Learning Objectives. Reading Assignment. Supplemental Resources. Unit Lesson. Learning Activities (Non-Graded) Key Terms

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UNIT III STUDY GUIDE The Earth s Biomes, Biodiversity, and Conservation Reading Assignment Chapter 5: Biomes and Biodiversity Chapter 6: Environmental Conservation: Forests, Grasslands, Parks, and

Edge effects 6. Estuary 7. Fragmentation 8. HIPPO 9. Invasive species 10. Mangrove 11. Overgrazing 12. Overharvesting 13.

1 UNIT III STUDY GUIDE The Earth s Biomes, Biodiversity, and Conservation Reading Assignment Chapter 5: Biomes and Biodiversity Chapter 6: Environmental Conservation: Forests, Grasslands, Parks, and Nature Preserves Supplemental Resources See information below. Learning Activities (Non-Graded) See information below. Key Terms 1. Biodiversity 2. Biomes 3. Core habitat 4. Ecotourism 5. Edge effects 6. Estuary 7. Fragmentation 8. HIPPO 9. Invasive species 10. Mangrove 11. Overgrazing 12. Overharvesting 13. REDD Learning Objectives Upon completion of this unit, students should be able to: 1. Define the term biome and describe the nine major terrestrial biomes. 2. Identify the three types of biodiversity and discuss the importance of biodiversity to ecosystem health. 3. Define HIPPO and describe the human threats to biodiversity. 4. Evaluate the benefits and challenges of placing a monetary value on ecosystem services. 5. Identify and describe potential solutions to deforestation and forest degradation. 6. Discuss the benefits and consequences of logging old-growth forests and federal land. 7. Discuss the threat of overuse and degradation in our National Park System. 8. Describe the importance of preserve size and shape to species survival. Unit Lesson What makes a certain collection of plants and animals common in one area and not another? Slight variations in such variables as precipitation, temperature, and altitude can have a large impact on the type of life that can thrive in an area. The earth s ecosystems can be grouped into biomes, which are characterized by their plant and animal life, climate, and geography. Within these biomes, there are also vegetation zones that vary by altitude. This change in vegetation with altitude is termed vertical zonation (Cunningham & Cunningham, 2011). By studying the characteristics of the world s biomes, we can make more accurate predictions about what effects ecosystem disturbances will have. An understanding of biomes also helps environmental managers to create effective resource management and ecosystem restoration plans. The textbook describes nine main biomes: tropical moist forests, tropical savannas and grasslands, tropical seasonal forests, deserts, temperate grasslands, temperate scrublands, temperate forests, boreal forests, and tundra. (Graphic below is on page 99 of the textbook) There are nine major biomes types in the world. These major types can be further subdivided into classes, as identified in the graphic above. (Cunningham & Cunningham, 2011) BEM 3201, Environmental Assessment 1

2 In addition to terrestrial biomes, there are unique biological communities in aquatic environments. Just as vertical zones of vegetation occur as the altitude changes in terrestrial biomes, vertical stratification occurs in aquatic ecosystems as a result of rapidly decreasing levels of light with depth (Cunningham & Cunningham, 2011). Tidal areas contain high levels of biological productivity and diversity. Coral reefs are fragile ecosystems that support a wide variety of life. Along with mangroves and estuaries, coral reefs are being threatened by human activity. For example, the reefs are mined for limestone, used as a dumping ground for mine tailings, and suffer the effects of nutrient-laden runoff and rising ocean temperatures. In some countries, fifty percent of the coral reefs have been destroyed since 1988 (McCook et al., 2003). Freshwater ecosystems, such as wetlands, lakes, rivers, and streams, are also being heavily impacted by human activity. These biological communities are adversely affected by pollution, dam construction, and water diversion for agricultural, industrial, and residential use. A great variety of plant and animal life exists among these terrestrial and aquatic biomes. This diversity of biological life is referred to as biodiversity. Cunningham & Cunningham (2011) identify three main types of biodiversity that are essential for preserving ecological systems and function: Genetic diversity the variety of versions of the same genes within an individual species Species diversity the number of different kinds of organisms within an ecosystem Ecological diversity the complexity of a biological community Biodiverse ecosystems provide us with food, medicines, and pest control. A high level of biodiversity can also enable an ecosystem to withstand disturbances. In addition to the practical value of biodiversity, many people believe that there is an intrinsic value to the variety of life in an ecosystem. Another way to express the value of biodiversity is to estimate the economic value of the ecosystem services that a stable ecosystem can provide. For example, the bees that pollinate the coffee plants in Costa Rican coffee plantations live in nearby forests. A study conducted on the economic value of these forests indicated that two forest patches were contributing $62,000 worth of pollinating services annually to a single coffee farm (Holtzman, 2012). There are many threats to biodiversity, including invasive species, pollution, and habitat fragmentation. Most of us can look around our local communities and see how development has taken over farmlands and forests. This development does more than destroy the habitat on which the construction occurs. The habitat that is left is fragmented into small patches. This can affect species ability to reproduce and decrease the stability of the ecosystem. (Graphic below is on page 113 of the textbook) BEM 3201, Environmental Assessment 2

Over the years, as more and more people settled in an area of Wisconsin, depicted at left, wooded areas that served as habitats became more and more scarce.

