Chapter 38 Conservation Biology

Introduction Over the past century, wild tiger populations have been reduced from about 100,000 to 3,200. Tigers are threatened by declining habitat, poaching, and human populations encroaching into their habitat. © 2012 Pearson Education, Inc. 2

Conservation Biology and Restoration Ecology Figure 38.0_1 Chapter 38: Big Ideas Figure 38.0_1 Chapter 38: Big Ideas The Loss of Biodiversity Conservation Biology and Restoration Ecology 3

Figure 38.0_2 Figure 38.0_2 The tiger (Panthera tigris) 4

THE LOSS OF BIODIVERSITY THE LOSS OF BIODIVERSITY © 2012 Pearson Education, Inc. 5

38.1 Loss of biodiversity includes the loss of ecosystems, species, and genes Biodiversity has three levels: ecosystem diversity, species diversity, and genetic diversity. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips 1. Consider referencing some of the following websites for basic ideas on what individuals can do to help address the loss of biodiversity:   Conservation International: www.conservation.org/act/   EPA: www.epa.gov/climatechange/wycd/index.html   World Wildlife Fund: wwf.panda.org/about_our_earth/biodiversity/ 2. Genetic bottlenecks, which are a consequence of the loss of diversity within a species, are discussed in Module 13.11. Preventing genetic bottlenecks is essential to the long-term conservation of species. © 2012 Pearson Education, Inc. 6

38.1 Loss of biodiversity includes the loss of ecosystems, species, and genes As natural ecosystems are lost, so are essential services, including productivity of natural environments for human food supplies and the purification of water used by cities. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips 1. Consider referencing some of the following websites for basic ideas on what individuals can do to help address the loss of biodiversity:   Conservation International: www.conservation.org/act/   EPA: www.epa.gov/climatechange/wycd/index.html   World Wildlife Fund: wwf.panda.org/about_our_earth/biodiversity/ 2. Genetic bottlenecks, which are a consequence of the loss of diversity within a species, are discussed in Module 13.11. Preventing genetic bottlenecks is essential to the long-term conservation of species. © 2012 Pearson Education, Inc. 7

Video: Coral Reef Student Misconceptions and Concerns Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips 1. Consider referencing some of the following websites for basic ideas on what individuals can do to help address the loss of biodiversity:   Conservation International: www.conservation.org/act/   EPA: www.epa.gov/climatechange/wycd/index.html   World Wildlife Fund: wwf.panda.org/about_our_earth/biodiversity/ 2. Genetic bottlenecks, which are a consequence of the loss of diversity within a species, are discussed in Module 13.11. Preventing genetic bottlenecks is essential to the long-term conservation of species. Video: Coral Reef Use window controls to play © 2012 Pearson Education, Inc. 8

Figure 38.1A Figure 38.1A The Klamath-Siskiyou Wilderness, home to a wide variety of ecosystems 9

38.1 Loss of biodiversity includes the loss of ecosystems, species, and genes At present, scientists have described and formally named about 1.8 million species. It is difficult to estimate species loss. Species loss may be 1,000 times higher than at any time in the past 100,000 years. Extirpation is the loss of a single population of a species. Extinction is the irreversible loss of all populations of a species. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips 1. Consider referencing some of the following websites for basic ideas on what individuals can do to help address the loss of biodiversity:   Conservation International: www.conservation.org/act/   EPA: www.epa.gov/climatechange/wycd/index.html   World Wildlife Fund: wwf.panda.org/about_our_earth/biodiversity/ 2. Genetic bottlenecks, which are a consequence of the loss of diversity within a species, are discussed in Module 13.11. Preventing genetic bottlenecks is essential to the long-term conservation of species. © 2012 Pearson Education, Inc. 10

Percentage of species assessed Figure 38.1B 100% 80% 60% Percentage of species assessed 40% 20% Figure 38.1B Results of the 2009 IUCN assessment of species at risk for extinction (N = the number of species assessed) 0% Mammals Birds Amphibians Freshwater fishes Reptiles (N  4,653) (N  9,933) (N  4,688) (N  1,429) (N  2,689) Lowest risk Near threatened Threatened Extinct 11

38.1 Loss of biodiversity includes the loss of ecosystems, species, and genes Because of the network of community interactions among populations of different species within an ecosystem, the loss of one species can negatively affect the species richness of an ecosystem. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips 1. Consider referencing some of the following websites for basic ideas on what individuals can do to help address the loss of biodiversity:   Conservation International: www.conservation.org/act/   EPA: www.epa.gov/climatechange/wycd/index.html   World Wildlife Fund: wwf.panda.org/about_our_earth/biodiversity/ 2. Genetic bottlenecks, which are a consequence of the loss of diversity within a species, are discussed in Module 13.11. Preventing genetic bottlenecks is essential to the long-term conservation of species. © 2012 Pearson Education, Inc. 12

