Biodiversity Preserving Species

CHAPTER 11 BIODIVERSITY: PRESERVING SPECIES   




Grade opportunities for Chapter 11


Daily grades
Cornell Notes or Learn Smart Module 
(must choose one due 11/20)
Case Study, "How Can We Save the Spotted Owl." (due 11/16)
Chapter 11 quiz (due 11/20)
Free Response Question (due 11/18)

Project Grades - ALL Projects are Independent Work due by 11/24
Impact of Human Disturbance On Biodiversity Lab
Biodiversity Hotspots Project - video news report not Flyer
Endangered Species Zoo Activity - Pick an endangered species from the Dallas Zoo. 
You must produce video news report
or a poster <----- click for rubric
make sure you answer all of the questions. 



Video Project Rubric


Test over Chapter 11 is Due Wednesday 11/25


Chapter Overview  
The concept of biodiversity is a fundamental topic of environmental science.  Knowing that diversity can be described as either genetic, species or ecological should be understood by all AP students.  Using Habitat destruction, Invasive species, Pollution, Population [human], and Overharvesting (HIPPO) with supporting detail to explain the major threats to biodiversity must be in the repertoire of all AP students.  Students should know that captive breeding programs and other survival plans are implemented to prevent species’ extinction.

  

 
 
Cornell Notes Questions and PPT for Chapter

11.1
1. What are the three components of biodiversity?  

2. Describe biodiversity with specific references to the three main components.  

DOL Questions
Practice Questions  
Multiple Choice: 
Directions for questions 1-5: The lettered choices below correspond to the descriptions given in questions 1-5.  Select the one lettered choice that best fits each statement.  Each choice may be used once, more than once, or not at all. 
 
(A) umbrella species 
(B) flagship species 
(C) keystone species 
(D) vulnerable species 
(E) threatened species 
 
1. elimination of this species would affect many others in the community 
2. attractive species to which people react to emotionally 
3. a species that requires a large area in order to maintain a viable population 
4. those species that are likely to become endangered 
5. a naturally rare species 

11.2
3. Evaluate the benefits of biodiversity to humans.

Use Kohlberg's Levels of Moral Reasoning to develop a benefit of biodiversity that fits all levels of reasoning. 

DOL Questions

 6. About one-third of all marine fish species are already in a state of population collapse.  This is most likely due to _______________________. 
(A) ecosystem revitalization 
(B) pollution 
(C) habitat destruction 
(D) overharvesting 
(E) population
 
7. All of the following have been used to describe invasive species except 
(A) indigenous 
(B) non-native 
(C) alien 
(D) exotic 
(E) invaders
 
8. The most important extinction threat for most species is __________. 
(A) ecosystem recovery 
(B) population 
(C) pollution 
(D) overharvesting 
(E) habitat loss

9. The use of private land to protect endangered species is called _________. 
(A) resource recovery plan 
(B) endangered species plan 
(C) habitat conservation plan 
(D) habitat protection plan 
(E) new deal plan 
 
10. Atrazine, a pesticide used on a fruit farm, has run-off into a local pond.  The native species of fish in the pond has died.  This species loss is a result of which part of HIPPO? 
(A) Habitat loss 
(B) Pollution 
(C) Overharvesting 
(D) Population 
(E) All of the above   

  
11.3


4. Use HIPPO to explain the major threats to biodiversity.

5. How can HIPPO be used to explain species’ extinction?   
 6. Why are specialist species more susceptible to extinction?  

7. What is an invasive species?  Why are they considered a problem for indigenous species?    


DOL Free-Response Question:  



1. The world’s fisheries have been a provider of a major food source for people worldwide.  However, the world’s fisheries seem to be on an unsustainable course.  Use the graph below to answer the following questions.  

(a) Explain the general trend of the graph. 
     (i) What is the main cause of this trend. 
     (ii) Give TWO reasons that account for a possible         
     difference between the actual and projected value for the year     
     2000. 
    (iii) In what year is it projected that the fish stocks will    
    completely collapse.  

(b) Describe TWO practices of fisheries that could lead to this decline. 
 
(c) Describe TWO practices that could be implemented to prevent the collapse of the seafood species. 
 
(d) Identify one major legislation that could be used to help reverse this trend. 

11.4

8. Evaluate endangered species management.

9. What are two major pieces of legislation that attempt to protect endangered species? What does each one regulate?   
 
DOL: Chapter 11 quiz  ( for Friday as well)

11.5

10. Discuss captive breeding programs and the implementation of species survival plans. 

Black Footed Ferret- Freyer Model and essay on back.
How successful are captive breeding programs for preserving species?





  
 

 

Chapter 10 Farming

Chapter 10 Overview  

This chapter provides the fundamental knowledge on agricultural practices.  The importance of soil characteristics is also discussed.  Soil type along with soil horizons are two important concepts for AP students.  Soil conservation practices, water usage and irrigation, pesticide usage and integrated pest management, organic farming and sustainable agriculture are topics to be stressed to the AP student.      

Chapter 10 daily grade opportunities
due by date listed with 10 point deduction for each late day.
Case study (due 11/10)
Cornell Notes - here's the powerpoint (due 11/13)
Chapter 10 learn smart module (due 11/13)
Free response question (due 11/12)
Chapter 10 quiz (due 11/13)

Chapter 10 projects -
Pesticide Pamphlet Activity  (due 11/13)
Each student is assigned a specific pesticide.  Use the EPA website or perform a Google search for a list of pesticides.  Students construct a tri-fold pamphlet.  Items to be included on the pamphlet are: name, chemical formula or structural formula, type of pesticide, use, efficacy, hazardous information, environmental effects, first aid (if necessary), photos of usage, and a bibliography on the back page.  Include any references to the material in the chapter that students have learned.  Students can be very creative with this project.

