Biodiversity: Who cares?

1. Biodiversity: Who cares?

2. Lesson Unit: Biodiversity & Conservation • Life on Earth: • Tremendous variety of life on earth • Made possible by complex interactions among all living things including • microscopic species like algae & mites • More than 2 million species have been identified • Tens of millions – remain unknown • Scientists: • The Earth is losing species at an alarming rate • Estimate: 3 species per hour are going extinct • 20,000 extinctions occur each year. • When species of plants & animals go extinct, many other • species are affected.

3. Why Preserve Biodiversity? Biodiversity: • What do you think it means? • Components of Biodiversity Biodiversity protection: • Discuss habitat loss and the major causes • Discuss the importance in maintaining healthy ecosystems • Learn about the various arguments that people make in favor of preserving the Earth’s biodiversity.

4. Time & Required Materials: • Duration of Lesson Unit: • Approximately 2 weeks • Materials Required: • Biology Text • Computer with internet access • Notebook • Writing Materials

5. Procedure: • Visit www.bagheera.com:A site for threatened & endangered species. • Class Discussion/Assignment: • Describe in a class discussion 3 – 5 animalsinvestigated on bagheera • Why do youthink its important for these animals to be protected. • What have you learned about each particular species

6. Objectives: • Understand: • All organisms such as: animals, plants, fungus, protozoa, and bacteria , are responsible for the delicate interplay within an ecosystem. • Biodiversity, Ecosystems &Extinction • Essay: 3-4 pages. Include: • Why all members of an ecosystem are important. • How is our ecosystem and others throughout the world being disturbed. • What is the main cause of habitat destruction? • Provide compelling reasons on the importance in preserving biodiversity. • Describe an approach to convince the general public on the importance in preserving biodiversity and conservation. • How do we take action to enable a threatened species to make a comeback?

7. Development: • Define: • Biodiversity, Ecosystem & Extinction • Ecosystems: Introduction of an invasive species • What happens if one member of an ecosystem no longer exists? • Scenario: Acertain type of fish dies out of a lake ecosystem • Now predators are without a food source & its prey without the predator? • Take home assignment Bow Fin

8. Assignment: • Five major categories of these arguments are as follows: • Economic • Recreational • Human health • Human rights • Spiritual/intrinsic value Class Discussion: Divide into groups of three: • Discuss/list the reasons why biodiversity is important • Should endangered animals and ecosystems be protected? • Groups will list all their ideas & discuss them w/ class. • Research the introduction of an invasive species and its effects. • Websites: Regarding the preservation of biodiversity: • National Geographic: Extinction– What Can We Do? • Rainforest Action Network • Why It Matters • Why Save Endangered Species

9. Lesson Plan Extension: • Extra credit: • Compose a convincing essay Have students write letters to the • director of the World Wildlife Fund or another conservation program. • Approach: • Which approach would be most productive & convincing. Why? • Research and find examples of conservation programs. • Write essay: • Explain how the success of this program would help address the economic, recreational, human health, human rights, • & spiritual/intrinsic arguments in favor of biodiversity.

10. 3 Components of Biodiversity…Next

11. 1) Diversity of genes: • Chihuahuas, beagles, and rottweilers are all dogs—but they're not the same because their genes are different. Beagle Chihuahua Rottweilers

12. 2) Diversity of Species • For example, monkeys, dragonflies, and meadow beauties are all different species. • All have a unique niche within the ecosystem. Golden Skimmer Meadow Beauty Saki Monkey

13. 3) Variety of Ecosystems: • Prairies, Ponds, and tropical rain forests are all ecosystems. • Each one is different, with its own set of species living in it. PainesPrairie (Florida) Florida Sand hill Pond Rain Forest

14. Medicinal value of species within an ecosystem: • Vincristine: • Cures leukemia • Endemic to tropical forests of Madagascar • Capoten: Venom • Controls high blood pressure. • Taxol: Found in bark • Used to treat ovarian, breast and small-cell cancers. • Found innorthern California Rosy periwinkle Brazilian Viper Pacific yew

15. Threats to Biodiversity: • Habitat Destruction: commercial exploitation • Over hunting & illegal pet trade • Global warming • Exponential human population growth • Pollution • Introduction of invasive alien species

16. Deforestation Causes: • Slash-and-Burn • Deforestation • Rapid decline in soil productivity (12-20 year rotation) • Inequitableland ownership (e.g., Brazil: only 5% of farmers own land)

17. Assessments: • 3-4 page essay • In class group discussion and oral group presentation or PowerPoint • Two take home assignments: comprising multiple choice, short answers, fill ins etc… • Class participation and collaboration with groups to generate a cogent product • Quizzes • Tests • Extra Credit • Quiz on components of Biodiversity

18. NJCCS: • STANDARD 5.1 (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. • STANDARD 5.4 (Nature and Process of Technology) All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology. • STANDARD 5.5 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. • STANDARD 5.8 (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. • STANDARD 5.10 (Environmental Studies) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. • STANDARD 6.6 (Geography) All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment • STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. • STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.

19. References: • Anon. Biodiversity – what is it and why is it being lost? Available from: Biodiversity Hotspots • Anon. Forests and biodiversity [Internet]. Available from: http://planet.uwc.ac.za/nisl/Biodiversity/pdf/biodivbrf 12.pdf • Anon. Incentive measures for the conservation and sustainable use of biodiversity [Internet]. Available from: http://planet.uwc.ac.za/nisl/Biodiversity/pdf/biodivbrf 04.pdf • Boyero L. Latitudinal Gradients in Biodiversity [Internet]. Available from: www.ecology.info/gradients-biodiversity.htm

20. Thank You! • “Earth provides enough to satisfy every man’s need but not every man’s greed.” • Mohandas K. Gandi