Figure 38.1C Figure 38.1C A group of young black-tailed prairie dogs (Cynomys ludovicianus) near their burrow 13

38.1 Loss of biodiversity includes the loss of ecosystems, species, and genes Genetic diversity of a species is reduced if local populations are lost and the total number of individuals declines. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips 1. Consider referencing some of the following websites for basic ideas on what individuals can do to help address the loss of biodiversity:   Conservation International: www.conservation.org/act/   EPA: www.epa.gov/climatechange/wycd/index.html   World Wildlife Fund: wwf.panda.org/about_our_earth/biodiversity/ 2. Genetic bottlenecks, which are a consequence of the loss of diversity within a species, are discussed in Module 13.11. Preventing genetic bottlenecks is essential to the long-term conservation of species. © 2012 Pearson Education, Inc. 14

Figure 38.1D Figure 38.1D Einkorn wheat, a wild relative of modern cultivated varieties 15

38.2 CONNECTION: Habitat loss, invasive species, overharvesting, pollution, and climate change are major threats to biodiversity Human alteration of habitats poses the greatest threat to biodiversity. Habitation alteration is caused by agriculture, urban development, forestry, mining, and environmental pollution. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. 3. Students often confuse the causes and consequences of global warming and the destruction of the ozone layer. Instructors should take care to distinguish between these two global problems. Teaching Tips 1. Module 36.8 describes the impact of overfishing on cod populations off the east coast of North America. 2. You might wish to note the mission of the Nature Conservancy, an organization devoted to the purchase and protection of land across the world. Students can visit them on the web at www.nature.org. 3. One of the best websites devoted to the brown tree snake problem in Guam can be found at www.fort.usgs.gov/Resources/Education/BTS/. The story of this remarkable disaster is also chronicled in Mark Jaffe’s 1994 book And No Birds Sing: The Story of an Ecological Disaster, which provides a wonderful example of the process of science and discovery. 4. Consider an analogy between the ozone layer and sunscreen applied to the skin. The thinning of the ozone layer is like putting on less and less sunscreen. In both situations, more harmful UV light penetrates the layers. 5. Modules 37.8, 37.9, and 37.16 discuss food chains, food webs, and the decreasing availability of energy at each higher trophic level. Student understanding of biological magnification depends upon comprehension of these facts. © 2012 Pearson Education, Inc. 16

Figure 38.2A Figure 38.2A Clear-cut areas in Mount Baker-Snoqualmie National Forest, Washington 17

38.2 CONNECTION: Habitat loss, invasive species, overharvesting, pollution, and climate change are major threats to biodiversity Invasive species rank second behind habitat destruction as a threat to biodiversity. Invasive species compete with native species, prey on native species, and parasitize native species. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. 3. Students often confuse the causes and consequences of global warming and the destruction of the ozone layer. Instructors should take care to distinguish between these two global problems. Teaching Tips 1. Module 36.8 describes the impact of overfishing on cod populations off the east coast of North America. 2. You might wish to note the mission of the Nature Conservancy, an organization devoted to the purchase and protection of land across the world. Students can visit them on the web at www.nature.org. 3. One of the best websites devoted to the brown tree snake problem in Guam can be found at www.fort.usgs.gov/Resources/Education/BTS/. The story of this remarkable disaster is also chronicled in Mark Jaffe’s 1994 book And No Birds Sing: The Story of an Ecological Disaster, which provides a wonderful example of the process of science and discovery. 4. Consider an analogy between the ozone layer and sunscreen applied to the skin. The thinning of the ozone layer is like putting on less and less sunscreen. In both situations, more harmful UV light penetrates the layers. 5. Modules 37.8, 37.9, and 37.16 discuss food chains, food webs, and the decreasing availability of energy at each higher trophic level. Student understanding of biological magnification depends upon comprehension of these facts. © 2012 Pearson Education, Inc. 18