3 Over the years, as more and more people settled in an area of Wisconsin, depicted at left, wooded areas that served as habitats became more and more scarce. (Cunningham & Cunningham, 2011) Chapter 6 focuses on actions that can be taken to conserve our resources. Forests provide many valuable ecosystem services and products. However, some forests are being rapidly depleted. Tropical rainforests, for example, are being cut down at the rate of 3 million hectares a year (1 hectare = acres) (Cunningham & Cunningham, 2011). Much of this deforestation is caused by logging, but some land is also being cleared for agriculture, ranching, and mining purposes. Human activity is also threatening grassland ecosystems. There are 3.8 billion hectares of pastures and grazing lands in the grassland biome (Cunningham & Cunningham, 2011). Overgrazing has accelerated desertification in recent years, but new grazing and ranching methods are allowing some grasslands to recover. National parks also help to preserve habitats and protect biodiversity. However, there is some debate about the level and type of use that will allow people to enjoy and appreciate nature without causing damage to the ecosystem. For example, the eruption of Old Faithful in Yellowstone National Park draws quite a crowd. However, the ecological impact of so many visitors could damage the natural beauty the park is meant to preserve. How do we balance the desire to view and experience our national parks with the need to protect the biological communities within them? BEM 3201, Environmental Assessment 3

Thousands of park visitors wait for Old Faithful to erupt at Yosemite National Park. How much damage can this large an influx of visitors cause to the park s natural habitat?

4 Thousands of park visitors wait for Old Faithful to erupt at Yosemite National Park. How much damage can this large an influx of visitors cause to the park s natural habitat? (Cunningham & Cunningham, 2011) What species are being threatened by habitat destruction or pollution in your area? What parks or nature preserves surround you? How well are they managed? References Cunningham, W. P., & Cunningham, M. (2011). Principles of environmental science: Inquiry and applications. New York, NY: McGraw Hill. Accounting for nature's benefits: The dollar value of ecosystem services. (2012). Environmental Health Perspectives, 120(4), A138. McCook, L., Richmond, Robert (American theatrical director), Sweatman, H., & Wolanski, E. (2003). Mud, marine snow and coral reefs: The survival of coral reefs requires integrated watershed-based management activities and marine conservation. American Scientist, 91(1), 44+. Supplemental Resources Learn more about this unit s topics by researching the in databases of CSU s Online Library. The following are examples of relevant resources that are available in the General OneFile database: Doremus, H. (2010). The Endangered Species Act: Static law meets dynamic world. Washington University Journal of Law & Policy, 32, This article discusses the history of the Endangered Species Act and how conservation policy needs to change to keep pace with our changing world. Olmsted, P. (2010). Getting the price right: Paying for ecosystem services recognizes the payback that these life-supporting processes BEM 3201, Environmental Assessment 4

5 offer. Alternatives Journal, 36(6), 14+. This article discusses the monetary valuation of ecosystem services. Echeverria, J., Johnson, N., & Revenga, C. (2001). Managing Water for People and Nature. Science, 292(5519), This article discusses the failure of water policy to protect water resources in much of the world. Vaughn, C. C. (2010). Biodiversity losses and ecosystem function in freshwaters: Emerging conclusions and research directions. BioScience, 60(1), 25+. This article discusses recent research on biodiversity loss. Learning Activities (Non-Graded) Final Paper Prep Finding Sources Conduct a literature review in preparation for your final paper. You should begin your research and gather at least 5-10 sources that you could use as references for your paper. Create an APA-formatted list of those sources that you could use as your reference page. Check your Knowledge The Practice Quiz on page 126 offers you the opportunity to ensure that you have mastered the Chapter 5 content, while you can find out how much you learned from the Chapter 6 content by completing the Practice Quiz on page 151. How much do you recall? Complete the questions in the chapter quizzes and find out. Apply What You Have Learned What concepts and principles did you learn from the unit readings in Chapters 5 and 6? Can you answer the Critical Thinking and Discussion Questions on pages 126 and 152? Start a discussion with your fellow students. If you do not understand a concept or principle, contact your instructor for additional guidance or information. Data Analysis Chapters 5 and 6 have introduced a variety of important environmental concerns from around the world. If you were tasked with analyzing information concerning environmental problems, would you be able to do it? For example, what do you know about confidence limits, and N, the number of survey routes from which population trends are calculated? Learn more about these topics and how they applied to a breeding bird survey in the Data Analysis section at the end of Chapter 5, on page 127. Edge effects can be crucial indicators in a nature preserve. Find out how to detect edge effects in the Data Analysis section following Chapter 3, on page 75. Non-graded learning activities are provided to aid students in their course of study. These are non-graded activities, so you do not have to submit them. BEM 3201, Environmental Assessment 5

BIOMES. Living World

BIOMES. Living World BIOMES Living World Biomes Biomes are large regions of the world with distinctive climate, wildlife and vegetation. They are divided by terrestrial (land) or aquatic biomes. Terrestrial Biomes Terrestrial