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APES Study Guide 6

Biodiversity

This APES unit will culminate your learning of the essential APES-related ecology with the study of biodiversity and the loss biodiversity which along with global warming and ozone depletion constitute the three most significant present-day global environmental changes that are direct consequences of human activity.

Textbook Reference

Miller, Living In The Environment, 16th edition: Chapters 9-12 (p191-268) (77 pages)

Outside Reading

None

Other Materials

The Lorax

Cane Toads: An Unnatural History

Planet Earth “Saving Species”

Vocabulary (62)

|intrinsic value |habitat fragmentation |ecotourism |

|utilitarian justification |public lands |gray wolf |

|aesthetic justification |rangeland |whooping crane |

|moral justification |multiple-use land |California condor |

|global extinction |restricted-use land |orangutan |

|local extinction |National Park |giant panda |

|background extinction |National Wildlife Refuge |Pacific yew |

|mass extinction |National Forest |African black rhinoceros |

|precautionary principle |National Resource Lands |Florida manatee |

|deforestation |U.S. Forest Service |passenger pigeon |

|commercial forestry |U.S. National Park Service |northern spotted owl |

|old-growth forests |U.S. Fish and Wildlife Service |dodo |

|second-growth forests |U.S. Bureau of Land Management |kudzu |

|tree plantation |edge effect |gypsy moth |

|clear cutting |gill netting |zebra mussel |

|selective cutting |long-line fishing |biomagnification |

|strip cutting |bottom trawling |bushmeat |

|surface fire |purse-seine fishing |CITES |

|crown fire |sustained yield |Lacey Act |

|controlled burn |whaling |U.S. Endangered Species Act |

Study Guide Questions (SGQs)

|1. Explain how the economic and intrinsic value of ecosystem services may be used to |6. Explain how aesthetic, cultural, and moral justifications may be used for |

|justify protecting and preserving biodiversity. Use a historic example to illustrate |protecting and preserving endangered species. Use one historic example for each |

|how economic justification has been used to protect and preserve endangered species |justification to illustrate how they have been used to protect and preserve |

|in the past. |endangered species in the past. |

|2. If you were placed in charge of managing a large area of forest, and you were |7. Describe what happens, over time, to an animal population confined in a |

|required to preserve some areas, while allowing timber harvesting in others, describe|small-protected area. Use a historic example to illustrate how an arbitrary park |

|some of the strategies you could employ to ensure that the timber harvesting is done |boundary endangered a species. |

|sustainably. |8. Identify and describe three commonly used methods of commercial fishing. |

|3. Differentiate between a surface fire and a crown fire. Identify which type of fire|9. Discuss three reasons that make it more challenging to protect endangered marine |

|is most devastating to a forest, and describe the forest management strategies that |species than to protect endangered species on land. |

|have resulted in an increase in the frequency of the most devastating types of forest|10. Identify three pieces of legislation that are vital to preserving endangered |

|fires. |species. Explain precisely what each legislates, its historical significance, and |

|4. Discuss the conflicts that arise when a forest is used simultaneously for wildlife|scope. |

|management, watershed, and recreation. | |

|5. Distinguish between the agencies, which are responsible for overseeing federal | |

|lands in the United States. | |

APES Calendar

|Monday |Tuesday |Wednesday |Thursday |Friday |

|November 12 |November 13 |November 14 |November 15 |November 16 |

|No School |PREDATION Lab Due |In Class: |In Class: |Unit 5 Test |

|HW: |Unit Review |Role humans play on premature |Preventing premature extiction |Unit 5 Vocabulary Due |

|read 5 pages |HW: |extinction | |SGQs 6-10 Due |

|10 vocabulary |Finish reading & vocabulary |HW: |HW: | |

| |SGQs 6-10 |read 5 pages |read 5 pages | |

| | |10 vocabulary |10 vocabulary | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|November 19 |November 20 |November 21 |November 22 |November 23 |

|In Class: | |Quiz |Thanksgiving |District Holiday |

|Role humans play on premature |In Class: |In Class: | | |

|extinction |Preventing premature extinction|Role humans accelerate species |No School |No School |

|Sharkwater |Sharkwater |extinction | | |

|HW: |HW: |Sharkwater | | |

|read 5 pages |read 5 pages |HW: | | |

|10 vocabulary |10 vocabulary |read 5 pages | | |

| | |10 vocabulary | | |

|Endangered Species | | | | |

|Project | | | | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|November 26 |November 27 |November 28 |November 29 |November 30 |

|In Class: |In Class: |Quiz |In Class: |In Class: |

|Role humans accelerate species |Protect wild species extinction|SRQ #1-5 |Forest |Manage and sustain grasslands |

|extinction |HW: |In Class: |Sustainability |HW: |

|Sharkwater |read 5 pages |Cane Toads |HW: |read 5 pages |

|HW: |10 vocabulary |Major Threats to forest |read 5 pages |10 vocabulary |

|read 5 pages | |Handout: |10 vocabulary | |

|10 vocabulary | |Cane Toads Questions | | |

| | |HW: | | |

| | |Cane Toads Questions | | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|December 3 |December 4 |December 5 |December 6 |December 7 |

|Cane Toads Questions Due |In Class: |In Class: |In Class: |In Class: |

|In Class: |Ecosytrms approach to |Threats and sustainability to |Fisheries & Fishing |Fisheries Protect and sustain |

|Threats and sustainability parks |sustaining |aquatic biodiversity |HW: |freshwaters. |

|and nature reserves |HW: |HW: |read 5 pages |HW: |

|HW: |read 5 pages |read 5 pages |10 vocabulary |read 5 pages |

|read 5 pages |10 vocabulary |10 vocabulary | |10 vocabulary |

|10 vocabulary | | | |Endangered Species |

| | | | |Project Due |

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