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Conserving Wildlife & Wildlife Habitat

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Page 1: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Conserving Wildlife & Wildlife Habitat

Page 2: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Next Generation Science / Common Core Standards Addressed!

HS‐LS2‐7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.

Page 3: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Bell Work / Objectives

Explain effects of pollution on wildlife. Describe several ways habitat is destroyed. Identify national conservation policies affecting

wildlife. Identify examples of wildlife conservation

management. Describe the steps in developing a wildlife

management plan. Describe several small area management

practices.

Page 4: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Terms

Banding Biological

magnification Direct effects Forest service Girdling Habitat

management plan Indirect effects

Lacey Act Mast National park

service Pittman-Robertson

Act Shelterbelt Snag Vegetation survey

Page 5: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Terms cont.

Wildlife population surveyWildlife refuge systemWoodlandWoodlot

Page 6: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Population

The next image is a sample wildlife population survey.

Describe the numbers on the survey.

Are there noticeable trends?What can be done in that area for

improvement?

Page 7: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a
Page 8: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Pollution

Can you describe some effects of pollution??

Watch as I demonstrate the affects of pollution with the jar of water…… Is the water okay for fish??? What happens when I add a couple

drops of food coloring?What are some other pollutants that

can damage habitats?

Page 9: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

What are the effects of pollution on wildlife?

Pollution has many different effects on wildlife.

Pollutants are measured through biological magnification.

This is the process in the food chain where pollutants increase to a concentrated level.

Page 10: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

What are the effects of pollution on wildlife?

Pollution can have many effects on wildlife. Direct effects Indirect effects

Page 11: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Direct Effects of Pollution

Direct effects are those that are initially present in the species. Disease occurs when unhealthy

organisms are subject to infection because of pollution.

This can lead to stunted growth, shorter life spans, or death.

Physical impairments are abnormalities due to pollution.

Page 12: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Direct Effects of Pollution

Infertility results when wildlife organisms fail to reproduce when certain pollutants are present in their environments.

Page 13: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Direct Effects of Pollution

Defects and mutations happen when young wildlife hatch or are born with defects or changes from the normal condition.

In many cases, the young do not survive. Death may occur when

the level of pollution becomes too great.

Page 14: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Indirect Effects of Pollution

Indirect Effects of pollution include habitat that fails in its support of the species. There may be a damaged habitat that

yields inadequate food or cover. The wildlife species in this area are

unable to obtain the needed nutrients and other conditions needed for a normal life.

Page 15: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Pollution due to Natural Effects

Volcanoes may release large amounts of ash, gas, and other polluting materials.

Climate and weather patterns such as floods, tornadoes, and hurricanes have harsh effects on habitat.

Lack of precipitation results in dry weather, and thus reduces crop production.

Page 16: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

There may be natural events that impact wildlife habitat.

Page 17: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

In what ways can habitat be destroyed?

Every day habitat is destroyed by many human activities.

Habitat is destroyed when timber is cut. A tree should be replaced for every tree

that has been cut down. Fortunately, the tree farms in the U.S.

plant more trees than are cut every year.

Page 18: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

In what ways can habitat be destroyed?

Clearing land by using heavy equipment destroys habitat. Land must be cleared in

order to build schools, offices, stores, and other buildings.

The habitat losses can be reduced by carefully planning the construction site.

Page 19: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

In what ways can habitat be destroyed?

Everyday humans create waste. Old clothes, junk cars, used computers,

and many other products eventually become wastes.

There are large land areas used for storing junk cars, old buildings, and other large wastes.

It is important to properly recycle paper, plastic, glass, and most metals.

Page 20: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

In what ways can habitat be destroyed?

Animals and crop production are very important for the needs of people. Animals are used for a variety of

reasons. Many people keep them as pets, but

they are also used for all kinds of food consumption.

All animals create wastes that need proper disposal.

Page 21: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

In what ways can habitat be destroyed?

Crops are grown on large amounts of land.

The ground is often plowed to create a good seedbed, and cultivated throughout the growing season.

Plowing and other activities may destroy wildlife habitat. In many western states CRP programs have returned land to a habitat more desirable for wildlife.