Figure 38.2B Figure 38.2B A brown tree snake (Boiga irregularis) 19

38.2 CONNECTION: Habitat loss, invasive species, overharvesting, pollution, and climate change are major threats to biodiversity Overexploitation is the third major threat to biodiversity. Overharvesting has threatened rare trees, reduced populations of tigers, Galápagos tortoises, whales, and rhinoceroses, and depleted wild populations of game fish. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. 3. Students often confuse the causes and consequences of global warming and the destruction of the ozone layer. Instructors should take care to distinguish between these two global problems. Teaching Tips 1. Module 36.8 describes the impact of overfishing on cod populations off the east coast of North America. 2. You might wish to note the mission of the Nature Conservancy, an organization devoted to the purchase and protection of land across the world. Students can visit them on the web at www.nature.org. 3. One of the best websites devoted to the brown tree snake problem in Guam can be found at www.fort.usgs.gov/Resources/Education/BTS/. The story of this remarkable disaster is also chronicled in Mark Jaffe’s 1994 book And No Birds Sing: The Story of an Ecological Disaster, which provides a wonderful example of the process of science and discovery. 4. Consider an analogy between the ozone layer and sunscreen applied to the skin. The thinning of the ozone layer is like putting on less and less sunscreen. In both situations, more harmful UV light penetrates the layers. 5. Modules 37.8, 37.9, and 37.16 discuss food chains, food webs, and the decreasing availability of energy at each higher trophic level. Student understanding of biological magnification depends upon comprehension of these facts. © 2012 Pearson Education, Inc. 20

Figure 38.2C Figure 38.2C Lemurs killed by poachers for sale in a bushmeat market 21

38.2 CONNECTION: Habitat loss, invasive species, overharvesting, pollution, and climate change are major threats to biodiversity Human activities produce diverse pollutants that may affect ecosystems far from their source. The water cycle transfers pollutants from terrestrial to aquatic ecosystems. The release of chemicals into the atmosphere promoted the thinning of the ozone layer. Biological magnification concentrates synthetic toxins that cannot be degraded by microorganisms. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. 3. Students often confuse the causes and consequences of global warming and the destruction of the ozone layer. Instructors should take care to distinguish between these two global problems. Teaching Tips 1. Module 36.8 describes the impact of overfishing on cod populations off the east coast of North America. 2. You might wish to note the mission of the Nature Conservancy, an organization devoted to the purchase and protection of land across the world. Students can visit them on the web at www.nature.org. 3. One of the best websites devoted to the brown tree snake problem in Guam can be found at www.fort.usgs.gov/Resources/Education/BTS/. The story of this remarkable disaster is also chronicled in Mark Jaffe’s 1994 book And No Birds Sing: The Story of an Ecological Disaster, which provides a wonderful example of the process of science and discovery. 4. Consider an analogy between the ozone layer and sunscreen applied to the skin. The thinning of the ozone layer is like putting on less and less sunscreen. In both situations, more harmful UV light penetrates the layers. 5. Modules 37.8, 37.9, and 37.16 discuss food chains, food webs, and the decreasing availability of energy at each higher trophic level. Student understanding of biological magnification depends upon comprehension of these facts. © 2012 Pearson Education, Inc. 22

Figure 38.2D Figure 38.2D A brown pelican on the Louisiana coast suffering the effects of the 2010 British Petroleum oil rig explosion 23

Concentration of PCBs Herring gull eggs 124 ppm Lake trout 4.83 ppm Figure 38.2E Concentration of PCBs Herring gull eggs 124 ppm Lake trout 4.83 ppm Smelt 1.04 ppm Figure 38.2E Biological magnification of PCBs in a food web, measured in parts per million (ppm) Zooplankton 0.123 ppm Phytoplankton 0.025 ppm 24

38.3 CONNECTION: Rapid warming is changing the global climate The scientific debate about global warming is over. Increased global temperatures caused by rising concentrations of greenhouse gases are changing climate patterns with grave consequences. Global temperature has risen 0.8°C in the last 100 years. 0.6°C of that increase occurred in the last three decades. 2 to 4.5°C increases are likely by the end of the 21st century. Temperature increases are not distributed evenly. Precipitation patterns are changing too. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips 1. Many students do not realize that greenhouses get very warm when exposed to strong sunlight. (Most of them have probably never even been inside a greenhouse.) However, most students understand that a closed car gets warmer when sitting in the sun (thus the need for the various windshield sun reflectors). The glass in the car functions like the glass in a greenhouse. 2. Additional details on the greenhouse effect can be found at the following websites. NASA: http://gcmd.nasa.gov/Resources/pointers/glob_warm.html The National Climatic Data Center: www.ncdc.noaa.gov/oa/climate/ globalwarming.html The Australian Greenhouse Office: www.greenhouse.gov.au 3. In 2007, former U.S. Vice President Al Gore and the Intergovernmental Panel on Climate Change (IPCC) received the Nobel Peace Prize “for their efforts to build up and disseminate greater knowledge about man-made climate change, and to lay the foundations for the measures that are needed to counteract such change.” The full statement of the Nobel Prize committee can be found at http://nobelprize.org/nobel_prizes/peace/laureates/2007/. © 2012 Pearson Education, Inc. 25

