Ecosystem Services Classwork Classwork #1

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1 Ecosystem Services Classwork Classwork #1 Name: 6 th Grade PSI Each statement lists an example of an ecosystem service. Label each with the type of ecosystem service that is being described. 1. As water flows down a watershed, the roots of vegetation filter pollutants out of the water, thereby helping to purify the water. 2. Your uncle is an avid bird watcher. He gets up early in the morning and goes on hikes at his local county park in order to view birds and to learn about their behavior. 3. The shirt you are wearing today was made from bamboo. 4. Many flowers cannot reproduce without the aid of animal pollination. 5. Volcanoes release carbon into the atmosphere while vegetation absorbs carbon from the atmosphere. 6. For breakfast, your mom makes zucchini bread from the zucchini growing in her garden. 7. As organisms die, bacteria break down the molecules and recycle the nutrients back into the soil. 8. For spring break, you vacation at a resort in Honduras where you snorkel and scuba dive on their coral reefs.

2 Ecosystem Services Homework Homework #1 Name: 6 th Grade PSI Pollination is an important process that enables plant reproduction. Although pollination can occur via wind or water, a majority of pollination occurs by animals. About 80% of all flowering plants are pollinated by animals. The majority of pollinating species include bees, moths, butterflies, beetles, flies and wasps. There are 25,000-30,000 species of bees alone! While pollination is essential for plant survival, it is also important for life on Earth. Without pollination, plants would cease to exist. Since they are the base of the food chain, this means that the rest of the food chain would suffer as well. About 80% of all crop plants grown around the world are dependent on animal pollination. In other words, without animal pollination, we would have hardly anything to eat. Pollination creates benefits other than food supply. Plants are an important carbon sink. This means that plants absorb carbon from the atmosphere. This helps to regulate the climate on Earth. The roots of plants also play an important role in erosion control and water purification. These processes would not happen without the pollination that enables the plants to reproduce. 1. What type of ecosystem service is pollination? Why? 2. In what ways do you benefit from pollination? 3. There are 4,000 species of bees in the United States. However, the bee population is dramatically dropping due to habitat loss, pesticide poisoning, viruses and parasitic mites. Describe the possible consequences of this.

3 Ecosystem Services & Biodiversity Classwork Classwork #2 Name: 6 th Grade PSI Wetlands Wetlands are areas of land that are saturated with water. They are an important ecosystem for many reasons. Wetlands act as nurseries for many species. Most of the fish that humans consume spend at least part of their life cycle in a wetland. Wetlands are able to absorb a large amount of water and then release it slowly. This makes them an important aspect of flood control. When flooding occurs, wetlands are able to absorb a large amount of water, preventing it from damaging neighboring ecosystems and cities. Wetlands are a natural water filtration system. They filter out sediment and toxins that would otherwise make their way into the water supply. Migratory animals, including birds, fish and mammals, rely on wetlands for habitat and food during their migrations. Plants and soil in wetlands absorb and store a large amount of carbon from the environment. This helps to regulate the climate. Wetlands are a source of water for agricultural irrigation. Wetland forests also provide lumber. The wetlands habitat is a popular destination for recreational activities like fishing, camping and birdwatching. 1. List an example of how wetlands provide each type of ecosystem service. a. Provisioning b. Regulating

4 c. Cultural d. Supporting 2. In the United States, human activities have resulted in the loss of 50% of our wetlands. Describe three ways that the loss of biodiversity from wetlands could have negative consequences.

5 Ecosystem Services & Biodiversity Homework Homework #2 Name: 6 th Grade PSI The Role of Bees in Pollination In the realm of pollination, bees are very important. In the United States alone, bees pollinate $15 billion worth of crops. Here is a list of crops that bees pollinate: Fruits and Nuts Vegetables Field Crops Almonds Apples Apricots Avocadoes Blueberries Boysenberries Cherries Citrus Cranberries Grapes Kiwifruit Loganberries Macadamia nuts Nectarines Olives Peaches Pears Plums/Prunes Raspberries Strawberries Asparagus Broccoli Carrots Cauliflower Celery Cucumbers Cantaloupe Honeydew Onions Pumpkins Squash Watermelons Alfalfa Hay Alfalfa Seed Cotton Lint Cotton Seed Legume Seed Peanuts Rapeseed Soybeans Sugar Beets Sunflowers Some beekeepers manage bee colonies for the specific purpose of crop pollination. They are paid to move their bee hives around the country on trucks, moving from crop to crop. Unfortunately, the bees are in trouble. Since 2006, beekeepers have reported average losses of about 30% of their colonies. The colonies appear to be healthy but the bees will suddenly disappear from them, leaving behind honey, pollen and the queen. This strange phenomenon has been termed Colony Collapse Disorder (CCD). While a lot of research has gone into studying CCD, so far no solutions have been found.

