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MCCA-MCGE Title VI-A Year One West Africa Final Project Susan Stull North Central Missouri College Ecology BI110 This course will be offered fall semesters during 2007-2010. Delivery methods will include lecture, field and laboratory experiments, and research projects. Anticipated enrollment is 24 students per semester. COURSE OUTCOMES 1. Learn the abiotic components of ecosystems. A. Apply the information by discovering abiotic conditions in Senegal and West Africa. 2. Able to illustrate terrestrial biomes. A. Recognize local Senegal terms for biomes (French/Arabic/local languages). B. Compare and contrast ecological and economic forces being impacted by desertification in West Africa. 3. Distinguish factors affecting population size, growth, distribution, and density. A. Discover and report on one population from Senegal’s Djoudj National Bird Sanctuary. 4. Examine species interaction, succession, and biodiversity of ecological communities. A. Evaluate possible human impacts or natural forces that influence biodiversity in Senegal and throughout West Africa. 5. Illustrate energy flow, nutrient cycling, and food webs of ecosystems. A. Diagram a food web typical in Senegal’s ecosystems. B. Evaluate the effects of removal of one member of the food web. 6. Recognize the factors and environmental concerns that lead to endangered or invasive species. A. Discover and report on an endangered species in Senegal. B. Distinguish cultural or economic conditions resulting in different views of ecology and conservation. NARRATIVE DESCRIPTION OF THE PROJECT At present the information in the ecology course about major biomes, ecosystems, communities, and populations has been covered in a generic form without a focus on any particular country or area. To infuse Senegal and West African content into this course they will be used as specific examples for each major ecological topic that is covered. Thus each unit of the course will contain information about Senegal and West Africa. We will also examine human impacts on Senegal’s ecosystems. As students gain a better appreciation of the ecosystems and natural resources of Africa they will develop understanding and tolerance toward the peoples of Senegal and West Africa. They will develop feeling for the conservation and economic concerns of these areas as well as for their local area. BASIC OUTLINE OF THE LEARNING UNITS UNIT 1: ABIOTIC FACTORS: CLIMATE, SOILS, AND WATER Lecture Notes Biotic: Living organisms (populations, communities, ecosystems) Abiotic: Physical environment Climate (Atmosphere, solar radiation, landforms, air and ocean currents, etc) Climate diagrams Climate Types (equable, desert, polar, mediterranean, continental, tropical) Human impact on climate Soil Soil Profile/ horizons Soil Formation (mechanical and chemical weathering) Soil Characteristics (texture, structure, depth, pH, organic matter, fertility mineral content) Soil Classification (Mollisols, aridosols, alfisols, spodosols, etc.) Water Water Reserves: how much water and where it is found Hydrologic Cycle Watersheds (drainage basins) Water Quality (disease, nutrients, sediments, organic wastes, salinity, toxic materials, pH, thermal pollution) Supporting materials Miller, G. Tyler Jr. Essentials of Ecology. 4th ed. Canada: Brooks/Cole. 2007. http://www.wunderground.com/ Learning Activity (see next pages) Student Assessment: Learning activity will be graded (20 points) Interpretation of a climate diagram on the unit test Learning Activity for Unit 1 CLIMATE DIAGRAMS Make a climate diagram for each of the following locations Dakar, Senegal Saint Louis, Senegal Ziguinchor, Senegal 1. 2. 3. 4. 5. 6. 7. Average monthly temperature for each location (°C) is plotted on the left y-axis. Average monthly rainfall for each location (mm) is plotted on the right y-axis. Time is plotted on the x-axis using months (January through December) Locality is written above the graph to the left Elevation is written above the graph to the right Mean annual temperature is written at the top of the graph to the left Mean annual precipitation is written at the top of the graph to the right Learning Activity for Unit 1 Dakar Saint Louis Ziguinchor Mean Annual Precipitation *Mean Annual Biotemperature Latitude Longitude Altitude Landforms Prevailing winds Ocean Currents Biome(s) * Values below 0° C or above 30° C