Figure 38.3A Figure 38.3A Differences in temperature during 2000–2009 relative to temperatures during 1951–1980 (in ˚C) 4.1 4 2 1 0.5 0.2 0.2 0.5 1 2 4 4.1 26

Figure 38.3B Figure 38.3B Grinnell Glacier in Glacier National Park, 1938 (left), 1981 (center), and 2005 (right) 1938 1981 2005 27

Figure 38.3B_1 Figure 38.3B_1 Grinnell Glacier in Glacier National Park, 1938 (part 1) 1938 28

Figure 38.3B_2 Figure 38.3B_2 Grinnell Glacier in Glacier National Park, 1981 (part 2) 1981 29

Figure 38.3B_3 Figure 38.3B_3 Grinnell Glacier in Glacier National Park, 2005 (part 3) 2005 30

38.4 CONNECTION: Human activities are responsible for rising concentrations of greenhouse gases Much of the rapid warming is the result of burning fossil fuels. Atmospheric CO2 did not exceed 300 ppm for 650,000 years. The preindustrial concentration was below 300 ppm. Atmospheric CO2 is approximately 385 ppm today. High levels of methane and nitrous oxide also trap heat. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips 1. Many students do not realize that greenhouses get very warm when exposed to strong sunlight. (Most of them have probably never even been inside a greenhouse.) However, most students understand that a closed car gets warmer when sitting in the sun (thus the need for the various windshield sun reflectors). The glass in the car functions like the glass in a greenhouse. 2. Additional details on the greenhouse effect can be found at the following websites. NASA: http://gcmd.nasa.gov/Resources/pointers/glob_warm.html The National Climatic Data Center: www.ncdc.noaa.gov/oa/climate/ globalwarming.html The Australian Greenhouse Office: www.greenhouse.gov.au 3. In 2007, former U.S. Vice President Al Gore and the Intergovernmental Panel on Climate Change (IPCC) received the Nobel Peace Prize “for their efforts to build up and disseminate greater knowledge about man-made climate change, and to lay the foundations for the measures that are needed to counteract such change.” The full statement of the Nobel Prize committee can be found at http://nobelprize.org/nobel_prizes/peace/laureates/2007/. © 2012 Pearson Education, Inc. 31

CO2 (ppm), N2O (parts per billion) Figure 38.4A 400 2,000 1,800 Carbon Dioxide (CO2) Nitrous Oxide (N2O) 1,600 350 Methane (CH4) 1,400 CH4 (parts per billion) 1,200 CO2 (ppm), N2O (parts per billion) 300 1,000 Figure 38.4A Atmospheric concentrations of CO2, N2O (y-axis, left), and CH4 (y-axis, right), as of 2009 800 250 600 500 1000 1500 2000 Year 32

Combustion of fossil fuels Figure 38.4B Photosynthesis Atmosphere Respiration Combustion of fossil fuels Ocean Figure 38.4B Carbon cycling 33

38.5 Global climate change affects biomes, ecosystems, communities, and populations Climate change in western North America has spawned catastrophic wildfires. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips Students are unlikely to enter your course with a prior understanding of the diverse impacts of global climate change on ecosystems and individual species. Concepts such as the increased spread of disease vectors, the shifting of natural ranges and breeding seasons, and the spread of invasive species will likely be new to them, and taking it all in can be overwhelming. However, an awareness of the impact of global climate change can also be motivating. Consider ending your class sessions by discussing positive actions that students can take to make a difference. A few websites that provide related suggestions follow. www.liveneutral.org www.green-e.org www.stopglobalwarming.org www.sierraclub.org/energy/ © 2012 Pearson Education, Inc. 34

Figure 38.5A Figure 38.5A A wildfire racing down a mountainside near Boulder, Colorado, in September 2010 35

38.5 Global climate change affects biomes, ecosystems, communities, and populations The greatest impact of global climate change is affecting organisms that live at high latitudes and high elevations. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips Students are unlikely to enter your course with a prior understanding of the diverse impacts of global climate change on ecosystems and individual species. Concepts such as the increased spread of disease vectors, the shifting of natural ranges and breeding seasons, and the spread of invasive species will likely be new to them, and taking it all in can be overwhelming. However, an awareness of the impact of global climate change can also be motivating. Consider ending your class sessions by discussing positive actions that students can take to make a difference. A few websites that provide related suggestions follow. www.liveneutral.org www.green-e.org www.stopglobalwarming.org www.sierraclub.org/energy/ © 2012 Pearson Education, Inc. 36

