Download grizzly bears forever - CPAWS Southern Alberta

Environmental Education Curriculum Details
Photo By Pat Rogue
GRIZZLY BEARS FOREVER
(Grade 12, Biology 30)
mutations and natural selection (e.g., drugresistant bacteria, herbicide resistant plants).
In order to provide you and your class with a useful and
enriching learning experience CPAWS has designed its
Grade 12 Grizzly Bears Forever program to cover
the following curriculum requirements:
Unit D:
Population and Community Dynamics
•
Identify biotic and abiotic characteristics and
explain their influence in a terrestrial ecosystem
in the local region.
•
Describe the basis of species interactions and
symbiotic relationships and describe the influence
of these interactions on population changes; i.e.,
General Outcome 1:
• predator-prey and producer-consumer relationships,
Describe a community as a composite of
populations in which individuals contribute
to a gene pool that can change over time.
• symbiotic relationships: commensalism,
mutualism and parasitism
• interspecific and intraspecific competition
General Outcome 2:
•
Explain the interaction of individuals in
a population with one another and with
members of other populations.
General Outcome 3:
Explain, in quantitative terms, the changes
in populations over time.
Specific Outcomes for Knowledge
•
•
Describe the factors that cause the diversity in the
gene pool to change (i.e., natural selection, genetic
drift, gene flow, nonrandom mating, bottleneck
effect, founder effect, migration, mutation).
Describe the molecular basis of gene-pool change
and the significance of these changes over time (i.e.,
Explain how mixtures of populations that define
communities may change over time or remain
as a climax community (i.e., primary succession,
secondary succession).
Specific Outcomes for Science,
Technology and Society
•
Explain that science and technology have both
intended and unintended consequences for
humans and the environment.
• Discuss the introduction of exotic species
into new ecosystems.
• Discuss the development of ecological reserves
to preserve gene-pool diversity.
• Assess the bottleneck effect characteristic of small
populations, such as in whooping crane and swift fox
populations, and suggest strategies to counteract it.
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• Assess habitat loss and the responsibility of society
to protect the environment for future generations.
•
Explain why Canadian society supports scientific
research and technological development to facilitate
a sustainable society, economy and environment.
• Discuss public support for scientific work done
on predator-prey relationships as part of wildlife
management in national and provincial parks,
such as the introduction of wolves.
i For more information, please visit
www.cpaws-southernalberta.org/campaigns/education
Or contact us
E [email protected] or P 403.232.6686
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