Page 22: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a
Page 23: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

What are some national conservation policies affecting

wildlife?

Policies have been made by local, state, and federal governments affecting wildlife. National Park Service Lacey Act Pittman-Robertson Act Wildlife Refuge System U.S. Forest Service

Page 24: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

The National Park Service

Established in 1916 Yellowstone National Park was the first park

protected from illegal hunting under this protection service.

Today, the National Park Service has 330 protected areas such as Yosemite, Sequoia, the Great Smoky Mountains, and the Carlsbad Caverns.

The National park Service also oversees monuments and parkways such as the Natchez Trace Parkway and the USS Arizona memorial.

Page 25: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

The Lacey Act

The Migratory Bird Hunting Stamp Act was passed in 1934 and obligated all waterfowl hunters to buy a special hunting stamp in addition to the cost of a state hunting license.

The funds are used to promote the well-being of game birds. Today the stamps cost $15.

Page 26: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

The Pittman-Robertson Act

Passed in 1937 This placed an excise tax on all hunting

equipment and ammunition, and the money collected by the federal government is made available to the states on a matching fund basis.

Funds from this Act are the mainstay of state conservation agencies and have supported wildlife management programs.

Page 27: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Wildlife Refuge System

Organized in 1966 as part of the U.S. Fish and Wildlife Service. Today there are more than 400 refuges

that contain vast land areas in the U.S. Both the National Park Service and the

Fish and Wildlife Service are part of the U.S. Department of the Interior.

Page 28: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

New Mexico Wildlife Refuge’s

Page 29: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

The U.S. Forest Service

Has 156 national forests throughout the nation.

They are an agency in the U.S. Department of Agriculture.

The vast areas were originally set up to protect timber and water as part of the federal forest conservation policy of 1891.

It has been estimated that the national forests contain 60% of the nation’s wildlife.

Today the Forest Service manages 191 million acres of forest and grass land.

Page 30: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Examples of Federal Action to Protect Wildlife

Page 31: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Examples of Federal Action to Protect Wildlife

Page 32: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Examples of Federal Action to Protect Wildlife

Page 33: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

What are some examples of wildlife conservation management?

Bird banding is used to provide information on migration routes and the numbers of birds that survive each year. Banding is placing a band around the leg of a

bird to identify it for study. Banded birds are eventually shot by hunters or

found dead. The information o the band helps identify the bird and help set up annual hunting regulations to ensure bird populations are maintained.

Page 34: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a
Page 35: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

What are some examples of wildlife conservation management?

Land Management is used to provide a secure habitat for species that require protected areas. This is most common in wildlife

management areas or refuges. The land areas are maintained in a way

that supports the specified species.

Page 36: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

What are some examples of wildlife conservation management?

Trapping and transplanting are processes used to boost low populations or to develop a new population. This involves trapping animals in

highly populated areas and moving them to another suitable location.

The animals are expected to reproduce and increase in population numbers.

Page 37: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

What are some examples of wildlife conservation management?

A wildlife population survey is counting the number of wildlife in an area. These counts give information

about the relative abundance of a particular species, and allow biologists to set up proper management programs.

Many kinds of birds, alligators, and deer are counted in order to be able to make laws and hunting regulations.

Page 38: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

What are some examples of wildlife conservation management?

A vegetation survey determines the kinds and amounts of vegetation present in important wildlife areas. It is used to make certain the plants

needed by wildlife are in adequate supply.

It is also used to make sure there is no danger of the plant supply being depleted.

Page 39: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

What are the steps in developing a wildlife management plan?

A habitat management plan is a written document describing the needs of an area to improve a habitat for a featured species and specifies how and when the work will be done.

There are six steps of the plan.

Page 40: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Step 1 of a habitat management plan.

Animal inventory involves making a list of the animal wildlife in the area, including all species.

The inventory may include a short description of the species and the size of the population.

Page 41: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Step 2 of a habitat management plan.

A plant inventory is a list of the plant species and the number found.

Animals depend on these plants for food, so a note should also be made where the plant materials are typically found.

