single-species approach to conservation?
I.
The Endangered Species Act
II.
The Marine Mammal Protection Act
III.
The Biosphere Reserve
(a) I
(b) I and II
(c) I and III
(d) II and III
(e) I, II, and III
8.
Which principle of island biogeography is incorrectly applied to protecting areas of land or
water?
(a) A larger protected area should contain more species.
(b) Protected areas that are closer to each other should contain more species.
(c) National parks can be thought of as islands of biodiversity.
(d) A larger protected area will have fewer habitats.
(e) Marine reserves can be thought of as islands of biodiversity.
9.
Which statement correctly reflects the idea of a biosphere reserve?
(a) Sustainable agriculture and tourism are permitted in different zones.
(b) Human activities are allowed throughout the reserve.
(c) Human activities are restricted to the central core of the reserve.
(d) No human activities are permitted in a biosphere reserve.
(e) Sustainable agriculture is permitted, but tourism is not.
10.
Which statement is correct regarding swapping debt for nature?
(a) Protecting land and water is typically not expensive.
(b) Developing countries can pay part of their debt by investing in their own environment.
(c) Developing countries pay their debt to the United States by investing in U.S. national parks.
(d) Having a plan to improve the economy of a developing country is not important.
(e) The only expense of protecting biodiversity is the purchase of an area.
FREE RESPONSE QUESTIONS
1.
The conservation of biodiversity is an international problem.
(a)
Name and describe one U.S. law that is intended to prevent the extinction of species. (4
points)
The Endangered Species Act was enacted in 1973 and forbids government and private
citizens from taking actions that would destroy endangered species or their habitats. It also
prohibits trade in products made from these species.
Another example is the Marine Mammal Protection Act of 1972 that forbids the killing of
marine mammals or the import of their body parts.
(b)
Name and describe one international treaty that is intended to prevent the extinction of
species. (4 points)
The United Nations Convention on International Trade in Endangered Species of Wild
Fauna and Flora (CITES) controls the international trade of threatened plants and animals.
(c)
Explain the benefits of taking an ecosystem approach, as opposed to a single-species
approach, to conserving biodiversity. (2 points)
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The ecosystem approach sets aside protected areas as a means of conserving biodiversity.
Factors to be considered are size, shape, and connectedness to other protected areas.
Single-species approaches are focused on increasing the abundance of a particular species
but these efforts often do not protect the entire biodiversity found in an ecosystem.
2.
Tropical rainforests are home to a tremendous diversity of species. As a result, you need to
develop a plan to protect this diversity.
(a)
Describe the advantages and disadvantages of protecting a single large area versus
several small areas. (2 points)
The advantage of protecting a single large area is that the area will have more species
because they support larger populations of each species, which makes them less susceptible
to extinction. Larger areas also contain more species because they typically contain more
habitats and, therefore, provide a wider range of niches for different species to occupy. A
disadvantage of protecting a single large area is that an event such as a disease or natural
disaster could eliminate all individuals in the area.
(b)
How might increasing the amount of edge habitat affect species that typically live deep in
the forest? (3 points)
Increasing the amount of edge habitat will affect species that live deep in the forest because
some animals that thrive in the edge habitat can have detrimental effects on species living
deep in the forest.
(c)
Discuss the merits of preserving individual species that are threatened and endangered
versus preserving the function of the ecosystem. (3 points)
The merit of protecting a single species is that when a species declines, the natural response
is to encourage a population rebound by improving its conditions. This improvement can
include providing additional habitat or reducing the presence of a contaminant that is
causing impaired reproduction. By protecting the habitat for the single species, you protect
the entire ecosystem as well.
(d)
Describe three characteristics of organisms that would make them particularly vulnerable
to extinction. (2 points)
i) low reproduction rate (panda, polar bear)
ii) specialized feeding habits (black-footed ferret eats only prairie dogs)
iii) feeds at high trophic levels (tiger)
iv) large size (rhino, various species of whales)
v) limited or specialized nesting or breeding areas (red-cockaded woodpecker)
vi) found in only one place (elephant seal)
MEASURING YOUR IMPACT
How large is your home? One of the major worldwide threats to biodiversity is habitat loss, including
the loss of forests as the result of logging. Given that the demand for lumber drives much of the market
for logging, consider how you and your family might influence the demand for lumber.
(a)
From 1970 to 2010, the average size of a house in the United States has doubled while
the average size of a family has been reduced by half. Based on this information, how
much more space per person does a modern house have?
The average person has 4 times as much space in 2010 as in 1970.
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(b)
The average house today uses the lumber from 50 trees. If homes were built to be half the
size, and there are approximately 400,000 new homes built each year, how many trees
could be saved?
Today - 50 trees per house X 400,000 new homes = 20,000,000 trees.
If homes were reduced in size to being half as big we would use 1/2 as many trees.
So instead of 20,000,000 we would use 10,000,000 trees. (20,000,000/2= 10,000,000)
(c)
Rather than demolishing an older house and building a new one, many homeowners have
chosen to move an older house to a new location. This effectively recycles the older
house. There are currently 50,000 homes moved annually. Assuming that the average
house uses the lumber from 50 trees, how many trees are saved when houses are moved
rather than demolished?
50,000 homes moved X 50 trees per house that are not used = 2,500,000 trees saved.
CHAPTER 18 PREPARED QUIZ AND TEST
To save paper and reduce waste, we have placed the prepared quiz for this chapter on the
Teacher’s Resource CD. It may also be downloaded from the password protected Teacher’s
side of the Book Companion Web site:
www.bfwpub.com/highschool/FriedlandAPES
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