Live and Let Live NJPAA..

Transcription

1 l.iir! IIIId Let l.iiitj High SdtDOfjBiolDgy _ f110mpt /lddidllt NJPAA.. Live and Let Live Whitlow is a small rural community (population of 1250 people) in New Jersey. Whitlow is' located in a region with large undisturbed forests, wetlands, grasslands and rivers. The citizens value the balance that the community has maintained between meeting the needs ofthc:: residents and preserving the natural environment. Whitlow's extensive open spaces, high quality schools, and recreational opportunities have made it an appealing community where people would like to live. The town's economic development committee has predicted that the town's population will increase by 50"10 over the next five years. As a biologist, you have been asked by Whitlow's planning board to develop a plan to accommodate the increase in population. The job of the planning board is to plan sufficient housing and infrastrucmre*. You are interested in minimizing the impact of this development on the natural environment and wildlife populations. Because of your training and education, you understand that species' survival depends not only on habitat preservation, but also on the relationships with other species (e.g. predator-prey, producer-consumer). You know that increasing or decreasing a species' population will affect another species in almost all cases. You also know that wildlife population numbers will be affected by development Even if species survive a decrease in their habitat size, they may be losing breeding grounds or territories. This might decrease their population numbers over time, and your plan should take this into consideration. Once developed, your plan will be sent to the Whitlow Town Council for their approval. *See Key Terms, page 6 2

2 Uve and Let Uve High School/Biology student Prompt Booklet NJPAA III Your Task Develop a plan to acconunodate the expected 50% increase in the town's population while having a minimum impact on the natural environment. The plan should include a Species Distribution Table, a a Justification. Part I: Review and complete the Species Distribution Table: Review the Table on page 4 to determine which species and habitats you will choose to protect in your plan... Think about how your development plan may impact each species. Predict whether the population will increase, decrease or remain the same after you build. You will make these predictions for each species in a table found in your Student Response Booklet. Part IT: Add to the Development Map: " You have chosen certain wildlife species and/or primary habitats in Whitlow that you would like to protect. There is a map located on page 5, and in your Student Response Booklet that you will use as part of your development plan. You will be asked to circle the areas that you would like to protect and label them "Protected Area" on the map in your Student Response Booklet. " Then select the places and habitats on the map where you will build. Use the symbols in the map's key (or create new symbols for the map and key) to show what and where you plan to build in the town. You will add these symbols to the map., Part ill: Write the Justification*: " Explain why you chose the specific habitats to either protect or develop. Explain your population predictions- why you think that certain populations will increase, decrease or remain stable after you have finished your development. Explain how your plan balances the needs of the residents and the environment. *See Key Terms, page 6 3

3 I.ive lind Let UVIII High SchlHlljBit>lDgy _nt Pmmpt /IDt1Idet NJPAA III Table 1: Selected Species of Whitlow, NJ Resident Primary Diet Species* Habitat in ' Vhitlow American toad Wetlands insects and algae (amphibian) Barred owl Wetlands toad, salamander, (bird) mice Black bear Forest insects, grasses (mammal) and fruits Black Rat Snake Grassland mice, salamander (reptile) fields Chickadee (bird) Forest seeds, fruits and insects Conimon Wetlands toad, salamander, snapping turtle mice, aquatic (reptile)- plants Fence lizard Grassland insects and (reptile) fields spiders # Offspring Pl'Ociurt'd 1\J Pel' YeaI' Population -- St'ltuS* Lay from 2,000 to 20,000 eggs per year Lay 2-4 eggs per year Give birth to 2-3 cubs every 2 years Lay up to 20 eggs twice a year Lay 5-10 eggs per year Can lay 80+ eggs in soil each year Lay up to 16 eggs per year Threatened Increasing Undetermined Raccoon Forest toad, bird eggs, (mammal) salamander,mice, fruits, insects Redfox Grassland mice, birds (mammal] fields Ring-neck Forest edge seeds, fruits and pheasant (bird) insects Spotted Wetlands insects, tadpoles salamander (amphibian) White~footed Forests seeds, fruits and mouse insects (mammal) White-tailed Forest edge buds and twigs of deer (mammal) trees and shrubs *See Key Terms, page 6 One litter of 4 per year Give birth to pups per year Lay 6-15 eggs/year Females reach sexual maturity at 7 years Give birth to up to 36 young; only live 1 year Give birth to 2 fawns per year, starting at age 2. Note: average lifespan in NJ only 2 I years Declining Declining Declining 4