are counted as zeros because vegetation is only physiologically active within that temperature range. Possible sources: http://www.wunderground.com/ Click on “International” on the left hand side. Select “Africa”. Under “Select Country” choose Senegal. Click on each city and find the “History & Almanac” section. Click on “Seasonal Weather Averages”. Learning Activity for Unit 1 Mark and label the location of each city including latitude and longitude. Add the ocean and neighboring countries. Mark and label any landforms Draw in prevailing winds and ocean currents Using the information you have and the Holdridge diagram, determine the type of biome for each city in Senegal. http://www.cieer.org/geirs/holdridge_model.ht BASIC OUTLINE OF THE LEARNING UNITS UNIT 2: BIOMES: DESERT, GRASSLAND, SAVANNAH, FORESTS, TUNDRA Lecture notes Biomes: A distinct ecological community of plants and animals that live together in, and are well adapted to a particular physical environment ↑rain = taller plants ↓rain = shorter plants Grassland An ecological community that is dominated by a single layer of grasses Climate: 25-90 cm annual precipitation, temperate/tropical Vegetation: Grass, Sedges and rushes, Forbs Adaptations: Fire, grazing, drought, soil moisture is shallow Savanna Transition zone between grassland and forest Climate: 100-175 cm annual precipitation, tropical (some temperate) ↑ rain favors trees, ↓ rain favors grass Vegetation: Shifts continuously between grasses and trees (>12m tall) or shrubs Animals: Numerous, diverse herbivores and their predators Desert Driest of the biomes covering 1/5 of the Earth’s land Climate: 0-25cm annual precipitation, tropical (some temperate to cold) Landforms: latitude, rain shadows, inland basins Vegetation: Shrubs and short woody trees adapted to arid conditions (< 3 meters tall) Desertification: Conversion of grasslands or shrub lands to desert-like conditions Deciduous Forest Broadleaf deciduous trees (40-100 m tall) Climate: 75-150 cm annual precipitation, temperate with seasons Coniferous Forest/Boreal Forest Coniferous evergreen trees Climate: 30-90 cm annual precipitation (much in snow), -40°C to 20°C (seasons) Tropical Rain Forest High rain and temperatures supporting abundant vegetation and animals Climate: 125-660 cm annual precipitation, tropical (20-34 °C) Vegetation: broad leaf evergreen, 18- 39 meters tall Tundra Covers 1/5 of the earth: Rings the top of the globe or is above the tree line on mountains Climate: 20-60 cm, arctic/alpine Soil: Permafrost Vegetation: Low growing perennials (grasses, sedges, lichens, and moss) Supporting materials Miller, G. Tyler Jr. Essentials of Ecology. 4th ed. Canada: Brooks/Cole. 2007. Africa: Africa: Africa: Africa: Africa: Africa: Savanna Homecoming. Dir. Graham Booth. DVD. National Geographic. 2001. Desert Odyssey. Dir. Harvey Lilley. DVD. National Geographic. 2001. Voices of the Forest. Dir. Graham Booth. DVD. National Geographic. 2001. Mountains of Faith. Dir. Matthew Thompson. DVD. National Geographic. 2001. Love in the Sahel. Dir. Harvey Lilley. DVD. National Geographic. 2001. Restless Waters. Dir. Matthew Thompson. DVD. National Geographic. 2001. Learning activities for Unit 2: 1. Local Senegal terms for biomes English Desert French Désert Wolof Dioor (djoor) Grassland Prairies Gancax (gañtchah) Savannah Savane Tropical rain forest Forêt tropical Humide Deciduous forest Forêt à feuilles caduques Coniferous forest Forêt de conifères Forest Forêt Tundra Toundra Manding or Al 2. Desertification Describe desertification and determine the factors leading to desertification in West Africa. How have human activities affected desertification? How have natural causes affected desertification? Address the issue of balancing resource conservation with economic survival or growth for the peoples of West Africa. Resources Use at least two magazine/journal sources Use no more than one internet source per every two journal sources. Paper details 2 pages; Normal font and margins; Header: name, course, date; include references Student Assessment for Unit 2 1. Local terms for biomes Matching question on the exam 2. Desertification 20 points total Describe desertification (5 points) Desertification factors Human activities (farming, logging, grazing, etc) (5 points) Natural causes (drought, fire, etc) (5 points) Balancing ecology with economy (5 points) BASIC OUTLINE OF THE LEARNING