Soil Texture and Permeabililty lab  ( full lab report due 11/13)

Virtual Soil Permeability lab


Cornell Notes questions 
 
1. Describe the characteristics of soil, both physical and chemical properties. Explain how soil profiles differ from biome to biome. 
 
2. Explain soil erosion and desertification.  Describe the role of water as it relates to plant growth and erosion.   
 
3. Discuss the role of pesticides as well as the effects of pesticides on the environment.  Discuss the implications of integrated pest management. 
 
4. Describe the methods used for soil conservation. 
 
5. Discuss the nature of organic farming and sustainable agriculture.   

6. What are the three main particles that make up soil in order from smallest to the largest? 

7. Pesticides can be target specific.  What type of pesticide would be used for the following species?  (a) aphids eating a tomato plant, (b) dandelions growing in a lawn, (c) rats in a grain barn, (d) beetles eating raspberry bushes   (a) insecticide, (b) herbicides, (c) rodenticides, (d) insecticides  

8. What is the pesticide treadmill?  How does it occur?  

9. How are biological organisms used to control pests in agriculture?  

10. What is IPM?  

11. What are three methods of soil conservation?  

DOL Practice Questions: perhaps you should make a special section for these in your notebook??

Multiple Choice: 
Directions for questions 1-5: The lettered choices below correspond to the descriptions given in questions 1-5.  Select the one lettered choice that best fits each statement.  Each choice may be used once, more than once, or not at all. 
(A) contour plowing 
(B) strip cropping 
(C) no-till agriculture 
(D) terracing 
(E) shelter belts 
 
1. shaping the land to create level platforms 
2. used to prevent wind erosion 
3. planting crops across the hill 
4. planting different crops in alternating rows 
5. planting crops without plowing the land 
 
6. All of the following result in top soil loss except (A) gullying 
(B) sheet erosion 
(C) wind erosion 
(D) weathering of parent material 
(E) desertification 
 
7. The soils in this biome have very little organic material and are composed of nutrient poor iron rich clays. 
(A) temperate rain forests 
(B) tropical rain forests 
(C) temperate grassland 
(D) temperate deciduous forest 
(E) taiga 
 
8. The role of soil bacteria, algae, and fungi is 
(A) the depletion of nutrients from the soil 
(B) the depletion of water from the soil making it unavailable for plants 
(C) the decomposition and recycling of leaf litter to make nutrients available to plants 
(D) to cause diseases in plants 
(E) to not do anything beneficial in the soil  

9. Foods are grown in this deep organic rich soil horizon. 
(A) D 
(B) B 
(C) E 
(D) O 
(E) A 
 
10. The neem tree is 
(A) native to North America 
(B) a natural insecticide 
(C) a fruit tree 
(D) a nut tree 
(E) a GMO  
 

Free-Response Question: 
Directions: Answer all parts of the following question.  Where explanation or discussion is required, support your answers with relevant information and/or specific examples.  When a calculation is required, be sure to show how you arrived at your answer. 
1. Top soil is very important for agricultural production.   
 
(a) Describe the process of soil formation. 
 
(b) Identify and describe TWO chemical properties of soil and TWO physical properties of soil. 
 
(c) For one of the properties that you identified in 

(b) explain the importance of that property. 
 
(d) Identify two methods that will decrease the amount of soil erosion. 
 
(e) Suppose a farm is suffering from a pest resurgence.  Suggest TWO methods to remediate this, other than the use of traditional pesticides. 

The Plan

Here's the plan for this six weeks.

Two daily grades and 1 project due each week:
The idea is to allow you multiple attempts and methods so that you can keep the best grades. 

Top two test grades and the semester final
Smartest thing is to take all four tests and keep the best two grades.

Week 1 Chapter 10 Farming- test is due Wed 11.18
Week 2&3 Chapter 11 Biodiversity Preserving Species - test is due Wed 11.25
(Thanksgiving break)
Week 4  Chapter 12 Biodiversity Preserving Landscapes - test is due 12.2
Week 5 Chapter 13 Restoration Ecology - test is due 12.10
Week 6 review for the Midterm Final

 

Keys

Chapter 8

Chapter  7

Chapter 6

Chapter 9

Population Review

Practice Calculation Problems.

You must show your work
Free-Response Question

1. Use the following diagram to answer the following questions.

(a) Approximately how many people are under the age of 35?

(b) This is an age structure diagram for a developing country. What type of

growth does this country demonstrate? Name a country that this graph

could represent.

(c) Identify and describe TWO factors that account for this type of growth

[must match your answer in part (b)].

(d) Explain TWO practices a government could implement to slow population

growth. 

Final Week Wrap up

11/2

Extended Research Paper:

250 word paper featuring extended research into one case study is due Wednesday, November 4


Review assignment: Go back to the DOL quizzes for Chapters 6-9. Turn the multiple choice questions into true statements using the correct answers (if you didn't get them during class you will need to research). This assignment is due Wednesday, November 4. 

Altares were due today. 

Toxicology lab report is due Wednesday, November 4.