6 1. Why are bees important? 2. How will the loss of bee biodiversity affect us? 3. Almond trees are pollinated solely by bees. Almond growers in California continue to plant additional almond trees, despite their knowledge of CCD. They estimate that they need million bee colonies to pollinate their crop. Currently, however, there are only 1.5 million colonies being brought to California for almond crops. How will CCD affect almond crops and almond farmers? 4. Suppose that additional bee colonies are taken away from other crops in order to pollinate the almond crops. What does this mean for all the other crops in the United States?

7 Threats to Biodiversity Classwork Classwork #3 Name: 6 th Grade PSI Invasive Species: European Green Crab The European green crab is a species native to Europe. In the 1800s, the European green crab appeared in Cape Cod, MA, probably travelling from Europe by attaching to sailing vessels. By the 1950s, the crab had extended its range northwards, up to Nova Scotia, Canada. In 1989, they were discovered on the west coast, in San Francisco Bay. As an invasive species, the European green crab competes with native species for resources. The green crab preys on many organisms, particularly clams, oysters and mussels. The crab can dig down into the sediment several inches to find prey. It is capable of learning and altering its hunting strategies accordingly. The digging habits of the crab have disrupted the growth of native eel grass. The negative effects of the green crab extend even to shorebirds. The crab is an intermediate host of the parasitic worm Profilicollis botulus. Shorebirds prey on clams, oysters, mussels and crabs. When the shorebirds eat the green crab, the worm is transmitted to the birds. The green crab is known to be faster and more dexterous than native crabs. Since the crab became established in California, a 40% drop in Manila clam harvest has been documented in Humbolt Bay. This indicates that the crab is a threat to the ecosystem. Ecologists are worried that the crab may become established in Washington. Washington currently has successful clam, oyster and mussel fisheries. In particular, Washington is home to the multi-million dollar Dungeness crab fishery. The green crab has the potential to outcompete the Dungeness crab for food and habitat. The Washington state government reacted quickly to the presence of the green crab. They have instituted laws making it illegal to import or transport the crabs in any way. They currently have a monitoring program in place to analyze the green crab population and are working on potential control measures. 1. Draw a food web showing: European green crab, clams, oysters, mussels, Dungeness crab and shorebird.

8 2. How does the green crab disrupt the native food web? 3. The green crab is responsible for the crash of the soft shell clam fishery on the east coast? How did the crab cause this? 4. How could the green crab affect the Dungeness crab fishery?

9 Threats to Biodiversity Homework Homework #3 Name: 6 th Grade PSI Colony Collapse Disorder Scientists have been working hard to discover more information about Colony Collapse Disorder (CCD). While they have not yet found a remedy, they have pinpointed several potential causes: Chemical treatment of colonies. Beekeepers often use chemicals as a way to control sickness in the colonies. It has recently been discovered that, even when these chemicals are used according to guidelines, they cause negative effects in the colonies. Environmental toxins. Many of the crops pollinated by bees are treated with fertilizers and pesticides. As these toxins make their way into the bees bodies, they can cause negative effects. Genetically modified crops. The seeds of many genetically modified crops are treated with insecticides that later show up in the nectar and pollen. When these chemicals are ingested by bees, they can cause negative effects. Varroa mites. Varroa mites are destructive to bees. Not only is the mite damaging, but it also transmits viruses to the bees. Many beekeepers use chemical to try to control the mites, which is another way that toxins find their way into colonies. Lack of genetic biodiversity. Only a few queen bees are used to produce all of the other queen bees (and therefore bees) in the United States. Scientists worry that this has led to bee colonies that have very low genetic biodiversity. Since the bees are all very similar, if an illness or toxin is able to kill one bee, it is highly likely that it is able to kill all of them. They are worried that the low biodiversity has led to low resilience. If the bees were genetically diverse, some bees would survive even when others die. Combination. It is possible that there is not just one cause of CCD. It may be a combination of a few, if not all, of the causes listed above. 1. If CCD causes all of the bees in the United States to go extinct over time, what type of extinction would this be? 2. If CCD causes all of the bees in the United States to go extinct all at once, what type of extinction would this be?

10 3. In what ways have humans contributed to CCD? 4. Propose and describe three methods for increasing the future health of US bee colonies.

