Ecosystems: Human Impacts and Conservation (+ Internal Assessment. IB Diploma Environmental Systems and Societies. Skills and Opportunities) 6 days

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1 IB Diploma Environmental Systems and Societies Ecosystems: Human Impacts and Conservation (+ Internal Assessment Skills and Opportunities) This is a packed six day course for IB Diploma ESS students giving them the opportunity to visit a different country and experience its ecology and culture. Students will cover content from Topics 1 to 5 (with applications to Topics 6 to 8) developing their practical skills and enabling them to prepare for the exam. The course also allows students to develop individual investigation skills and provides an opportunity for some to use this for Internal Assessment.

2 Example Course Timetable DAY MORNING AFTERNOON EVENING 1 Arrive afternoon Introduction to the Centre. Hire of waterproof clothing/boots Dinner. Introduction (one hour +) If earlier arrival the introduction session could start before dinner. Students will familiarize themselves with the key terminology and issues around the design of ecological investigations. Information about local environments and some of environmental issues affecting them will be discussed. Objectives will be set for the course which: make links to the IB ESS syllabus consider wider global and local environmental issues consider values and skills of working ecologists and conservationists set personal learning goals (linked to IB learner profile) If time/day light allows some of this session can be delivered outdoors. Syllabus links: 1.1 Environmental Values Systems, 2.1 Species & Populations, 2.2 Communities & Ecosystems, Big Questions C & D 2 Introduction to Ecological Surveying (half or full day) Students will visit local ecosystems. Possible human impacts on these environments. The rationale for monitoring, surveying and carrying out of EIAs will be considered. Key skills needed to do ecological surveys will be practiced and evaluated including: Species identification - using ID keys and charts. Sampling strategies - measuring species abundance directly and indirectly using: i) quadrats to measure population density by direct counts, percentage cover and frequency. ii) capture mark recapture (application of the Lincoln index). iii) consideration of methods used to sample megafauna (using local secondary data). Measurement of abiotic factors - at least 3 factors will be measured, emphasising the need for repetition to increase reliability of data. Use of historic maps or geographic information system (GIS) to support primary field data. Methods for choosing appropriate graphical and mathematical (inc statistical) techniques to present and analyse the data collected. Syllabus links: 3 Choose from: 4 Choose from: 5 Individual Investigations: Data Collection and Recording Students will carry out their planned individual investigation on selected topics using the local environments they have visited and the skills and knowledge developed during the course. Students are encouraged to assess their methodology and modify it during the investigation as appropriate. Choose from: Climate Change (Topic 7.2) Choose from: Climate Change (Topic 7.2) Individual Investigations: Personal Engagement and Exploration Students will carry out research for and plan an individual investigation based on a research question they have formulated. Individual Investigations: Analysis, Evaluation, Communication Students will analyse and evaluate their data. 6 Depart A final farewell from FSC staff as the students depart after breakfast. Please note: to ensure safe and quality learning experiences for students, the timetable may alter depending on weather conditions and local factors at Centres.

3 Daytime Options On Days 3 and 4 please select from the following options for the daytime sessions (we can of course be flexible and re-arrange these sessions to match your own requirements): Using aquatic ecosystems as an example, students will design and evaluate the methods for estimating numbers, biomass and productivity at different trophic levels in a community. Using both direct estimates of abundance made through field sampling and secondary data from the measurements of dry mass and controlled combustion, students will construct food chains/webs and pyramids of numbers, biomass and productivity. Calculations will be made of net, gross, secondary and primary productivity and of efficiency of energy transfer between levels. 1.2 Systems and models 1.3 Energy and equilibria 2.2 Communities & Ecosystems 2.3 Flows of Energy and Matter Big Question A Models of energy flow in ecosystems describe inputs, outputs and transformations of energy and matter at different trophic levels. The students will consider how their data fit these models. The role of first and second laws of thermodynamics and of respiration and photosynthesis will be emphasised. Using a local aquatic ecosystem, students will design sampling strategies to measure environmental factors that can monitor potential water pollution. They will directly test abiotic factors such as ph, temperature, suspended solids (turbidity) and levels of nitrates and phosphates. A light/dark bottle experiment can also be set up to investigate BOD levels. Species composition and abundance will be measured and species indicative of polluted waters will be identified. Species richness, Simpson s species diversity indices and biotic index values will be calculated. A range of graphical and mathematical (inc statistical) skills will be used to present and analyse the field data. 2.2 Communities & Ecosystems 4.4 Water pollution Big Question B A range of sources of aquatic pollution will be discussed and the idea that low diversity could be indicative of pollution such as eutrophication will be explored. Students will consider different water pollution management strategies. Students can also do case studies on three different aquatic species, which are under threat by human activities such as habitat destruction, introduction of invasive species, pollution or over-exploitation. In each case, the ecological, sociopolitical or economic pressures that are impacting on these species will be explored and their ecological roles and the possible consequences of their disappearance considered. Using a local ecosystem, students will develop sampling strategies (such as used in an EIA) to to show ecological succession. They will also sample areas that show how human activity can be a factor diverting the progression of succession to an alternative stable state. Species diversity will be compared between areas with or without this human influence by calculating species richness and Simpson s diversity indices. Abiotic factors will be measured including measurements of soil quality. A range of graphical and mathematical (inc statistical) skills will be used to present and analyse the field data. Students will use their field data and any secondary data to support their knowledge of succession as a process of change over time involving pioneer, intermediate and climax communities. They will consider that during succession, there will be changes in patterns of energy flow, gross and net productivity, diversity, mineral cycling and soil fertility and stability. By investigating the life cycles of different species they will observe how different reproductive strategies (r- and K) adapt them to either pioneer or climax communities. 2.4 Biomes, zonation and succession 3.4 Conservation of 5.3 Soil degradation and conservation The ability to assess changes to in a community over time is important in assessing the impact of human activity. Areas of high may then be identified and appropriate conservation put in place where possible. Using the location of this investigation as an example, students will consider how its is being actively managed for conservation, using a range of management strategies at a species and habitat level.

