Learning about Biodiversity. Student Handouts

Transcription

1 Learning about Biodiversity Student Handouts Presenter: Linda Sigismondi, Ph.D. University of Rio Grande, Rio Grande, OH

2 Ohio Wildlife History Part 1: Changes 1. Examine the land use map of contemporary Ohio. What are the ecosystems and their percentages? 2. In general what happened between 1803 and 1903? 3. In general what happened between 1903 and present? 4. How does extirpation differ from extinction? 5. What were the primary causes of for species loss in this activity?

3 Part 2: Habitat Fragmentation A species of bird, Catchum manybugs, breeds in deep forest habitat. It is preyed upon by domestic cats if it nests within 100 m of the edge. Below is a diagram of a tract of forest. Calculate the area, perimeter, and safe area (the area that is not covered by the predation zone of a domestic cat). Do the calculations in meters and square meters. Area = 1000 m Perimeter = Safe Area = 1000 m Below is the same tract of forest that has been fragmented by a railroad and a road. Again calculate the area, perimeter and safe area. (Hint: Do one quadrant and multiply by 4.) Road (10 m wide) Area one quadrant- Perimeter one quadrant- Safe area one quadrant- Railroad (10 m wide) Total forest area- Total perimeter- Total safe area- State at least 3 changes that have occurred to the area, safe area and perimeter.

4 Biomes and Climate Data A biome is a terrestrial ecosystem that occurs over a wide geographical area. Different ecosystems occur in areas of different climate. Biomes are named by their dominant vegetation. The major biomes are Tropical Rainforest, Temperate Deciduous (Broadleaf) Forest, Temperate Rainforest, Tropical Dry Forest, Boreal Forest, Chaparral, Grassland, Savanna, Tundra, and Desert. 1. Each group will be assigned a site and will be provided with a data set that includes monthly average temperatures (in degrees Celsius) and monthly average rainfall (precipitation in centimeters). Calculate the average annual temperature and total precipitation. Site : Average temperature: Total Precipitation: 2. For your site, plot the monthly average temperature and monthly precipitation on the same graph. Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec Are the temperature and precipitation patterns synchronous (temperature high when precipitation high and vice versa), asynchronous (temperature high when precipitation low and vice versa) or no pattern? Are there distinct hot-cold seasons? Are there distinct wet-dry seasons? If so, when? If so, when?

5 5. Record the average temperatures and total precipitation from all 6 the sites. Place an asterisk next to the temperature and/or precipitation if there are distinct seasons. Site Avg. Temp. (C) Total Precip. (cm) Predicted Biome Latitude and Longitude Country or US State Actual Biome Using your textbook and the provided handouts, predict which biome occurs at each site and place it in the table above. Use only the biome names from this activity! 7. When your predictions are complete and recorded on the chart, obtain a key to the latitude and longitude (e.g. 4N,50E). Determine the country (and state if USA) and actual biome by using fig 6.1 and other maps in room. Record in the chart above. Use only the biome names from this activity! `

6 Race to Displace Introduction Succession refers to change in ecosystems over time. Changes occur as organisms compete with each other and as organisms change the environment through their activities. Natural and human-caused disturbances also alter the ecosystem. In this game, you will see the effects of introduced species (alien, exotic) can have on a community. Procedure 1. Each group of 4-6 students should obtain a game board, tokens, plant information cards and action cards. Shuffle the plant information and action cards. 2. The objective of the game is to be the species with the largest population at the end. 3. Randomly deal a plant information card to each person. Obtain the matching token and place it at the start of the game board. This will be your species for the activity. 4.Turns will occur in the following order: wild geranium, black-eyed Susan, eastern red cedar, garlic mustard, Chinese lespedeza, and bush honeysuckle. 5. On your turn, chose an action card from the pile and follow the instructions. If you land on a space with an event, follow the instructions on your plant card. Some action cards will have competition between players if there are two or more players on the same square. DO NOT USE MANAGEMENT CARDS if they are in the deck. 6. The first player to reach the finish wins has the largest population. Record your results in the table below. Assign a 1 to the winning player, a 2 to the next closest to the finish, a 3 to the next, etc. 7. Repeat for two more rounds. (Don t worry about rounds 4 or 5 for now.)

7 Table 1: Rank of species success over the course of game play. Assign a rank of 1 to the species with the larges population (finished game first), and a rank of 6 to the species furthest from finish. Species Round 1 Round 2 Round 3 Round 4 (managed) Wild geranium Black-eyed Susan Eastern red cedar Garlic mustard Chinese lespedeza Bush honeysuckle Round 5 (managed) 8. Analysis: a. Add the total scores for each species and place in the chart below: Species Wild geranium, Black-eyed Susan Eastern red cedar Garlic mustard Chinese lespedeza Bush honeysuckle Total Score b. Which species won the rounds? c. What characteristics helped plants win? d. Which species tended to move backward or lose? e. What characteristics contributed to losing? f. Does fire help or hurt plant species?