11 Conservation and Preservation Classwork Name: Classwork #4 6 th Grade PSI Suppose that there is a busy three-way intersection down the street from your house. It often gets congested. There have been many automobile accidents as a result of the intersection. A recent fatal accident has prompted the local government to take action. Two ideas have been proposed: Put in a stoplight. This option would control the traffic flow and help to prevent accidents. On the downside, however, it would create additional congestion as cars get backed up waiting for the lights to change. Not much construction would be necessary other than the addition of the lights, poles and cables. Create a roundabout. This option would control the traffic flow while also preventing additional congestion. Creating the roundabout, however, would require road construction. In order to create the necessary circle, a portion of a wetland on two sides of the current road would be paved over. On the third side, the construction would bring the road into the backyards of several houses. 1. What would a conservationist think about this issue? 2. What would a preservationist think about this issue? 3. What is your educated opinion about this issue?

12 Conservation and Preservation Homework Name: Homework #4 6 th Grade PSI Biodiversity Hotspots Two qualifications must be met in order for an area to be labelled a biodiversity hotspot: 1. The area must contain 1,500 species of vascular plants. 2. It must have already lost 70% of its original habitat. Because of these qualification, biodiversity hotspots can be defined as incredibly threatened areas that are rich in biodiversity. There are currently 34 different hotspots around the Earth. They used to cover 15.7% of Earth s land surface but now only cover 2.3%. This small percentage of the Earth s land surface contain 50% of the Earth s vascular plant species and 77% of terrestrial vertebrate species. 1. Why is it important to protect biodiversity hotspots? 2. What ecological services are provided by the plants in biodiversity hotspots? 3. Describe two different ways that species within hotspots can be protected.

13 Restoration Ecology Classwork Classwork #5 Name: 6 th Grade PSI After reading A Citizen s Guide to Bioremediation, answer these questions. 1. What is bioremediation? 2. How is bioaumentation used during bioremediation? 3. What are amendments? Give an example. 4. What is the difference between in situ and ex situ? 5. List three situations in which bioremediation will take longer to occur.

14 6. Describe three advantages to using bioremediation.

15 Restoration Ecology Homework Homework #5 Name: 6 th Grade PSI Biosequestration Many human activities have increased the amount of carbon in the atmosphere. This has led to global climate change. Results of climate change are far-reaching. Many species are not able to survive in their changing habitats and are forced to move to different habitats. Some species, who are unable to relocate, are in danger of going extinct. Carbon sequestration is the process of capturing and storing atmospheric carbon. Different industries have developed ways to achieve this using chemicals or artificial means. Biosequestration, however, uses natural processes to capture and store atmospheric carbon. By manipulating natural processes, geoengineers hope to increase the capture of carbon, thereby decreasing the rate of climate change. Geoengineers use the following processes: Reforestation. Reforestation is the replanting of trees and vegetation on previously cleared land. Since vegetation absorbs carbon dioxide and releases oxygen, increasing the amount of vegetation will decrease the amount of atmospheric carbon. Wetland Restoration. The soil in wetlands accumulates a large amount of carbon. In fact, 14.5% of the world s soil carbon is found in wetlands. This ecosystem, however, is at risk due to urbanization and habitat destruction. If the amount of wetlands can be increased and restored, they will act as a carbon sink, pulling in carbon from the atmosphere and storing it in the soil. Agriculture. Soil has a large capacity to store carbon. If agricultural practices can be modified, carbon sequestration by soil can remove large amounts of carbon from the atmosphere. For example, covering bare areas with hay or dead vegetation enhances the health of the soil and allows it to be an appropriate ecosystem for carbon-capturing microbes. Many of the changes also have the benefit of creating healthier soil. 1. Why would biosequestration be preferable over other carbon sequestration methods that use chemicals?

16 2. The above methods of biosequestration increase the amount of carbon removed from the atmosphere. By carrying out these methods, however, other ecosystem services are also enhanced. Think of one ecosystem service for each method that is increased due to biosequestration. Reforestation: Wetland Restoration: Agriculture: 3. Think about where you live. Which method would make the most sense to pursue in your particular area? Explain.