UNITS UNIT 3: POPULATIONS Lecture notes Populations: A group of individuals of a single species inhabiting a specific area Species differ from others in recognizable ways and generally do not interbreed Population size/growth Exponential growth (J-curve) No environmental limits Biotic potential Logistic growth (S-curve) Environmental limits on growth (resources, wastes, species interactions, disease, climate, etc) Carrying capacity: The number of individuals of a population that the environment can support Population Dynamics Survivorship curves summarize the pattern of survival in a population Type I, II, and III Age structure Reflects a population’s history of survival, reproduction, and potential for future growth Population Distribution The physical environment limits the geographic distribution of populations Random Regular/Uniform Clumped Supporting materials Miller, G. Tyler Jr. Essentials of Ecology. 4th ed. Canada: Brooks/Cole. 2007. http://www.unep-wcmc.org/sites/wh/djoudj.html Carrying Capacity. Margaret Edwards, et. al.. National Science teachers Association, Virginia. 1997. Natural Wonders of West Africa. DVD. Wynnewood, Pa. : Schlessinger Media, 2001. Learning activity Djoudj National Bird Sanctuary Population Chose one population (plant, animal, etc) common to the Djoudj National Bird Sanctuary in Senegal. http://www.unep-wcmc.org/sites/wh/djoudj.html Natural Wonders of West Africa. DVD. Wynnewood, Pa. : Schlessinger Media, 2001. Prepare an oral report (5 minutes) about the population. Include the following points A. Describe the species B. Population size C. Population growth patterns and survivorship D. Population density and distribution E. Factors that ensure this population’s survival Student assessment Djoudj National Bird Sanctuary Population 20 points total (4 points for each) Describe the species Population size Population growth patterns and survivorship Population density and distribution Factors that ensure this population’s survival BASIC OUTLINE OF THE LEARNING UNITS UNIT 4: COMMUNITIES Lecture notes Community: An association of all the populations of species that occupy the same habitat Habitat, Niche Community Structure 1. Climate, soil and topography 2. Kinds and amounts of food and other resources 3. Population sizes and history 4. Ability to adapt 5. Interactions between species Species Interactions: Competition When niches overlap there will be competition Species Interactions: Exploitation One organism makes its living at the expense of another Predation, Parasites, Parasitoid, Pathogens, Herbivory Species Interactions: Mutualism Positive interactions between species Facultative mutualism Obligate mutualism Biodiversity: The variety of life in a given ecosystem Genetic diversity: Variation in genetic makeup of a species Species diversity The number of species living in a defined area The greater the species diversity within a community, the greater the stability of that community Higher in complex environments Community diversity: Variety of communities that occur within a large region landscape or watershed Diversity can be maintained by an uneasy balance of forces Keystone species Disturbances Community Succession Change in the composition of species over time Primary succession: New environments Secondary succession: Communities were destroyed or displaced Pioneer Species The first organisms to successfully adapt to and become established in an environment Include lichens, small plants, annuals, etc. Temporary Communities (seres) Each sere changes the conditions resulting in their demise and replacement by the next sere Climax Community Able to survive its own environmental modifications and can propagate itself Persistent species composition in a habitat Supporting materials Miller, G. Tyler Jr. Essentials of Ecology. 4th ed. Canada: Brooks/Cole. 2007. Biodiversity. Irwin Slesnick, Brad Williamson, et. al.. National Science teachers Association, Virginia. 