4 UVII ifnd Lilt Uve High School/Biology Student Prompt Book/lit NJPAA Map of Whitlow with Species and Present Populations ~=1mile = 50 houses -' :: regional school ;: community recreation center (swim, basketball, baseball, etc.) = sand pit - hiking and bike path - road ~.I=rtver = forest D=fields =wetjands 5

5 l..ive and Let l..ive High School/BiolDgy student Prompt IlaoIdtJt Important Facts e Sustainable development" balances the needs of the residents and the environment. The health of an environment is dependent upon clean air and water, and high biodiversity" of plants and animals. The planning committee members are divided into two groups. One group would like Whitlow to have more houses, recreation and shopping areas to increase local business. The other group would like to limit any development that would impact the environment and wildlife of Whitlow. Developers in the past have clear-cut* Whitlow forests to simplify the building process, removing all trees from the property. e Any time you cut forest, you create a forest edge. This is habitat for some species. If you build a home, school, shop, etc. you should include a road or pathway to the location. See Key Terms, below Key Terms Biodiversity- the number and variety of species within a given region Clear-cut - to remove all the trees in one area at one time Note: This practice destroys vital habitat and biodiversity in the area and encourages erosion, sedimentation of streams and lakes, and flooding Justification- using evidence to explain why an action is reasonable or necessary Infrastructure- the basic facilities, services, and installations needed for the functioning of the community, such as transportation and communications systems, water and power lines, and public institutions including schools, post offices, and public safety. Population status- the likelihood of a population disappearing from a region Note: Population numbers can increase, remain stable, or decrease. if the population numbers of a certain species in New Jersey have decreased dramatically to certain levels, the population is considered. threatened. Resident species- species that use that area as their primary habitat Sustainable development- development that meets the needs of the present without compromising the ability of future generations to meet their own needs 6

6 l.ivtj and I.et l.illtl High St:IIooI/BiDlogy _ Pl'tNTIPt BDlIIdtIt Write the Justification below: -.-- NJPAA EJtPlain why you chose specific bjibjtats to either protect or develor_ I f 4f1., 1"\ I It Explain your population predictions- why you think: that certain animal populations will increase, decrease or remain stable a~ yo~ have finished your development in the toyn{ v..-.. Explain how your plan balances the needs of the residents and the environment. 7

7 Live iiiid I.tIt live High SdrOl1I/IliQ/agy student Prompt IIOII/del Live and Let Live Scoring Rubric Justifi<:ation uses only accurate biological concepts to explain why selected locations are optima\. Justifi<:ation uses some accurate biological concepts but includes some biological misconceptions to explain why selected lo<:ations are optimal. Justification uses inaccurate biological principles to explain why selected locations are optima\. Dev'elol,ment Plan Justification does not explain why selected locations are optima\. The Plan demonstrates consideration of residents' needs and has the potential for minimal impact on the environment. The Plan demonstrates consideration of residents' needs and has the potential for minimal impact on the environment. The Plan does not demonstrate consideration of residents' needs and has the potential for moderate impact on the environment The Plan does not demonstrate consideration of residents' needs and has the potential for substantial impact on the environment consistent with Justification. The consistent with the Justifi<:ation map is inconsistent with the Justifi<:ation. The map is inconsistent with the Justification. Table is complete and accurate. Table is incomplete or inaccurate. Table is incomplete or inaccurate. Table is incomplete or inaccurate. Map incorporates standard symbols andlor student created symbols defined in the key. Map incorporates standard symbols andlor student created symbols defined in the key. Map incorporates standard symbols andlor student Created symbols not defined in the key. Map did not incorporate any symbols. Justifi<:ation, student are organized and integrated. Justification, student are organized and integrated with minor discrepancies. Justification, student are disorganized and contain major omissions. The Justification, student are disorganized or missing. 0- No judgment can be made (Off Topic or No Response) 8