Figure 38.5B Figure 38.5B A polar bear (Ursus maritimus) on melting pack ice in Canada 37

38.5 Global climate change affects biomes, ecosystems, communities, and populations Warming oceans threaten coral reef communities. Earlier arrival of warm temperatures in the spring is disturbing ecological communities. Birds and frogs have begun their breeding periods earlier. Migratory birds may experience mismatches, arriving after peak food availability has already passed. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips Students are unlikely to enter your course with a prior understanding of the diverse impacts of global climate change on ecosystems and individual species. Concepts such as the increased spread of disease vectors, the shifting of natural ranges and breeding seasons, and the spread of invasive species will likely be new to them, and taking it all in can be overwhelming. However, an awareness of the impact of global climate change can also be motivating. Consider ending your class sessions by discussing positive actions that students can take to make a difference. A few websites that provide related suggestions follow. www.liveneutral.org www.green-e.org www.stopglobalwarming.org www.sierraclub.org/energy/ © 2012 Pearson Education, Inc. 38

38.5 Global climate change affects biomes, ecosystems, communities, and populations Climate change has also increased the range of disease-carrying mosquitoes and enabled bark beetles to reproduce faster, promoting the destruction of millions of acres of conifers in western North America. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips Students are unlikely to enter your course with a prior understanding of the diverse impacts of global climate change on ecosystems and individual species. Concepts such as the increased spread of disease vectors, the shifting of natural ranges and breeding seasons, and the spread of invasive species will likely be new to them, and taking it all in can be overwhelming. However, an awareness of the impact of global climate change can also be motivating. Consider ending your class sessions by discussing positive actions that students can take to make a difference. A few websites that provide related suggestions follow. www.liveneutral.org www.green-e.org www.stopglobalwarming.org www.sierraclub.org/energy/ © 2012 Pearson Education, Inc. 39

38.6 EVOLUTION CONNECTION: Climate change is an agent of natural selection Phenotypic plasticity has minimized the impact of global climate change on some species, and cases of microevolutionary changes have been observed. The rapidity of the environmental changes makes it unlikely that evolutionary processes will save many species from extinction. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips 1. Consider challenging your students to find at least one scholarly article online that documents the impact of climate change on at least one species. They could email the link to you as their assignment. 2. Students are unlikely to enter your course with a prior understanding of the diverse impacts of global climate change on ecosystems and individual species. Concepts such as the increased spread of disease vectors, the shifting of natural ranges and breeding seasons, and the spread of invasive species will likely be new to them, and taking it all in can be overwhelming. However, an awareness of the impact of global climate change can also be motivating. Consider ending your class sessions by discussing positive actions that students can take to make a difference. A few websites that provide related suggestions follow. www.liveneutral.org www.green-e.org www.stopglobalwarming.org www.sierraclub.org/energy/ © 2012 Pearson Education, Inc. 40

38.6 EVOLUTION CONNECTION: Climate change is an agent of natural selection In Europe, the great tit bird has shifted its breeding season earlier, in an example of directional selection, favoring individuals that lay their eggs sooner, and better matching the earlier emergence of caterpillars. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips 1. Consider challenging your students to find at least one scholarly article online that documents the impact of climate change on at least one species. They could email the link to you as their assignment. 2. Students are unlikely to enter your course with a prior understanding of the diverse impacts of global climate change on ecosystems and individual species. Concepts such as the increased spread of disease vectors, the shifting of natural ranges and breeding seasons, and the spread of invasive species will likely be new to them, and taking it all in can be overwhelming. However, an awareness of the impact of global climate change can also be motivating. Consider ending your class sessions by discussing positive actions that students can take to make a difference. A few websites that provide related suggestions follow. www.liveneutral.org www.green-e.org www.stopglobalwarming.org www.sierraclub.org/energy/ © 2012 Pearson Education, Inc. 41

Figure 38.6A Figure 38.6A A great tit (Parus major) 42

38.6 EVOLUTION CONNECTION: Climate change is an agent of natural selection In the Yukon Territory of Canada, where the spring temperatures have increased by about 2°C, red squirrels have begun breeding earlier in the spring. Student Misconceptions and Concerns 1. The importance of biodiversity may not be obvious to many students. Yet, as this chapter notes, biodiversity is inherently valuable on many levels. Consider challenging your class to explain why biodiversity matters, as an introduction to the subject. 2. Frustration can overwhelm students who are alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and informed voting). Several related websites are noted in the Teaching Tips below. Teaching Tips 1. Consider challenging your students to find at least one scholarly article online that documents the impact of climate change on at least one species. They could email the link to you as their assignment. 2. Students are unlikely to enter your course with a prior understanding of the diverse impacts of global climate change on ecosystems and individual species. Concepts such as the increased spread of disease vectors, the shifting of natural ranges and breeding seasons, and the spread of invasive species will likely be new to them, and taking it all in can be overwhelming. However, an awareness of the impact of global climate change can also be motivating. Consider ending your class sessions by discussing positive actions that students can take to make a difference. A few websites that provide related suggestions follow. www.liveneutral.org www.green-e.org www.stopglobalwarming.org www.sierraclub.org/energy/ © 2012 Pearson Education, Inc. 43

Figure 38.6B Figure 38.6B A red squirrel (Tamiasciurus hudsonicus) eating the seeds from a spruce cone 44

CONSERVATION BIOLOGY AND RESTORATION ECOLOGY CONSERVATION BIOLOGY AND RESTORATION ECOLOGY © 2012 Pearson Education, Inc. 45

38.7 Protecting endangered populations is one goal of conservation biology Conservation biology is a goal-driven science that seeks to understand and counter the rapid loss of biodiversity. Some conservation biologists direct their efforts at protecting populations and increasing endangered populations. Threats posed by human activities are also assessed. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. The IUCN Red List of threatened and endangered species can be accessed at www.iucnredlist.org/. 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 46

38.7 Protecting endangered populations is one goal of conservation biology The black-footed ferret in the United States is one of three ferret species worldwide and the only ferret found in North America, was reduced to just 18 individuals, has been bred in captivity, and was reintroduced into the wild. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. The IUCN Red List of threatened and endangered species can be accessed at www.iucnredlist.org/. 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 47

Figure 38.7A Figure 38.7A A black-footed ferret (Mustela nigripes) 48

38.7 Protecting endangered populations is one goal of conservation biology In Hawaii, the silversword plants once abundant on the cinder cone of the volcano Mauna Kea were bred in greenhouses and reintroduced to reestablish wild populations. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. The IUCN Red List of threatened and endangered species can be accessed at www.iucnredlist.org/. 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 49

Figure 38.7B Figure 38.7B A Mauna Kea silversword (Argyroxiphium sandwicense) 50

38.8 Sustaining ecosystems and landscapes is a conservation priority Conservation efforts are increasingly aimed at sustaining ecosystems and landscapes, a regional assemblage of interacting ecosystems. Landscape ecology is the application of ecological principles to the study of the structure and dynamics of a collection of ecosystems. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. If a short field trip is possible, you might wish to take students into a nearby wooded area to compare the diversity of life at the edge of the woods and deep within it. 2. In some ways, highways are types of movement corridors between populations of people living in cities. 3. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 4. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 51

Figure 38.8A Figure 38.8A A landscape in Yellowstone National Park with distinct edges 52

38.8 Sustaining ecosystems and landscapes is a conservation priority Edges between ecosystems have distinct sets of features and species. The increased frequency and abruptness of edges caused by human activities can increase species loss. Movement corridors connecting isolated habitats may be helpful to fragmented populations. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. If a short field trip is possible, you might wish to take students into a nearby wooded area to compare the diversity of life at the edge of the woods and deep within it. 2. In some ways, highways are types of movement corridors between populations of people living in cities. 3. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 4. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 53

Figure 38.8B Figure 38.8B A male brown-headed cowbird (Molothrus ater) 54

Figure 38.8C Figure 38.8C A wildlife bridge in Banff National Park, Canada 55

38.9 Establishing protected areas slows the loss of biodiversity To establish parks, wilderness areas, and other legally protected reserves, conservation biologists are applying their understanding of population, ecosystem, and landscape dynamics. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. The Conservation International website highlights biodiversity hot spots at www.biodiversityhotspots.org/Pages/default.aspx. 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 56

38.9 Establishing protected areas slows the loss of biodiversity Choosing locations for protection often focuses on biodiversity hot spots, relatively small areas with a large number of endangered and threatened species, and an exceptional concentration of endemic species, those that are found nowhere else. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. The Conservation International website highlights biodiversity hot spots at www.biodiversityhotspots.org/Pages/default.aspx. 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 57

Figure 38.9A Equator Figure 38.9A Earth’s terrestrial biodiversity hot spots (pink) 58

38.9 Establishing protected areas slows the loss of biodiversity Migratory species pose a special problem for conservationists. Monarch butterflies occupy many areas. Sea turtles travel great distances. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. The Conservation International website highlights biodiversity hot spots at www.biodiversityhotspots.org/Pages/default.aspx. 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 59