Page 42: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Step 3 of a habitat management plan.

An analysis should be made on the plant and animal inventories

A comparison should be made on what is found with the climate and other conditions that species need to flourish

Costs and benefits should be estimated for improvements to help make an informed decision.

Page 43: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Step 3 of a habitat management plan.

Often the help of a wildlife specialist is used to continue the planning process.

It is important to assess what can be done quickly and at a low cost and what will take longer and be more expensive.

Page 44: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Step 4 of a habitat management plan.

A map should be prepared of the area selected for improvement.

Major land features such as streams, trees, and elevation changes should be shown.

As the habitat management plan is created, improvement locations should be marked on the map.

Page 45: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a
Page 46: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Step 5 of a habitat management plan.

A plan should be written that lists the goals to be achieved and how they will be done.

They should be indicated as short-term or long-term.

How and when the projects will be carried out should be described.

Page 47: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Sample Goals for a

Habitat Improvement

Plan

Page 48: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Step 6 of a habitat management plan.

A regular assessment on the progress and the results should be made of the habitat improvement.

The needed changes should be made, possibly with an experts assistance.

Page 49: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Sample Plan for a

Backyard Habitat for Songbirds

Page 50: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

What are some small area management practices?

Small areas can be managed to promote habitat within a biome. Woodland Dead wood Brush Piles Shelterbelts Grasslands

Page 51: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Woodlands

Woodland is a land that has some covering of trees. There are a variety of stages of maturity and

mixed species. Forests that have the same woodland

characteristics with uniform species at the same stage of growth are called tree farms.

A woodland area on a farm may be referred to as a woodlot.

Page 52: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Woodlands

There are many herbivores in the forest that feed on mast, browse, and forage. Mast is nuts, seeds and fruit from

trees and shrubs. (ex. Oaks, hickory, walnut, beech, cherry, ash, and conifers)

Page 53: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Woodlands

Areas within the woodland may need clear-cutting to promote the growth of grasses, forbs, and young trees. Selective cutting allows the removal

of undesirable species and creates an increased space for young trees.

Page 54: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Dead Wood

Dead wood is used for nesting, finding food, and as a perch. Some species prefer dead wood

such as snags (standing dead trees). (ex. Woodpecker, owls, and squirrels)

Page 55: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Dead Wood

Downed trees make logs on the ground and are used by snakes, salamanders, chipmunks, and mice.

Girdling is sometimes used to kill a tree to increase the amount of dead wood. Girdling is cutting a small trench around

the circumference of a tree trunk.

Page 56: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Examples of Wildlife Species That Use Dead Wood (Snags or Fallen)

Page 57: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Brush Piles

Brush piles attract fox, skinks, rabbits, snakes and many other species. Brush piles are made of twigs, logs,

limbs, stones, and other materials. They can be created artificially to

serve as habitats for many animals.

Page 58: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Shelterbelts

A shelterbelt (or windbreak) is a row or several parallel rows of trees and shrubs planted to reduce wild currents and drifting snow in northern climates.

They can be designed to attract rabbits, squirrels, chipmunks, and other species that need ground cover.

Page 59: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Shelterbelts

Food plots are areas planted that produce food for a desired species.

Many types of crops can be planted such as sunflowers, nut trees, and others to produce edible seed.

Page 60: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Grasslands

Some examples of animals that need grasslands are wolves, prairie chickens, meadowlarks, grouse, and badgers.

Grasses require more moisture than desert land and are often used for livestock production.

Page 61: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Grasslands

Cutting once a year should control the growth of scrub trees.

Some examples of desirable plants are red clover, alfalfa, wild oats, and switch grass.

Page 62: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

Review / Summary

What are some of the effects of pollution on wildlife?

In what ways can habitat be destroyed? What are some national conservation

policies affecting wildlife? What are some examples of wildlife

conservation management? What are the steps in developing a wildlife

management plan? What are some small area management

practices?

Page 63: Conserving Wildlife &  Wildlife Habitat. Next Generation Science / Common Core Standards Addressed!  HS ‐ LS2 ‐ 7. Design, evaluate, and refine a

The End!