Subject:
Biology
Material Type:
Module
Level:
Community College / Lower Division, College / Upper Division
Provider:
Ohio Open Ed Collaborative
Tags:
Biodiversity, Biodiversity Crisis, Conservation, Endangered, OSC0032
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English
Media Formats:
Text/HTML

Education Standards (1)

Conservation Biology and Biodiversity Resources

Conservation Biology and Biodiversity Resources

Overview

The core threats to biodiversity are human population growth and unsustainable resource use. Current significant threats to biodiversity include habitat loss, overharvesting/overexploitation, invasive species, and climate change. Conservation biology works to counteract the loss of biodiversity due to these threats. These methods include legislative framework such as the ESA and MBA, setting aside preserves, habitat restoration, and captive breeding programs. 

Learning Objectives

Learning Objectives (Biology II TAGs)

V. SYSTEMS SLOs

7. Describe the basic principles of conservation biology. 

Recommended Textbook Resources

Chapter 47: Conservation Biology and BiodiversityBiology 2e

OpenStax: Biology 2e

Chapter 47, Conservation Biology and Biodiversity, covers the biodiversity crisis, current species diversity, biodiversity hotspots, mass extinctions,  and current extinction rates. It covers the significant threats to biodiversity and gives examples of each. It also covers current mechanisms of conservation including legislation, setting aside preserves, and habitat restoration. 

Another book that could be useful for telling stories of current extinction events and modern conservation techniques is: 

Corwin, Jeff. (2009) 100 Heartbeats: The Race to Save Earth’s Most Endangered Species. New York City, New York: Rodale. 

Student Assessment Activities

Assessment Activity #1: 

Student Assessment Activities are below; instructors can also Download a Conservation Biology and Biodiversity Student Activity #1 Word File or View the Conservation Biology and Biodiversity Student Activity #1 Google Doc.

Distribute the “Do Corridors have Value in Conservation” case study to class ~1 week prior to in-class case study time. Have students get into groups of 3-4 students or assign students into groups of 3-4 students. Have students discuss the case study amongst their group. Each group submits a paper with their respective group’s answers to each of the questions. 

You can also distribute the case study part by part so the case study work can encompass several weeks. Give students ~20-30 minutes per class to work on the respective part. 

Or this case study can be distributed as the instructor sees fit. 

Use this link to access the case study: 

http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=586&id=586

Assessment Activity #2: 

Student Assessment Activities are below; instructors can also Download a Conservation Biology and Biodiversity Student Activity #2 Word File or View the Conservation Biology and Biodiversity Student Activity #2 Google Doc.

Have students prepare the review questions and critical thinking questions at the end of Chapter 47. Put them into groups and have them discuss. 

You can also have them prepare and turn in these questions for a homework grade.