8 9. In this game, you encountered processes previously discussed in class. a. Define competition? Give two examples that occurred in the game. b. Define herbivory? Give two examples that occurred in the game. 10. Using your textbook or other resources, answer the following questions? a. What is a disturbance? Give several examples that occurred during the game. b. What is the difference between and exotic and a native species? c. Which species in the game are exotics to eastern North America? d. What is meant by an invasive species? e. Which plants from this game fall into the invasive category? f. Give 3 examples of invasive species that occur in SE Ohio.

9 g. Place your results on the blackboard. Looking at the class results, did natives or exotics win most frequently? Why do you think this is the case? 11. Your instructor will provide you with management cards to add to your deck. Repeat the game for two more rounds using the management cards. a. How did these 2 rounds differ from the previous 3 rounds? b. What management strategies were used and how did they affect the outcome?

10 Biodiversity of Bird Island Part 1. Measuring Biodiversity 1. Based on the class discussion, define biodiversity. 2. Examine the map of Bird Island, a fictional inhabited island in the Atlantic Ocean. A group of scientists recently returned from surveying the island. They identified 6 species of birds living on the island and mapped the coordinates for each population they observed. There is a symbol for each species as well as the number observed at each location. a. How many ecoregions are on the island? What is an ecoregion? b. One way to compare ecoregions is to count the number of species in each region. This is called species richness. i. Determine the species richness of each ecoregion. Construct a bar graph showing the differences. Label the axes. ii. What are some reasons that some ecoregions may have a higher species richness than others?

11 c. Another way to compare ecoregions is to count the number of individuals of each species in an ecoregion. This is called species abundance. Each person in a group should choose a different ecoregion. Construct a bar graph for your region showing the relative abundance of each species in the region. Title your graph and label the axes. d. Compare the graphs for the different ecoregions. Are there any species found in only one ecoregion? If so, which one(s)? These are known as endemic species. e. Which ecoregions show species evenness? f. In which ecoregion(s) does one species dominate? g. What other patterns do you note as you examine the graphs and map? 3. Why might it important to know about biodiversity? Consider scientific, political and economic reasons.

12 Part 2: Assessing Impacts on Biodiversity Go to Under Bird Island Puerto Rico, open ArcGIS.com - Interactive Web Map. 1. What are the 3 ecoregion? 2. What is the relationship between ecoregion and elevation? Practice Scenario Assume you are a wildlife biologist hired by the Puerto Rican government to research local bird species. Government officials have been approached by industry seeking authorization to develop a large resort for tourism in a corner of the western mountains. The officials have asked you to assess potential impacts to the Elfin Wood Warbler before allowing any development. Examine the map that shows the ecoregions, roads and the populations of the Elfin woods warbler. 3. What are some features of the ecoregion for the proposed development? 4. A habitat is the place where an organism lives and is able to survive and reproduce. What are some features of the elfin woods warbler habitat? (Be more specific than the ecoregion.) 5. A niche refers to the role an organism plays in its community such as what it eats and what eats it. Look up some information about the elfin woods warbler to determine its niche (

13 6. From the same website describe the appearance of the warbler and other features of its biology. 7. One also needs to consider the IUCN status of the species. To determine this, go to the IUCN red list website and type the name of the bird into the search bar. What status is listed? 8. The IUCN uses several categories for status. Define the following: EX, CR, EN, and VU. Also define the IUCN. 9. Based on the info obtained, what is your conclusion about the development? Should it be supported? Why or why not?

14 Assessing Impacts on Biodiversity New Scenario. Industrial developers propose to clear-cut forests and strip mine much of one-third of the western end of the island from Mayaguez to Utada to mine lithium metal for cell phones. A major highway is also proposed that would cross the island to allow for deliveries to San Juan airport. The Puerto Rican government has asked you to evaluate potential impacts of this proposed development on the local bird populations. Working as a team of wildlife biologists determine whether or not to support the development of this strip mine in Puerto Rico. 1. Use the methods from the previous activities to determine which bird species will be affected and the degree of the impact. Consider ecoregions, habitat needs, IUCN status, etc. Place notes in the space below use additional paper as needed. Include at least one graph.

15 2. Based on your research, do you recommend proceeding with the mine development? Why or why not? 3. Develop a Three-Minute Public Service Announcement (Microsoft Photo Story, PowerPoint) for Puerto Rican officials to present your research and conclusions. It should include photos and graphs. Also include the names of all group members that contributed to the presentation.