1997. Learning activity Biodiversity “Biodiversity stabilizes ecosystems and strengthens their ability to recover from environmental change and human disruption. Recent scientific studies have shown that ecosystems ranging from forests to wetlands—even urban lawns—recover faster from drought, disease, and other stresses if they harbor many species rather than just one or a few. The more species an ecosystem contains, the more likely some of them will be resistant to environmental stress.” Based on the above statement discuss the need for biodiversity in Senegal. Evaluate possible human impacts or natural forces that influence biodiversity in Senegal and throughout West Africa. Compare and contrast estimated biodiversity on a peanut farm with that in the natural savannah of Senegal. Paper details 2 pages Normal font and margins Header: name, course, date References must be included Student assessment Biodiversity 20 points total Define biodiversity (5 points) Need for biodiversity (5 points) Human/natural forces on biodiversity (5 points) Peanut farm versus natural savannah (5 points) BASIC OUTLINE OF THE LEARNING UNITS UNIT 5: ECOSYSTEMS Lecture notes Ecosystems Ecosystem: An association of communities and their physical environment Interconnected by an ongoing flow of energy and a cycling of materials/nutrients Food webs are pathways for transfer of energy and materials among organisms within an ecosystem Producers, Consumers (all sorts), Decomposers (a type of consumer) Energy flow/pyramids Trophic levels, producers, herbivores, carnivores, etc. Energy is lost at each level Used for metabolism and lost as heat energy Limits the number of trophic levels Pyramids can also depict numbers of organisms or biomass at each trophic level Cycling of Nutrients Phosphorous Nitrogen Carbon Water Supporting materials Miller, G. Tyler Jr. Essentials of Ecology. 4th ed. Canada: Brooks/Cole. 2007. Learning activity Food Web Diagram a food web typical for an area in Senegal (Djoudj National bird Sanctuary, Savannah, etc) Include 2-3 producers and at least 3 trophic levels. Arrows should indicate transfer of energy (from the food source to the organism eating it). Include a table listing each organism, its trophic level, and feeding strategy. Describe what would happen to the food web for each of the following if they were removed. A. A producer B. An herbivore C. A top level carnivore Student assessment Food Web 20 points total Food web (5 points) Table (5 points) Analysis (10 points) Minus the producer Minus the herbivore Minus the top level carnivore Interpretation of food webs on the unit test BASIC OUTLINE OF THE LEARNING UNITS UNIT 6: ENDANGERED AND INVASIVE SPECIES Lecture notes Endangered and Invasive Species Ecology: The study of interrelationships and balance between organisms and their physical environment What happens when the interrelationships are out of balance? Endangered Species Endangered: Species protected by law due to small numbers Extinct: Species has completely died out worldwide Extirpated: Species that has been completely removed from a state or region Causes Pollution Exotic/invasive species Uncontrolled hunting, trapping, harvesting Loss of habitat Control Economic Moral Political Scientific Aesthetic Invasive Species Organisms that become widespread and threaten other organisms and ecosystems Successful due to Outcompete native plants High reproductive ability No natural predators or diseases Origins May be native Exotic species Organisms that are imported to an ecosystem of which they were not previously a part Also called introduced, non-indigenous, alien Not all exotics become a problem 98% of US food supply are exotics (Wheat, rice, cattle, poultry) Of 100 exotic species introduced to North America only 10 become established Of those 10, only 1 becomes invasive Deliberately and accidentally introduced Invasive species threaten biodiversity Examples: Kudzu, Nile perch, Japanese Beetle Supporting materials Miller, G. Tyler Jr. Essentials of Ecology. 4th ed. Canada: Brooks/Cole. 2007. Introduced Species. Irwin Slesnick, et. al.. National Science teachers Association, Virginia. 1998. www.iucnredlist.org Learning activity Endangered species of Senegal report (Final Project) 1. Learn about an endangered species from Senegal or elsewhere in West Africa Resources www.iucnredlist.org Use this to choose an endangered species Use at least two magazine/journal sources (published within the last 3-5 years and at least 1 page long) Use no more than one internet source per every two journal sources. 