Figure 38.9B Figure 38.9B An adult loggerhead turtle (Caretta caretta) swimming off the coast of Belize 60

Figure 38.9_UN Figure 38.9_UN The monarch butterfly, a migratory species 61

38.10 Zoned reserves are an attempt to reverse ecosystem disruption Zoned reserves are undisturbed wildlands surrounded by buffer zones of compatible economic development. Costa Rica has established many zoned reserves. Ecotourism is travel to natural areas for tourism and recreation and has become an important source of revenue for conservation efforts. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. Zoned reserves illustrate one successful avenue of conservation in which efforts are developed in recognition of social demands. The recent increase in the use of green technology and consumer interest in green products reveals the potential for cooperative progress. Challenge your students to consider careers that might allow them to contribute to the development of sustainable solutions beneficial to the environment, industry, and society. Recycling programs, energy conservation, and the development of renewable energy sources can be cost-effective alternatives that help minimize human impact on the environment. 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 62

COSTA RICA National Parks and Reserves NICARAGUA PANAMA Figure 38.10A Figure 38.10A Costa Rica National Parks and Reserves 63

Figure 38.10B Figure 38.10B Ecotourism: Seeing the tropical rain forest by boat in Costa Rica’s Tortuguero National Park 64

38.11 CONNECTION: The Yellowstone to Yukon Conservation Initiative seeks to preserve biodiversity by connecting protected areas The Yellowstone to Yukon Conservation Initiative created a string of parks and reserves in a 3,200-km wildlife corridor, extends from Alaska south across Canada to northern Wyoming, included the reintroduction of wolf populations, considered a keystone species in this region, and sparked angry protests from some ranchers. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. Conservation efforts such as Y2Y require careful consideration of diverse points of view. Consider challenging your class to represent the perspectives of a rancher, a parent of small children, and a park ranger with regard to the expanding range of wolves, perhaps in the form of a staged debate. What issues might be most important to each of these people? What policies could be developed to address their concerns? 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 65

Figure 38.11A YUKON TERRITORY MACKENZIE NORTHWEST TERRITORIES MOUNTAINS Whitehorse ALBERTA ROCKY PACIFIC OCEAN BRITISH COLUMBIA MOUNTAINS Figure 38.11A A map of the Yellowstone to Yukon Conservation Initiative region, with protected areas shown in green Calgary COLUMBIA MOUNTAINS Vancouver MONTANA Spokane WASHINGTON Bozeman OREGON Jackson IDAHO WYOMING 66

NORTHWEST TERRITORIES MOUNTAINS Figure 38.11A_1 MACKENZIE YUKON TERRITORY NORTHWEST TERRITORIES MOUNTAINS Whitehorse Figure 38.11A_1 A map of the Yellowstone to Yukon Conservation Initiative region, with protected areas shown in green (part 1) ALBERTA ROCKY MOUNTAINS 67

BRITISH COLUMBIA PACIFIC OCEAN MONTANA OREGON IDAHO ROCKY MOUNTAINS Figure 38.11A_2 PACIFIC OCEAN BRITISH COLUMBIA ROCKY MOUNTAINS Calgary COLUMBIA MOUNTAINS Vancouver MONTANA Spokane WASHINGTON Bozeman Figure 38.11A_2 A map of the Yellowstone to Yukon Conservation Initiative region, with protected areas shown in green (part 2) Jackson OREGON IDAHO WYOMING 68

Figure 38.11B Figure 38.11B A grizzly bear with cubs in Yellowstone National Park 69

Figure 38.11C Figure 38.11C A gray wolf 70

38.12 CONNECTION: The study of how to restore degraded habitats is a developing science Restoration ecology uses ecological principles to restore degraded areas to their natural state, a process that may include detoxifying polluted ecosystems, replanting native vegetation, and returning waterways to their natural course. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. The Kissimmee River Restoration Project’s website is www.saj.usace.army.mil/Divisions/Everglades/Branches/ProjectExe/Sections/UECKLO/KRR.htm. The website, sponsored by US Army Corps of Engineers, includes a large photo gallery detailing the historical changes to the river system, maps, and many related details of the project. 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 71

38.12 CONNECTION: The study of how to restore degraded habitats is a developing science Large-scale restoration projects attempt to restore damaged landscapes. The Kissimmee River Restoration Project in Florida is restoring river flow and wetlands and improving wildlife habitat. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. The Kissimmee River Restoration Project’s website is www.saj.usace.army.mil/Divisions/Everglades/Branches/ProjectExe/Sections/UECKLO/KRR.htm. The website, sponsored by US Army Corps of Engineers, includes a large photo gallery detailing the historical changes to the river system, maps, and many related details of the project. 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 72

