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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. 1 of 2 • 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 2 of 2