2. Prepare a PowerPoint presentation about the endangered species (include pictures and diagrams where appropriate) A. Title page (1 slide) B. Describe the organism (1-2 slides) C. Abiotic characteristics of the habitat (1-2 slides) D. Community structure of the habitat (1-2 slides) E. Food Web/Energy (1-2 slides) F. Why the organism is endangered (1-2 slides) G. What efforts are being taken to help (1-2 slides) H. Resources (1 slide) Student assessment Endangered Species Title page (10 points) Describe the organism (10 points) Abiotic characteristics of the habitat (10 points) Community structure of the habitat (10 points) Food Web/Energy (10 points) Why is the organism endangered (20 points) What efforts are being taken to help (20 points) Resources (10 points) OVERALL ASSESSMENTS OF THE MODULE Ecology is a relevant and essential topic for most college students. Infusing African content into the course will help the students apply the information they are learning while also developing a better understanding of other cultures and the world. THE USE OF TECHNOLOGY NECESSARY/IDEAL FOR THE IMPLEMENTATION FOR THIS MODULE Lectures will be presented using PowerPoint and a Smart Board Students have access to several computer labs on campus BIBLIOGRAPHY OF THE RESOURCES USED BY STUDENTS FOR THIS MODULE Text Books Molles, Manuel C. Jr. Ecology: Concepts & Applications. 4th ed. Boston: McGraw Hill. 2008. Miller, G. Tyler Jr. Essentials of Ecology. 4th ed. Canada: Brooks/Cole. 2007. Web Sites The Weather Underground, Inc. 2007. Weather Underground. http://www.wunderground.com/ . Downloaded on 15 December 2007. BBC 2007. BBC. www.bbc.co.uk/weather/world/city_guides . Downloaded on 15 December 2007. Gouvernement du Senegal 2007. Republique du Senegal. www.gouv.sn. Downloaded on 15 December 2007. World Meteorological Organization: Hong Kong Observatory 2007. World ‘weather Information Service. http://worldweather.wmo.int. Downloaded on 15 December 2007. S. Rivas-Martinez, Phytosociological Research Center, Spain 2007. Global climatics. www.globalbioclimatics.org. Downloaded on 15 December 2007. IUCN 2007. 2007 IUCN Red List of Threatened Species. <www.iucnredlist.org>. Downloaded on 15 December 2007. Atlas or travel guide Kane, Katharina. The Gambia & Senegal. 3rd ed. USA: Lonely Planet. 2006. Ham, Anthony, et al. West Africa. 6th ed. USA: Lonely Planet. 2006. Hudgens, Jim and Richard Trillo. The Rough Guide to West Africa. 4th ed. New York. 2003. Reader, John. A Companion to Africa: The PBS Series. Washington DC: National Geographic Society. 2001. The Nystrom Desk Atlas. Chicago: Nystrom of Herff Jones Inc. 1994. Comparative World Atlas. New Jersey: Hammond Incorporated. 1993. BIBLIOGRAPHY OF THE RESOURCES I USED IN THE DEVELOPMENT OF THIS MODULE Text Books Molles, Manuel C. Jr. Ecology: Concepts & Applications. 4th ed. Boston: McGraw Hill. 2008. Miller, G. Tyler Jr. Essentials of Ecology. 4th ed. Canada: Brooks/Cole. 2007. Web Sites The Weather Underground, Inc. 2007. Weather Underground. http://www.wunderground.com/ . Downloaded on 15 December 2007. BBC 2007. BBC. www.bbc.co.uk/weather/world/city_guides . Downloaded on 15 December 2007. Gouvernement du Senegal 2007. Republique du Senegal. www.gouv.sn. Downloaded on 15 December 2007. World Meteorological Organization: Hong Kong Observatory 2007. World ‘weather Information Service. http://worldweather.wmo.int. Downloaded on 15 December 2007. S. Rivas-Martinez, Phytosociological Research Center, Spain 2007. Global climatics. www.globalbioclimatics.org. Downloaded on 15 December 2007. IUCN 2007. 2007 IUCN Red List of Threatened Species. <www.iucnredlist.org>. Downloaded on 15 December 2007. Atlas or travel guide Kane, Katharina. The Gambia & Senegal. 3rd ed. USA: Lonely Planet. 2006. Ham, Anthony, et al. West Africa. 6th ed. USA: Lonely Planet. 2006. Hudgens, Jim and Richard Trillo. The Rough Guide to West Africa. 4th ed. New York. 2003. Reader, John. A Companion to Africa: The PBS Series. Washington DC: National Geographic Society. 2001. The Nystrom Desk Atlas. Chicago: Nystrom of Herff Jones Inc. 1994. Comparative World Atlas. New Jersey: Hammond Incorporated. 1993. Movies Natural Wonders of West Africa. DVD. Wynnewood, Pa. : Schlessinger Media, 2001. Africa: Savanna Homecoming. Dir. Graham Booth. DVD. National Geographic. 2001. Africa: Desert Odyssey. Dir. Harvey Lilley. DVD. National Geographic. 2001. Africa: Voices of the Forest. Dir. Graham Booth. DVD. National Geographic. 2001. Africa: Mountains of Faith. Dir. Matthew Thompson. DVD. National Geographic. 2001. Africa: Love in the Sahel. Dir. Harvey Lilley. DVD. National Geographic. 2001. Africa: Restless Waters. Dir. Matthew Thompson. DVD. National Geographic. 2001.