4 Students will develop sampling strategies (such as used in an EIA) to show zonation along an environmental gradient on a rocky shore (or equivalent) ecosystem. Methods can include the use of quadrats to systematically sample along a transect. The importance of such surveying techniques in monitoring before and after a human impact event (such as an oil spill) will be emphasised. Students will use a range of graphical and mathematical skills to present and analyse the field data to support their knowledge of zonation as a process of spatial changes in a community along an environmental gradient due to factors such as changing tidal level. 2.4 Biomes, zonation and succession 3.4 Conservation of The students will also investigate key environmental issues affecting the marine environment, including different types of marine pollution, the effects of climate change on oceans and threats to. Using local examples some of the challenges facing the establishment of marine protected areas will be explored. The importance of community support, adequate funding and proper research on the success of marine conservation initiatives at a local, national and global level will be highlighted. Students can also do case studies on three different marine species, which are under threat by human activities such as habitat destruction, introduction of invasive species, pollution or over-fishing. In each case, the ecological, socio-political or economic pressures that are impacting on these species will be explored and their ecological roles and the possible consequences of their disappearance considered. Students will have the opportunity to develop some of the fieldwork skills needed to sample soils and soil systems. They will collect soil samples from contrasting locations and relate these to their knowledge of soil formation. By looking at changes in soil conditions and processes such as infiltration down a natural slope or under different vegetation types they will also be able to investigate the link between hydrological and nutrient cycles and the storage and transfer of matter, organisms, nutrients, minerals, air and water. Measurements taken can include soil texture, soil moisture, soil organic content, selected mineral levels (such as N, P and K) and infiltration rates. Students will also consider the effect of human activities such as agriculture, deforestation and urbanization on surface runoff and investigate potential soil conservation measures such addition of organic materials and lime, wind reduction techniques, cultivation techniques and avoiding the use of marginal lands. 5.1 Introduction to soil systems 4.1 Introduction to water systems 5.3 Soil degradation and conservation 8.2 Resource use in society 8.3 Solid domestic waste 8.4 Human population carrying capacity

5 Evening Options On Days 2 and 3 please select from the following options for the evening session (we can of course be flexible and re-arrange these sessions to match your own requirements): Climate Change Students will evaluate real ecological data sets collected from local or national databases to assess claims that human activities are producing climate change. 7.2 Climate change causes and impacts This is a great opportunity for students to experience an additional practical technique outside the scope of the standard course. Techniques may include: estimating population size using the Lincoln Index, moth trapping and identification, small mammal sampling, bat detecting and sampling and observation of small aquatic invertebrates using microscopes. These skills may be useful when students develop research questions for internal assessment. TEACHING DELIVERY: FSC courses are delivered using current best practice in teaching pedagogy. They take an enquiry-based conceptual approach to teaching and learning. Concepts covered in this course will address the relevant big questions underpinning the environmental issues explored in each of the fieldwork modules. INDIVIDUAL INVESTIGATIONS and INTERNAL ASSESSMENT OPPORTUNITIES: The individual investigation could be used for the Internal Assessment for some students. Even if students choose not to use this investigation for Internal Assessment, it will still allow them to develop transferable skills for internal assessment carried out back at school. For schools/students who wish to carry out Internal Assessment, the Field Centre can provide pre-course information and resources to assist students in formulating research questions prior to the visit.