Kissimmee River Floodplain Figure 38.12A Widened canal Water control structure remaining Water control structure removed River channel restored Phase 1 completed K i s s i m Canal backfilled m e Water control structure to be removed in Phase 2 e R i v Figure 38.12A The Kissimmee River restoration project e r Kissimmee River Floodplain FLORIDA 10 Miles 73

Figure 38.12B Figure 38.12B Restoring the natural water flow patterns of the Kissimmee River Former canal 74

38.13 Sustainable development is an ultimate goal Sustainable development seeks to improve the human condition while conserving biodiversity, depends on increasing and applying ecological knowledge, and values our linkages to the biosphere. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. The chapter’s final module reflects upon the broader goals of biology and conservation, providing an opportunity to discuss what it means to be educated and why knowledge matters. As the text’s penultimate paragraph notes, “We are most likely to save what we appreciate, and we are most likely to appreciate what we understand.” Consider leaving your students with this empowering message that our world can be better, and our future brighter, if we continue to learn and apply our knowledge appropriately. 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 75

38.13 Sustainable development is an ultimate goal We are most likely to save what we appreciate and appreciate what we understand. Now is the time to aggressively pursue more knowledge about life and work toward long-term sustainability. Student Misconceptions and Concerns 1. Although they are typically sympathetic to efforts at species conservation, students often do not understand the complexity of the issues involved. The final section of this chapter helps to describe some of the recent efforts to conserve biodiversity and their challenges. A class discussion about the difficulties of conservation can help students realize that there are no simple solutions, and that interventions must be carefully planned and monitored. 2. Learning about current environmental problems, such as climate change and declining biodiversity, can be extremely discouraging to students entering adulthood. Providing students with examples of successful interventions and suggestions for actions they can take as individuals, while honestly describing the challenges still to be met, may be the best way to help them engage these issues. Teaching Tips 1. The chapter’s final module reflects upon the broader goals of biology and conservation, providing an opportunity to discuss what it means to be educated and why knowledge matters. As the text’s penultimate paragraph notes, “We are most likely to save what we appreciate, and we are most likely to appreciate what we understand.” Consider leaving your students with this empowering message that our world can be better, and our future brighter, if we continue to learn and apply our knowledge appropriately. 2. Consider referencing some of the following websites for basic ideas on what individuals can do to help address environmental problems. California Environmental Protection Agency: /www.arb.ca.gov/html/brochure/50things.htm Pennsylvania Dept. of Environmental Protection: www.dep.state.pa.us/earthdaycentral/96/business/FS1977.htm Environment Canada: www.ec.gc.ca/education/default.asp?lang=En&n=826B95C3-1 3. The World Resource Institute provides information, ideas, and solutions to global environmental problems. Their website at www.wri.org/ is an excellent resource for additional information. © 2012 Pearson Education, Inc. 76

Figure 38.13 Figure 38.13 The ring-tailed lemur (Lemur catta) 77

You should now be able to Describe the three components of biodiversity. Describe the greatest current threats to biodiversity, providing examples of each. Describe the process of biological magnification. Describe the causes and consequences of global warming. Explain why the efforts to save the black-footed ferret and silversword plant from extinction are a good model for future conservation efforts. © 2012 Pearson Education, Inc. 78

You should now be able to Describe the goals of landscape ecology. Describe the significance of edges and movement corridors in maintaining biodiversity. Describe the significance of biodiversity hotspots. Explain how zoned reserves are being used to protect ecosystems. Describe the goals of the Yukon to Yellowstone Initiative. © 2012 Pearson Education, Inc. 79

You should now be able to Describe the goals and methods of restoration ecology. Explain why sustainable development should be the ultimate goal for the long-term maintenance of human societies and the ecosystems that support them. © 2012 Pearson Education, Inc. 80

Ecosystem diversity Species diversity Genetic diversity Figure 38.UN01 Figure 38.UN01 Reviewing the Concepts, 38.1 Genetic diversity 81

ecosystems and landscapes (a) Figure 38.UN02 Conservation biology seeks to conserve may involve ecosystems and landscapes (a) may be protected in attempt to restore which uses nature reserves restoration projects (c) ATLANTIC OCEAN Figure 38.UN02 Connecting the Concepts, question 1 may be to FLORIDA (d) GULF OF MEXICO detoxify or replenish degraded ecosystems which support sustainable development 82