17 Answer Key Ecosystem Services Classwork Classwork #1 1. Regulating 2. Cultural 3. Provisioning 4. Regulating 5. Supporting 6. Provisioning 7. Supporting 8. Cultural Ecosystem Services Homework Homework #1 1. Pollination is a regulating service. Pollination regulates plant reproduction. 2. Pollination provides us with food. We benefit from the plants that are created via pollination. These plants regulate climate by removing carbon from the atmosphere. They also help to minimize soil erosion and they play a role in water purification. 3. A loss of bees would mean that crop production would decrease. If the decline continues, we would eventually see a decrease in vegetation which could lead to climate issues. A lack of plants would lead to increased erosion and water pollution. Ecosystem Services & Biodiversity Classwork Classwork #2 1. Answers will vary. Provisioning Wetlands provide water and lumber. Regulating Wetlands act as a water purifier. Cultural Wetlands are an important location for recreational activities. Supporting Wetlands are a carbon sink, which is part of the carbon cycle. 2. Answers will vary. Ecosystem Services & Biodiversity Homework Homework #2 1. Bees are important because they pollinate many of the crops that we eat. 2. With a loss of bee biodiversity, we would not have as much food to eat. We would not have as much honey. The lower supply of crops would result in higher prices in the grocery stores.

18 3. Not all of the almond trees will be pollinated. These trees will not reproduce and will, therefore, not produce any almonds. The almond crop will decrease. This will mean a loss of money and livelihood for the almond farmers. 4. If bee colonies are moved in order to pollinate all of the almond crop, then some of the other US crops will not be pollinated. Although the almond crop will be maintained, we might lose other crops across the country. Threats to Biodiversity Classwork Classwork #3 1. European green crab, Dungeness crab and shorebirds all eat clams, oysters and mussels. 2. The green crab competes with the Dungeness crab and shorebirds for prey. It is able to outcompete these other species, forcing their populations to decrease. The increased predation pressure causes the clam/oyster/mussel populations to decrease as well. 3. The green crab caused the soft shell clam industry to collapse because the crab ate so many of the clams. 4. Since the green crab can outcompete the Dungeness crab, the Dungeness crab will not be able to find enough food. The population will decrease which will substantially hurt the fishery. Threats to Biodiversity Homework Homework #3 1. Background extinction 2. Mass extinction 3. Answers may vary. Humans have introduced many chemicals and toxins into the environment. We have bred bees to have a low genetic biodiversity, which leads to low resilience against pathogens. 4. Answers will vary but should be based on the info given. Conservation and Preservation Classwork Classwork #4 1. A conservationist wants human needs to be met while also maintaining the health of ecosystems. A conservationist could favor either option. The stoplight conserves the ecosystem but does not fully meet the human need. The roundabout meets the human need but impacts the wetland ecosystem. The conservationist might do research and find ways to restore additional wetlands or to enhance the existing wetlands in order to allow the roundabout to work. 2. A preservationist wants ecosystems to remain completely intact. They would not favor the roundabout as it impacts the local wetlands. Even though the stoplight does not fully respond to the human need, they would favor this option because it does not further impact the ecosystem.

19 3. Answers will vary. Conservation and Preservation Homework Homework #4 1. Biodiversity hotspots contain an incredible amount of the Earth s plant and animal species. We need these species in order to provide the many ecosystem services that we use every day. By maintaining high biodiversity, ecosystems are more resilient and can survive disruptions. 2. Plants provide many ecosystem services. They are a food source (provisioning service). They carry out photosynthesis which allows all species on Earth to thrive (supporting service). The roots of plants help to prevent soil erosion and to purify water (regulating services). They provide habitats that are used for recreational purposes (cultural service). 3. Answers will vary. Examples: legal protection, wildlife corridors, creation of national parks. Restoration Ecology Classwork Classwork #5 1. Bioremediation is the process of using microbes to clean contaminated soil and groundwater. 2. If the soil or groundwater does not have enough microbes, scientists will add them. This is bioaumentation. 3. Amendments are items that are added to create the right conditions for bioremediation to occur. Examples are vegetable oil, molasses or oxygen. 4. In situ means that bioremediation occurs at the site. Ex situ means that bioremediation occurs away from the site, above ground. 5. Bioremediation takes longer to occur when: contaminant levels are high or are trapped, the contaminated area is large, conditions must be modified or when it occurs ex situ. 6. Bioremediation uses natural processes to clean contaminated areas. It can be cheaper than other methods. There are very few byproducts. Restoration Ecology Homework Homework #5 1. Chemical processes usually have harmful waste products and negative effects on the environment. 2. Answers will vary. Reforestation: Reforestation will create natural habitats that can be used for regulating services such as air purification, water purification and erosion control. These natural areas can also be used for recreational and educational purposes.

20 Wetland restoration: Increasing wetlands will increase the amount of water purification and flood regulation of those areas. The wetlands can also be used for recreational and educational purposes. Agriculture: Since changes in agriculture practices will enhance soil health, the crops grown on the land will be healthier and more plentiful for human consumption. 3. Answers will vary.