Loss+of+Diversity

**All the organisms in any ecosystem are interdependent. They are all parts of the food web; they are in competition for food, shelter and other resources; they are all vulnerable to outside influences that may result in a loss of diversity.** John Donne wrote: // No man is an island. entire of itself; every man is a piece of the continent, a part of the main; if a clod be washed away by the sea, Europe is the less, as well as if a promontory were, as well as if a manor of thy friend's or of thine own were; any man's death diminishes me, because I am involved in mankind, and therefore never send to know for whom the bell tolls; it tolls for thee. // Activity One Consider the humble** [|dodo-bird.]
 * Loss of Diversity** **Introduction**
 * Donne wrote this piece about humankind: that we are all interconnected and that what happens to one happens to all. This is just as applicable to organisms living in the wild as it is to humans. In fact, human activities are often responsible for loss of habitat, which diminishes individual populations and leads to a loss of diversity in the ecosystem. As you already know, if animals cannot adapt to stressors or changes in their environment, they may become endangered or even extinct.
 * During what period of time did the dodo live?
 * What bird did scientists of the nineteenth century believe was the closest relative of the dodo?
 * How did the dodo become extinct?
 * According to DNA evidence, what two birds are the dodo's closest living relatives?

On the other hand, some animals had coexisted with humans for thousands of years without problems, until one day humans discovered their "value." One such animal is the [|passenger pigeon.]**
 * The dodo died because they had had no dealings with humans and had never been threatened by them. It had no natural defenses against the human onslaught.
 * Approximately how many pigeons were in North America during the nineteenth century?
 * How did modern technology hasten the demise of the passenger pigeon?
 * How fast could a passenger pigeon travel?
 * List two factors that contributed to the extinction of the passenger pigeon.
 * When did passenger pigeons become extinct? What is unusual about this?

**Activity Two**


 * In this activity, you will study an animal whose ultimate fate is in question as human populations increase and parking lots continue to destroy their habitats. Happily, however, some concerned citizens have championed the Burrowing Owl and are trying to create awareness about its plight.**

**Activity Three** **In this activity, you will select an endangered animal from one of the websites below.**
 * 1. Examine this picture of the [|Burrowing Owl].**
 * What are the physical features of a Burrowing Owl?
 * What do you think this particular owl eats?
 * Do you think it could be prey to another animal?
 * What do you think is the natural habitat of a Burrowing Owl?
 * 2. Access the Burrowing Owls [|student e-sheet.]**
 * Where in the United States are Burrowing Owls found?
 * Where do they nest?
 * Describe an adult Burrowing Owl.
 * 3. Access [|City Planning for Owls.]**
 * How did humans initially impact the Burrowing Owl community?
 * Do you think this was deliberate or inadvertent?
 * What do you think will become of the Burrowing Owls in California? Why?
 * Do you think laws created by the federal and local governments to protect animals and the environment are effective? Explain your answer.
 * 4. What is the difference between California burrowing owls and Florida burrowing owls?**
 * Where do the owls create their nests?
 * How could you determine if the nest is an active one?
 * Burrowing owls are monogamous. What does this mean?
 * Describe burrowing owls' young in terms of egg numbers, incubation, number of broods, etc.
 * Why don't we have burrowing owls in Tennessee?
 * 5.** **Your teacher will distribute owl pellets to each pair of students.**
 * 1) Unwrap the pellet from the aluminum foil.
 * 2) Carefully tease the bones from the fur using toothpicks.
 * 3) Sort the bones according to the poster.
 * 4) Use the vole skeleton model to arrange the bones on a large index card.
 * 5) Glue the bones in place and label them.
 * 6) Students may "trade" bones with other students to complete their skeleton.
 * 7) Any bones that may be missing can be drawn in using a fine tip black marker.
 * 8) Turn in the completed skeleton for evaluation.
 * Criteria:**
 * Choose a Tennessee species.
 * Describe the animal's niche and habitat.
 * Determine the animal's place in the food web.
 * Consider how the food web will be altered if your animal is no longer part of it.
 * Decide what will be the long-range consequences of this.
 * Ascertain the reasons your animal has been placed on the endangered list.
 * Learn how many of these animals are known to still exist.
 * Find out what is being done to rescue this species.
 * Explain how the Endangered Species Act could protect your species from extinction.
 * Develop a brochure about your species that includes the above information.

**Procedure**
 * Use the resources found below to locate your endangered species.
 * Locate pictures of your species, its habitat, etc.
 * Use the Microsoft brochure template to create your brochure.

**Resources** [|Endangered Species Act] [|Endangered Species] in Tennessee by County [|List] of Endangered Species in Tennessee [|TWRA] Wildlife Habitat and Conservation Programs [|U.S. Fish and Wildlife Service] The Plight of [|Endangered Species]

**Assessment** Check the [|rubric] before handing in your project. If you print your brochure in color on your own printer, you may earn 5 additional points.

**Just for Fun** Read about f[|lying frogs.]



**Extra Credit Opportunity!!!** Try out your teaching skills.....


 * Choose a topic within the scope of Environmental Science.
 * Get approval from your teacher to teach this topic.
 * Research your topic thoroughly.
 * Be sure to cover all the bases in your lesson plan:
 * Plan at least one activity for the class that will enhance your lesson.
 * Utilize 20 to 30 minutes for your lesson.
 * Work on your presentation style (the teacher should have give the impression that he/she is thoroughly conversant with the lesson.)
 * You will need an introduction that prepares students for what is to come.
 * You will need about 20 minutes for your lesson and activities.
 * You will need a closing that restates the purpose of your lesson.
 * You may give a quiz at the end, as long as you are sure you have provided all the information needed to successfully answer the quiz.
 * Work with your teacher to set a date that works for both of you.
 * Ask the teacher for a lesson planner that will aid you in preparing your lesson.
 * Turn in all materials to your teacher at the end of your lesson.


 * Maximum point value: 25 points**

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