2.08 Conservation

Biodiversity

Examine the images above. Notice that in each image there is a variety of animals and plants. Each ecosystem has its own populations of plants and animals that inhabit it. Now recall the term biodiversity, a term that was introduced briefly in an earlier activity. Remember? It generally refers to the variety of organisms in the environment in any one place.

However, biodiversity can have meaning at a few different levels. Take the time to explore the concept of biodiversity at a deeper level by taking the following Side Trip.

Side Trip 1

Relationships in Danger!

As you just learned, biodiversity, at the species level, also explains why there is so much variation even among one species - like the dog. Consider the traits that help each kind of dog fill its niche.

• Terriers are naturally perfected for going after rats and mice, but you don't want a terrier for a guard dog.
• If you live in Alaska, don't expect your chihuahua to do to well in the snow drifts.

Because of biodiversity, in the form of genetic variations, we can find some type of dog that is well suited for just about anywhere on our planet.

On the other hand, the loss of biodiversity at the species level can limit an organism so greatly that it can survive only in one very specific ecosystem. This means that if any change occurs in the environment and the species can't adapt, it may become extinct. Some things that might cause extinction:

Then, if that species becomes extinct, think of the chain reaction; its loss can affect something else, and so on. Let's look at some of these organisms that are in danger of becoming extinct and what is causing the problem. Click on "what did you learn" and take the quiz at the end. You can check your answers! Take the time to explore the concept of extinction at a deeper level by taking the following Side Trip.

Side Trip 2

Conflicts and Consequences

Biodiversity is a very valuable resource that needs to be carefully preserved but there are so many different things that can effect a population! How do we predict the consequences of change so we can try to prevent loss of diversity?

Scientists often use what we call a Scientific Model.  These models take what we know and allow us to set up a framework based on prior examples and many complicated interactions. We use these to compare current or expected actions and predict the end results.  Scientific models can help us solve some very complicated problems!

Let’s go to Africa. We are going to need your help with this one!

Side Trip 3

Can you help us come up with some possible solutions for the declining populations of wild animals in Kenya? You will have to make some decisions to help preserve diversity in these troubled times. After reviewing the information on the Side Trip 3 page, test your decision making skills by exploring the Kenyan Conflict.

Text Version

Conservation Efforts: Bringing it Home

Conservation is a word you have probably heard many times. Basically, it refers to the actions we take to save or protect the Earth's resources. Each of us contributes to the conservation, or destruction, of our natural resources and maintaining nature's biodiversity by our actions and the choices we make on a daily basis.

Conservation is a verb and requires action! What we'd like you to take away when you finish this BioTour is an understanding of the concepts you've explored on the Extreme Eco Adventure. And as a final activity we'll wrap up with an exploration of some ways that you might get involved in conservation efforts in your area and then act! Here are some ways to get involved.

Side Trip 4

If you've completed Side Trips 1, 2 and 3 here is what you need to do to finish this challenge. There are two parts (A and B). In Part A you have some choices, so make your choice and then come back to complete Part B.

Part A: Conservation Activities

1. Clean Up
   • Perform 1-2 hours of clean up work in a local park, beach area, neighborhood, or another deserving area. (Take some gloves and a large trash bag, maybe two.)
   • Take a "before" picture or two of the area that you will clean up. Include yourself in the pictures!
   • Conduct the clean up.
   • Take an "after" picture or two.
   • When you have finished, reflect on the activity and then write short summary of what exactly you did, how long you worked, and how it helped the environment.
   • You will submit the before and after pictures and the summary.
2. Plant a Tree
   • Plant a tree seedling or small tree.
   • Take pictures of the event.
   • Write a short summary on the importance of plants to all living things and how planting a tree makes a difference to help the environment.
   • You will submit the pictures of the event and the summary.
3. Continued Investigation of Biodiversity
   • Open the Conservation Articles and Follow-up Items file and save it as an .rtf document.
   • In the file you will find the web addresses to 4 short articles.
   • You are to access each article and find the two that most interest you.
   • Read each of the articles.
     • Complete the follow up items for each of the articles you chose.
     • In your file, delete the information about the other two articles, the ones you did not read.
     • You will submit the file as an attachment to the assessment for this lesson.

Conservation Articles and Follow-up Items

Part B: Conservation and Biodiversity Discussion

Important: You must do one option from Part A AND Part B.

Go to the discussion area and find the 2.08 Conservation and Biodiversity discussion. Before you post in the discussion area, see the Travel Log page for the Discussion Grading Rubric!

1. Complete the following prompt:
   1. The activity I chose promoted conservation in the following ways:
   2. In my local area the kinds of environmental problems we have are __________________. If I were to get involved, I might like to get involved in: (Think about problems happening in your local area in which you might be able to get involved and make an impact.)
   3. Read the responses of other students in your class. Choose two to respond to. Talk to your classmates about the problems of their local area as compared to yours and the efforts they would like to get involved in.

Note: Record the date you post and the names of the students to whom you responded.

For help in formulating your responses use the following help document:
Guidelines for Student Discussions.

When you have completed the discussion, click on the Travel Log tab to continue the Extreme Eco Challenge.