Conservation of Biodiversity    (IB Topic A4.2)

Essential Idea(s): Conserving biodiversity requires examining ecosystems, species, genetic diversity, anthropogenic causes of species extinction and ecosystem loss.

Unit Length: 3 Lessons (No AHL in this unit)

  Guiding Questions

◊ What factors are causing the sixth mass extinction of species?

◊ How can conservationists minimize the loss of biodiversity?

Materials:

Self-Teaching Slides Quizlet Vocab Set
Teaching Slides Notes Template

 

IB Statement(s) and Objective(s)

 

A4.2.1: Biodiversity as the variety of life in all its forms, levels and combinations

  • Define biodiversity
  • Compare and contrast ecosystem diversity, species diversity and genetic diversity

 

A4.2.2: Comparisons between current number of species on Earth and past levels of biodiversity

  • State the approximate number of species that have been discovered
  • Define fossil, strata and paleontology
  • Compare the biodiversity of today with estimates for previous years
  • NOS Concept: Patterns can be observed and interpreted in different ways
  • Outline the competing approaches to the classification of species, for example with “splitters” and “lumpers”

 

A4.2.3: Causes of anthropogenic species extinction

  • Define anthropogenic
  • Define mass extinction event
  • Outline the cause and effect of mass extinctions that have occurred on Earth
  • Outline the following case studies of species extinction:
    • Giant moas (Dinornis novaezealandiae)
    • Caribbean monk seals (Neomonachus tropicalis)
    • American Mastodon (Mammut americanum)

 

A4.2.4: Causes of ecosystem loss

  • Define ecosystem and ecosystem loss
  • Outline causes of direct and indirect ecosystem loss
  • Outline the likely causes and effects of the loss of dipterocarp forests in SE Asia
  • Outline the likely causes and effects of the loss of coral reefs
  • Outline the loss of at least one other ecosystem in an area familiar to you

 

A4.2.5: Evidence for a biodiversity crisis

  • Define ecology
  • Outline the role of the IPBES in the biodiversity crisis
  • Summarize the evidence for a biodiversity crisis, including:
    • Extinction Rates / Declining Population Size
    • Land use change / habitat loss
  • NOS Concept: Claims in science must be verifiable 
    • Explain the peer review process

 

A4.2.6: Causes of the current biodiversity crisis

  • Explain causes of current biodiversity loss
  • Outline direct vs. indirect drivers of biodiversity loss

 

A4.2.7: Need for several approaches to conservation of biodiversity

  • Define biodiversity conservation
  • Compare and contrast in situ with ex situ conservation 
  • Define germplasm
  • Give one example of the storage of germplasms of various species as a means of biodiversity conservation (e.g. the Svalbard Seed Vault)

 

A4.2.8: Selection of evolutionarily distinct and globally endangered species for conservation prioritization in the EDGE of Existence programme

  • State the purpose of the EDGE of Existence Programme
  • Explain the rationale behind focusing conservation efforts on EDGE species
  • NOS Concept: Issues (such as which species should be prioritized for conservation efforts) have complex ethical, environmental, political, social, cultural and economic implications
    • Discuss the social, economic, and diplomatic implications of the biodiversity crisis and approaches to conservation

 

A4 Mathematics Skill: The Simpson Reciprocal Index

  • Define Simpson’s Reciprocal Index
  • Outline the use of Simpson’s reciprocal index
  • Compare species richness to species evenness
  • Use Simpson’s reciprocal index to compare the biodiversity of two specific locations
Activities: ⓟ = podcast / ⍰ = inquiry 5 / ⓦ = Write it /  Ӕ = The academy  / Ⓡ = Read it

Role Play: What’s actually happening to biodiversity — and why should anyone care? (👭👭👭 max whole class)

It isn’t often that a massive, diverse, international community comes together to put their best minds to a task. But that is what the IPBES has attempted – with the goal of scientifically evaluating the current state of biodiversity on Earth. Read through it and get and step into the role of one of the authoring scientists. Complete the tasks on the final slide and get ready to present as a ecologist who knows the story the evidence is telling.

ⓟ/ⓦ: The Saddest Clip in DP Bio? (💁/ 👭 max 4)

This clip of the last bird of a species ever recorded just might be the saddest thing you’ll see in your DP Bio experience (from 9:30 – 13:00). Through very careful measurements and observations, scientists have calculated what is called the background extinction rate: The rate at which living populations normally go extinct (assuming no massive asteroids, super volcanoes, etc.). This has led us to a hard truth: Since 1900, the rate of dying species could be as high as 100x the normal rate. There’s overwhelming evidence pointing to humans as the main cause of this. Watch the clip (and as much of the entire documentary as you like), and/or read this article. Then come up with a list of topics and inquiry questions to discuss. Here  are a few suggestions to get you started: 

  • What does the term “anthropocene epoch” mean?
  • How and why is extinction a problem? Should we care?
  • How we might solve ecological problems without demonizing people for existing? 

To really go above and beyond for this activity, consider watching the entire film.

 

Lab! ⓟ/ⓦ: Get Outside and Measure some Biodiversity with the Simpson Diversity Index (💁/ 👭 max 3)

Grab a quadrat, choose a nearby park or nature preserve, and complete this lab to practice doing actual fieldwork to measure and assess biodiversity. After you’ve collected some data, discuss the questions found at the end. If completing this as a writing/podcast assignment, consider adding additional topics to discuss outside of the questions you see in the paper. 

Alternatively, use this sample data from an actual moorland field study in France as a data analysis exercise.

 

ⓟ/ⓦ: Become a Policymaker: The ipbes Global Assessment Report (💁/ 👭 max 2 [podcast only])

Don’t be afraid of official reports – they are sometimes easier to read (and more engaging) than you might think. Have a look through the actual ipbes Global Assessment Report – this is the actual report that scientists prepare for politicians and policymakers throughout the world to help them make smart decisions about biodiversity and conservation. Skim the report and prepare a list of topics and inquiry questions to discuss. Here are some suggestions: 

  • What data points from the report stand out to you?
  • What was the most impactful graph or chart you came across? 
  • Do you think this report can serve as a high quality example of science being communicated to non-scientists, ie policymakers? Why or why not? 

 

ⓟ/ⓦ/ⓡ: Sharks and rays: Topping the Marine Endangered Species List (💁/ 👭 max 2 [podcast only])

Sharks have roamed Earth’s oceans for over 400 million years… but in the last 100 or so, some populations have declined upwards of 95%. Some studies have found that sharks are ‘functionally extinct’ in 20% of reefs observed. There is high confidence that the cause of this decline is anthropogenic. This is a long research paper detailing the decline, but you can get the general idea from reading the abstract and skimming through some of the tables and graphs. Read through this and discuss the ongoing threat to sharks and rays. Discuss some of the following questions: 

  • How threatened are sharks and rays, compared to other marine animals? 
  • What pressures are responsible for the declines measured by ecologists in recent decades? 
  • What kinds of conservation approaches could be used to address the declining populations of sharks and rays?
  • How is the IUCN Red List used in this paper to target and discuss threatened species? 

 

ⓟ/ⓦ: Find an endangered species local to you 

(💁/ 👭 max 2 [podcast only])

Use the Edge of Existence species directory to identify a threatened species that you find interesting. Do some additional research on the background behind this species, and discuss: 

  • How and why is your species threatened? 
  • How close is your species to extinction? How can we have confidence in making these conclusions? 
  • What kinds of conservation efforts could be implemented to address the declining populations of your species?

 

Extras: