INTRODUCTION

Biodiversity is All Around Us................................................................................................................. 1

For Educators........................................................................................................................................ 1

Glossary........................................................................................................................................................ 2

Pre-Test and Post-Test

Questions............................................................................................................................................... 4

Scoring................................................................................................................................................... 6

ACTIVITIES

Living on the Edge ................................................................................................................................ 7

Focusing on Biodiversity - Activities and Tools.................................................................................... 9

Biodiversity - Data Report Form......................................................................................................... 12

Questions and Activities for Further Discussion............................................................................................. 14

ADDITIONAL RESOURCES

Biodiversity Education Curriculum and Supplemental Materials....................................................... 16

Video Resources................................................................................................................................... 18

Recommended Reading for Adults....................................................................................................... 20

Recommended Reading for Students................................................................................................... 21

Web Sites Related to Biodiversity........................................................................................................ 23

CD ROMS............................................................................................................................................ 24

Correlation of the Pennsylvania Environment and Ecology  Academic Standards........................................... 25

BIODIVERSITY IS ALL AROUND US

Although the term ‘biodiversity’ often evokes a mental image of a South American rainforest or an African savanna, biodiversity is about plants, animals, fungi and microorganisms in our back yards and all around the planet Earth.  Pennsylvania supports a wealth of biodiversity in its forests, aquatic habitat, barrens, caves and wetlands as well as our home gardens. Pennsylvania is home to a great richness of life and we need to be prepared to conserve this natural richness.

The greatest threat to biodiversity is degradation and loss of habitat.  Habitats are found all around us—under a rock or a log, in a grassy meadow, in a meandering stream or in a clump of bushes in somebody’s backyard.  When a forest, field or wetland is fragmented into smaller pieces by new roads and houses, these man-made barriers divide and isolate natural populations.  Smaller, isolated populations are less able to maintain their existence.   Pollution and human activities also contribute to loss of biodiversity because plants and animals and people all need a clean environment to survive.

Another critical threat to biodiversity in Pennsylvania is posed by the introduction of plant and animal species that are not native to Pennsylvania.  Many of these invasive species can displace, destroy and outcompete native species decreasing the integrity of our biodiversity.

Human patterns of overconsumption and waste production are also causes for decreasing biodiversity.  Citizens need to conserve land, water, wood, minerals and other natural resources in a responsible manner so that these resources can be renewed and wastes can be absorbed.

This book is presented with the hope that people will increasingly become aware of the essence of biodiversity and will take the necessary actions to protect the richness of life and living systems that characterize our beautiful commonwealth of Pennsylvania and beyond.

Bacteria - a large and diverse group of microorganisms that perform many important functions, such as soil decomposition;  bacteria are some of the most primitive life forms on Earth

Biodiversity - the variety of species, their genetic make-up, and the natural communities in which they occur; biodiversity is important to sustain healthy ecological systems, to provide resources for recreational opportunities and other beneficial uses, and to assure the long term welfare of ourselves and future generations; also known as biological diversity.

Biodiversity account - the number of species of plants, animals, fungi and microorganisms involved in producing natural products and services for human use

Biophilia -an innate need for nature found in humans

Biosphere - the mantle of our planet Earth for our life-support system in which all life exists

Community – all of the organisms inhabiting a common habitat and interacting with one another

Ecosystem - a community of living organisms and their interrelated physical and chemical environment; a group of natural communities where the complex interactions of living organisms with their environments sustain their life support systems

Endangered species - a species threatened with extinction; the Indiana Bat, the Eastern Massasauga Snake and the Tall Larkspur plant are examples of endangered species in Pennsylvania

Exotic species - an organism that has been brought into an area where it doesn’t naturally occur; exotic species introduced by humans can pose a serious threat to many species and habitats; not all are aggressive but some have reproduced and spread to such an extent that they threaten the survival of native species; also known as non-native species or non-indigenous organism

Extirpation - loss of local population of a species that still exists elsewhere

Extinction - the permanent loss of a species; the passenger pigeon is an example of an extinct animal species in Pennsylvania

Food chain - the series of connections between predators and their prey; a portion of a food web

Food web - the connectedness of food relationships among all the species within a community

Fungi - organisms that use living or dead organisms as food by breaking them down and then absorbing the substances into their cells; this group of organisms includes yeast, molds and mushrooms

Habitat -the area where a species of animals, plants, fungi or microorganisms exists and where it finds the nutrients, water, sunlight, shelter, living space, and other essentials for survival

Habitat loss - the destruction  and fragmentation of habitats; considered to be the primary cause of the loss of biodiversity

Indigenous species - a species which occurs naturally in an area or a habitat; also known as native species

Keystone species - a species that affects the survival of many other species in the community in which it lives; its removal or addition changes the composition of the community

Lichens - a group of organisms that are unusual associations between a fungus and a photosynthetic organism, such as green algae, that live together and depend upon one another for survival

Native species - a species which occurs naturally in an area or a habitat; also known as indigenous species

Natural community - all the species that inhabit a common area; all of the organisms—plants, animals, fungi, and microorganisms—that live in a particular natural habitat.

Natural resource - any aspect of the ecosystem that is used for human needs or for their survival; people depend upon natural resources such as land, soil, energy and fresh water

Non-native species - an organism that has been brought into an area where it doesn’t naturally occur;  exotic species introduced by humans can pose a serious threat to many species and habitats; not all are aggressive but some have reproduced and spread to such an extent that they threaten the survival of native species; also known as exotic species  or non-indigenous species.

Nonpoint source pollution - chemical, nutrient and sediment contamination that originates from many locations as a result of stormwater runoff or soil erosion  that all discharge to a body of water (e.g., a stream or a lake)

Nonrenewable resources - Substances (e.g., oil, gas, coal, copper, gold) that, once used, cannot be replaced in this geological age

Pollination - the process by which pollen is transferred from the male part of a flower to the female part of the same or another plant of the same species;  insects, birds, mammals and other creatures, as well as wind or water, can pollinate plants

Protists - one-celled organisms; for example, algae, protozoa and slime molds

Renewable - a naturally occurring raw material or form of energy  (e.g., the sun, wind, water, trees) that will be replenished through natural ecosystem cycles or sound management practices

Species - (1) a type of organism that has a unique set of characteristics  that distinguishes them from other organisms; (2) the basic unit of  biological classification

Sustainability - the ability to keep in existence or maintain; a sustainable ecosystem is one that can be maintained

Wetlands - lands that are covered or saturated with water long enough that they affect the soil development and the plant and animal communities (e.g., marshes and swamps) they support

(This activity is designed for discussion in a group setting and is not intended to be utilized within a traditional testing format.  The questions have been formulated to encourage discussion, arouse curiosity and promote awareness of the interrelated concepts of biodiversity.  The pre-test discussion should serve as an indicator of the group’s understanding of biodiversity and should serve as a baseline evaluation for the introductory level of instruction.  The same test should be administered as a post-test and should serve as an indicator of the group’s level of understanding and knowledge acquired following the study of concepts of biodiversity.)

1.    Humans have an innate need for nature.  It is called

a.    biodiversity

b.   biophilia

c.    love of the land

d.   camping

2.   The number of species of plants, animals, fungi and microorganisms involved in producing products for human use is called

a.    biodiversity account

b.   healthy atmosphere

c.    pollination

d.   industrial depletion

3.   All species that inhabit a common area are called

a.    friendly species

b.   common species

c.    natural community

d.   ecological reservoir

4.   Bats in caves are declining due to human intrusion.  What other animals depend upon caves?

a.    bears

b.   wood rats

c.    blind cave fish

d.   all of the above

5.   Identify the item that does not explain why we need biodiversity.

a.    photosynthesis and a healthy atmosphere

b.   soil development and waste decomposition

c.    water purification, pest control, pollination

d.   weather tracking, control and prediction

6.   Where does all life exist on the planet Earth?

a.    in the biosphere

b.   anywhere photosynthesis occurs

c.    anywhere there is rain

d.   everywhere except Antarctica

7.   What is the most successful form of life on Earth?

a.    humans

b.   fungi

c.    insects and their relatives

d.   none of the above

8.   Which is not a true statement about why we need to protect biodiversity?

a.    Biodiversity protects our quality of life.

b.   Our very existence depends on it.

c.    The world is filled with too many insects.

d.   Biodiversity preserves resources that ensure the web of life.

9.   Insects are important to biodiversity because:

a.    insects are the main source of food for many animals

b.   many plants need insects for pollination and plant reproduction

c.    insects help decompose dead plants and animals

d.   all of the above

10.  Biodiversity provides basic economic resources including

a.    food and medicines

b.   fuel

c.    timber and recreation

d.   all of the above

11.  Biodiversity provides good medicine.  Willow bark is used to make which painkiller?

a.    penicillin

b.   aspirin

c.    quinine

d.   opium

12.  Pennsylvania’s forests contain at least how many species of trees?

a.    16

b.   28

c.    56

d.   90

13.  The average American wood-frame home, including furnishings, contains at least how many species of trees?

a.    6

b.   24

c.    50

d.   90

14.  Although there are over 30,000 edible plant species, nearly 80% of the world’s diet comes from just four plant species.   Which answer is correct?

a.    wheat, corn, rice, and potatoes

b.   wheat, rye, barley and oats

c.    rice, sugar, soybeans and potatoes

d.   sugar, soybeans, alfalfa and hay

15.  Which bird used to live in Pennsylvania but is now extinct?

a.    Osprey

b.   Bald eagle

c.    Peregrine falcon

d.   Passenger pigeon

16.  Which answer does not pose a major threat to freshwater fishes in Pennsylvania?

a.    nonpoint source pollution

b.   invasive plants and animals

c.    birds of prey

d.   dams

17.  Rivers, lakes and wetlands provide rich resources for biodiversity.  They cover how much of the Earth’s surface?

a.    less than 1%

b.   25%

c.    approximately 47%

d.   approximately 70%

18.  What animals serve as pollinators for flowering plants?

a.    insects and bees

b.   bats

c.    birds

d.   all of the above

19.  Biodiversity is

a.    different nationalities of people

b.   the variety of species, their genetic make-up, and the natural communities in which they occur

c.    the process of how two different species communicate

d.   none of the above

20. Like the rest of the world, Pennsylvania is experiencing a serious decline in biodiversity.  You can help by

a.    conserving water

b.   planting a variety of native trees, shrubs, ground covers in home landscaping

c.    making your daily activities protective of our natural heritage

d.   all of the above

True or False

21.               Pollution is a major cause of biodiversity loss in Pennsylvania.

22.              To protect biodiversity, we must protect natural habitats in Pennsylvania through sound land use planning.

23.              Brown trout and brook trout are native species to Pennsylvania.

24.              People are part of the ecosystem.

25.              Without pollinators, there would be no apples, potatoes, or tomatoes in Pennsylvania.

Pre test/Post test

Biodiversity, Our Living World:  Your Life Depends On It!

Answers are on pages indicated

1.    B  (page 3)            6.   A  (page 1)            11.  B  (page 7)           16.  C  (page 13)      21.  True  (page 13)

2.   A  (page 2)            7.   C  (page 5)            12.  D  (page 7)          17.  A  (page 10)      22. True  (page 12)

3.   C  (page 2)            8.   C  (page 1)             13.  C  (page 7)           18.  D  (page 8)       23. False  (page 13)

4.   D  (video)              9.   D  (page 5)            14.  A  (page 9)          19.  B  (page 1)        24. True  (video)

5.   D  (pages 2-3)       10.  D  (page 6)            15.  D  (page 11)         20.                         D  (page 15)      25.       True  (page 8)

Each correct answer is worth 4 points.

Scoring:

90-100    Congratulations!  You are a biodiversity steward and you have the skills to protect our valuable natural resources in Pennsylvania and beyond!

70-89     Room for improvement!  Ask your teacher to share information on the Biodiversity CD ROM with you and plan to do some classroom activities!  You’ll have some fun and learn a lot, too!

Below 70 We have a problem here!   You need to know more about the little things that run the world. Don’t forget  that food doesn’t grow in grocery stores. Go to the library and see what types of books you can find about biodiversity. Enjoy the Biodiversity CD ROM and do some classroom activities!  Whatever you do, enjoy the subject so you can learn a lot!

Video and Booklet

Get both for $10.60                     Make checks payable to:  WRCF

Yes, I would like to order the Biodiversity Set:

NAME:                                                                                                     

ADDRESS:                                                                                              

CITY:                                               STATE:              ZIP:                     

Number of sets:                          X $10.60 = Amt. Due $                    

Return order to:   Wild Resource Conservation Fund

P. O. Box 8764

Harrisburg, PA  17105-8764

A biodiversity activity that explains what happens to wildlife when a habitat is altered, either naturally or by humans.

Fossils indicate that the number and type of species that live on Earth have changed over time.  Some species, such as the dinosaur, have become extinct and scientists believe that these great animals were unable to adapt to a major environmental change.

Today, some scientists indicate that we are losing species at an alarming rate.  While we all realize that change is normal, some people think that many of the changes brought about by humans today are causing large numbers of animals and plants to become extinct and at a rate much faster than is healthy for the planet’s life-support system.

Habitat loss is the single greatest obstacle to helping many endangered plants and animals recover.  Besides destruction of habitat, other threats to plants and animals and their habitats include pollution, reduced water quality, herbicides and pesticides and the introduction of exotic species that outcompete the native species.  The welfare of one plant or animal species is likely to have a direct effect on other species, as well as on the functioning of the entire ecosystem.

Use 5 pieces of poster board in 5 different colors to represent five different habitats found within Pennsylvania; for example, green for forests, brown for barrens, purple for wetlands, gray for caves and  blue for aquatic habitat.

Assign each student the identity of one of the following endangered or threatened species of Pennsylvania from the list which follows.  Research may be necessary for the students to understand the preferred habitat, identifying characteristics and the biological natural history of the identified species.

According to assigned animal identities, each student should choose an appropriate habitat by standing with at least one foot on the poster board.  More than one animal will occupy a habitat.

When everyone is in place, tell a brief story describing the destruction or alteration of a particular habitat (e.g., drought, a housing development is developed in a wetland or a fire).  After the story, pull away the colored mat representing that habitat.  The animals that were standing there must find a new habitat that is suitable and stand with one foot on it.  If they cannot adapt to another habitat, they do not survive and are out of the game.

Continue telling stories of habitat destruction/loss and remove habitat mats after each.  As habitats disappear, students must find another suitable habitat mat to stand on or they do not survive. Crowding, tension and aggressive behavior may result, mimicking what often occurs in nature.  The game ends when most animals have lost their habitat.

Since biodiversity is all around us, just look around and you’ll find some—it’s that easy!  You don’t need to go far—look in your backyard, in your schoolyard, in the grocery store, in a stone wall, along a creek or in a puddle.  You are a part of biodiversity.  You can explore biodiversity alone or you can take a friend with you.  The more eyes and ears you have with you, the more you will see and hear.

You might want to consider taking a magnifying glass,

a pair of binoculars.

field guides about birds, trees and shrubs, flowers, reptiles and amphibians, mammals, and insects

a small hand shovel or a spoon for digging in the dirt

environmentally safe bug spray.

You will also need

a notebook, maybe even a sketchbook or a journal, and

a pen or pencil so you can record your findings.

LITTLE THINGS THAT RUN THE WORLD

A magnifying glass will be helpful for this activity.

Biodiversity occurs at different scales. The richest variety occurs at a small scale.  Look under a rock, wooden log, or leaf mat to see the life underneath.  You should find numerous interesting creatures, such as centipedes, millipedes, sowbugs, ants, and beetles.  Scoop a bit of earth from under the rock, log, or leaves onto a piece of black or white paper.  Lighter creatures are easier to see on black paper, and vice versa.  Be sure to put the soil and creatures back, and place the rock, log, or leaves carefully in the original place.  You don’t want the creatures to be harmed by the light or heat of the sun, or become an easy meal.  Be sure to note the general characteristics of the creatures and the appearance of the soil (wet, dry, clay, porous).

THE MYSTERIES OF MUD

A magnifying glass will be helpful for this activity.

Get small samples of mud from a pond, river bank, or marsh or even a mud puddle.  Gently spread the mud over a piece of flat, firm, light colored plastic or board.  Spread the mud so that it is less than an inch thick and you can see what is hidden in the ooze.  Look at the smaller forms of life such as insect larvae, algae, plant matter, and water fleas.   You may find living animals and plants, or you may find artifacts like insect remains, bones, stems or roots.  Make notes about what you find and don’t forget to return the mud back to where you found it.

SHERLOCK HOLMES TO THE RESCUE:

INVESTIGATING YOUR FAVORITE CREATURE

Pick a favorite group of animals or plants or even a single animal or plant species.  Investigate all you can about the appearance, habitat, behavior or growth of your chosen animals(s) or plant(s).  Read books, search the web, or take classes at a state park to learn about them.  What are the identification marks? Where does the animal(s) or plant(s) live?  What is their habitat?  What time of year are they most likely to be seen?  Find out if they have any interesting behaviors, such as alarm calls or breeding ceremonies.  Be sure to look for the habitat at the right time of the year and see if you can find them.

Level: Intermediate to Middle School

If you enjoy making things, you will enjoy these simple tools that require minimal materials and can be re-used for repeated exploration activities.  Assembly time is less than an hour.

VIEW FINDERS

Materials needed:            1 piece of oaktag or thin cardboard, approximately 6x8 inches (per participant)

&  Scissors or exacto knife

A view finder will help you focus your observations when there is heavy vegetation or quick movement.  A view finder is a sheet of paper with a 2 or 3 inch rectangle or square cut from  the center.  Hold the paper 6 to 18 inches away from your face when you look at a patch of grass or leaves, trees, water, stone wall, or any outdoor place.  Look through the cutout carefully and record your observations on the following form. Movie directors often use a similar viewer to shoot movie scenes.

WATER VIEWERS

Materials needed:           A gallon milk jug or a two-liter soda bottle (per participant)

&     Scissors

Large piece of heavy duty plastic wrap

Rubber band

    Waterproof tape

A water viewer will help you focus on the wide range of life under the water that is often very difficult to observe. You can create a water viewer from a plastic container such as a milk jug (the bigger the better) or a two-liter soda bottle.  Carefully cut off the bottom with scissors, then stretch a large piece of heavy duty plastic wrap over the new cut area and secure it firmly with a rubber band and waterproof tape. This will provide a simple way to see life underwater in shallow ponds, creeks and other water sources.

For use in personal record keeping in Pennsylvania

Observation Date                                                      

Observer’s Name(s)                                                                                                       

City/Town                                                                    County                                       

Watershed                                                                

Weather Conditions                                                      Temperature                               

Specific Location (name and/or describe landmarks)

SPECIES

Habitat  (plant communities, other vegetation, physical characteristics, geological features and surrounding land use):

Behavior/other observations:

Signs of animals and plants presence (tracks, scat, nests, chewings, bones, fallen leaves, cones, seeds, pollen, etc.):

Are there any threats or disturbances (natural or unnatural) to the observed species?

Are there any changes in environmental conditions (if observed before)?   Explain.

With the help of field guides, verify the animals and plants you observe and record.  For example, to identify a plant or animal, match as many features as possible to the picture and narrative description of the species in the guide.  Be certain that the species you believe you are observing is supported by the habitat, range, or season the field guide indicates the species is present.

Page 1 - The Web of Life Connects Us All

·        How are humans connected to the natural world?  Why?

·        How can good questions and accurate observations lead to new scientific discoveries?

·        Compare the terms biosphere, ecosystem, community and habitat.

·        How have plants and animals adapted to specific habitats?  Give examples.

·        How does biodiversity affect people?

Pages 2-3 - Humanity Depends on the Natural Diversity of Life

·        Why is biodiversity important?

·        Why should we value biodiversity?

·        What are some of the “free” services that biodiversity provides to humans?

Pages 4-5 - The Little Things that Run the World

·        How are different species connected to other species and their habitats?

·        Draw a food web.

Pages 6-7  - Biodiversity is a Basic Economic Resource

·        Describe the connection between what we buy and biodiversity.

·        How are culture, biodiversity and economics interrelated?

·        What careers are related to biodiversity?

·        What is sustainable use of natural resources?  Give examples.

·        What are the consequences of unsustainable use of natural resources for people? For other species, both plants and animals?

·        How can you use water in a sustainable manner?

·        How do economic and non-economic values influence our decisions concerning the conservation of natural resources?

Pages 8-9 - Food Doesn’t Grow in Supermarkets

·        Make a list of various uses of the following 4 plant species:  wheat, corn, rice and potatoes.

·        Develop a menu and generate a biodiversity account from all the ingredients in the menu.

Pages 10-11 - Biodiversity, Our Little-Known Natural Heritage

·        List several native plants and animals of Pennsylvania and describe their natural habitats.

·        Describe your local environment in the past and in the present.

·        Research and establish a list of endangered, threatened and extinct species of Pennsylvania.  Include both plants and animals.

Pages 12-13 - Natural Diversity is Rapidly Declining

·        Why are some species (both plants and animals) endangered?  What can you do to help these endangered species?

·        Describe factors that affect the relationship between habitat fragmentation and biodiversity loss.  How can we lessen the effects of fragmentation?

·        Describe how habitat loss, introduced species, pollution, population growth, and over-consumption are threatening biodiversity.  How can we protect biodiversity?

·        How can biodiversity be affected by toxic chemicals and other environmental threats?

·        How can maps help scientist protect biodiversity?

Pages 14-15 - What Can You Do to Help?

·        What is your personal vision for the future, especially as it relates to biodiversity?

·        Design and create advertisements to educate others about biodiversity.

·        Produce a summary and position statement on an environmental health-related research topic.

ADDITIONAL RESOURCES

Biodiversity Education Curriculum and

Supplemental Materials

Adaptations

(Middle School level)

A unit of lessons and activities to examine adaptations in the context of threatened, endangered, and extinct species.  Lessons emphasize how and why adaptations occur, the impact of human activities on plans and animals in ecosystems, and the role individuals have in helping to solve the problem of declining species.

*Available through The Schuylkill Center for Environmental Education, (215) 482-7300.

Eco-Quest

(Intermediate to Middle School level)

A challenging unit focusing on the concept of reducing an individual’s ecological footprint.  The kit contains a teacher’s guide, student workbook, posters and an audio tape.  Sponsored by Lever Ponds.

*Available from Co-Ed Communications, (416) 955-9526.

Ecosystems Matters:  Activity and Resource Guide for Environmental Educators

(All levels)

A guide which focuses on ecosystem management; designed to supplement existing materials and programs for formal and non-formal educators.  Produced by the U.S. Department of Agriculture and the U.S. Forest Service, Rocky Mountain Region.

*Available by calling the Government Printing Office at (202) 512-1800.  Request Publication Number 1995-577-064.

Food, Land and People

(All levels)

A comprehensive agricultural program that incorporates important environment lessons into all areas of the curriculum.  The program uses a variety of skills to teach students how to apply the knowledge base they have learned about food and fiber into their everyday lives.

*Information is available by contacting the Pennsylvania Department of Education, 717-783-6994.

Pennsylvania Windows on the Wild

(Middle School level)

A Pennsylvania specific curriculum modeled from the World Wildlife Fund’s  Windows on the Wild program.  Created by the Pennsylvania Biological Survey.

*Information is available by contacting the Pennsylvania Game Commission, 717-787-4250.

Project Learning Tree

(All levels)

A comprehensive environmental curriculum through interdisciplinary instructional activities. It is local, national and global in scope and it encompasses the total environment—land, air, and water.  Learning Tree focuses on developing critical thinking skills and provides lessons and activities

that can be incorporated into busy classroom schedules.  Activities integrate five major themes into all aspects of the standard Pre-K through 12^th curriculum. 

*Information is available by contacting the Pennsylvania Department of Education, 717-783-6994.

Project WET

(All levels)

Curriculum and activity guide for K-12 formal and non-formal educators is a collection of over 90 innovative, interdisciplinary activities that are hands-on and provide rigorous academic skill building. Designed with a commitment to state and national standards, the guide addresses the following content areas:  the unique physical and chemical characteristics of water, the necessity of water for life’s existence, the interconnectedness of water and all earth systems, water as a natural resource, managed water resources, and water resources within social and cultural contexts.

*Information is available by contacting the Pennsylvania Department of Education, 717-783-6994.

Project WILD

(All levels)

The Project WILD K-12 Activity Guide focuses on wildlife and habitat; the Project WILD Aquatic Education Activity Guide emphasizes aquatic wildlife and aquatic ecosystems.  Each is divided thematically into seven sections:  awareness and appreciation; diversity of wildlife values; ecological principles; management and conservation; people, culture, and wildlife; trends, issues, and consequences; and responsible human actions.

*Information is available by contacting the Pennsylvania Game Commission, 717-787-4250.

Windows on the Wild (WOW)

(Middle School level)

An environmental education program of the World Wildlife Fund (WWF).  WOW uses biodiversity as a “window” to explore the incredible web of life and how all living things are interconnected.  WOW also explores the complexity of biodiversity—looking at scientific, social, political, cultural, and economic contexts.

*Explore the website at http://www.wwf.org/windows/overv.html

WOW!  Wonders of Wetlands

(Grades K-12)

Provides background material for teachers preparing wetland study units.  Contains wetland activities separated into five groupings that focus on general wetland concepts and definitions, wetland communities of plants and animals, the role of water in wetlands, the role of soils in a wetland environment, and the interactions between humans and wetlands.

*Information is available by contacting the Pennsylvania Department of Education, 717-783-6994.

Video Resources

Biodiversity!  Exploring the Web of Life Education Kit   (30 minutes)

(Middle School level)

An introduction to biodiversity that explores the meaning of biodiversity, its status and actions people can take to protect it.  Educator’s guide included with WOW! A Biodiversity Primer, a full-color magazine for students.

*Available from World Wildlife Fund Publications, (410) 516-6951.

The Diversity of Life  (25 minutes)

(Secondary level)

Examines the diversity of plant and animal species; describes the importance of preserving endangered species and habitat and offers possible solutions to the loss of biodiversity. 

*Available from the National Geographic Society, Education Services, (800) 368-2728.

Going, Going, Almost Gone!  Animals in Danger Education Kit  (28 minutes)

(Elementary level)

An award-winning video about biodiversity, habitat loss and the illegal trade of wildlife.  Produced by World Wildlife Fund and HBO.

*Available from WWF Publications, (410) 516-6951.

Green Means

(Secondary to Adult level)

A series of short programs highlighting success stories of ordinary people who are making a difference to the health of the planet.

*Available from Environmental Media, (800) 368-3382 or email: enveduc@aol.com.

The Homecoming

(All levels)

They are furry, they are funny and they are back after being absent for decades.  This story follows the reintroduction of the river otter to Pennsylvania’s waterways.

* Available from the PA Wild Resource Conservation Fund, (717) 783-1639.

The Last Show on Earth

(Secondary to Adult level)

A celebration of the efforts of individuals who are striving to save endangered species while illustrating the causes of extinction.

*Available from Bullfrog Films, (800) 543-3764 or email: bullfrog@igc.apc.org.

Living on the Edge

(Elementary to Secondary level)

This is the story of Pennsylvania’s bog turtle, a reptile with a price on its head and nowhere to run.

* Available from the PA Wild Resource Conservation Fund,  (717) 783-1639.

Old Growth Forests:  Pennsylvania’s Forgotten Giants

(Elementary to Secondary level)

Witness the majesty of Pennsylvania’s few remaining stands of hemlock, tulip poplar and white pine.  Learn why scientists believe their worth is priceless.

* Available from the PA Wild Resource Conservation Fund,  (717) 783-1639.

Pennsylvania:  Conserving Nature’s Diversity

(Intermediate to Secondary level)

Discover what native diversity (biodiversity) is and why it is important to humans.

* Available from the PA Wild Resource Conservation Fund, (717) 783-1639.

Return from Forever

(All levels)

Lost to Pennsylvania for nearly 40 years, an osprey program that began in 1979 saw its first chick hatch in 1986.  Watch the story of this highly successful reintroduction program.

* Available from the PA Wild Resource Conservation Fund, (717) 783-1639.

Traveling Minstrels:  Pennsylvania’s Songbirds

(Intermediate to Secondary level)

Migratory songbirds grace Pennsylvania with their beauty, color and individual songs.  This video explores the life of migratory birds and show simple ways to help conserve these avian treasures.

* Available from the PA Wild Resource Conservation Fund, (717) 783-1639.

Web of Life Education Kit   (2 hours)

(Secondary to Adult level)

The award-winning video, Web of Life: Exploring Biodiversity, co-produced by World Wildlife Fund and WQED/Pittsburgh, explores the overwhelming concept of biodiversity.  Educator’s guide included.

*Available from World Wildlife Fund, (410) 516-6951.

Wild About Life

(Middle School to Secondary level)

A docudrama about four teenagers who discover the value of the variety of life on Earth-from wolves reintroduced to Yellowstone to snails thriving in a restored wetland. 

*Available from National Conservation Training Center, (304) 876-1600 or (304) 876-7200.

Recommended Reading for Adults

The American Naturalist, by Gerald Durrell

An excellent resource of biodiversity concepts written by a pioneer of conservation education.  Alfred A. Knopf, 1992

The Audubon Society Nature Guide Series

Comprehensive coverage of birds, mammals, plants and other species of specific habitats—wetlands, eastern forests, western forests, grasslands, etc.   Alfrred A. Knopf

Biodiversity, by Dorothy Hinshaw Patent

A general introduction to biodiversity and the importance of the interconnectedness of all living things on Earth.      Clarion Books, 1996

The Biodiversity Crisis:  Losing What Counts, edited by Michael Novacek and Ellen V. Futter

Presents the best scientific thinking in language and images we can all understand.  Combines essays by experts including E.O. Wilson, Niles Eldredge and Peter Raven with profiles of naturalists such as Jane Goodall.  American Museum of Natural History, 2001

Conservation and Biodiversity, by Andrew P. Dobson

An resource for educators searching for background information on biodiversity; introduced issues surrounding biodiversity with specific illustrations of its scientific and economic value.  Photographs, illustrations, charts.     Scientific American Library, 1996.

The Diversity of Life, by Edward O. Wilson

An excellent introduction to biodiversity which focuses on how the species of the world have become diverse, the causes and consequences of biodiversity loss, and opportunities for people to conserve biodiversity.     W.W. Norton, 1992

Landscaping for Wildlife,  by Marcus Schneck

Help the homeless.  As development continues its sprawl, wildlife continues to lose its habitat.  A handy guide for the homeowner with instructions and ideas about how to beneficially share their backyards with wildlife.   This book deals with four key elements of habitat:  food, water, shelter and adequate space. 
PA Wild Resource Conservation Fund, 2000

The Last Harvest:  The Genetic Gamble that Threatens to Destroy American Agriculture, by Paul Raeburn

An award-winning book that explains how our food supply is threatened by genetic manipulation.  An investigation into the changes in genetic diversity in agricultural crops and offers insight on solutions for preserving varieties of plant and animal species.     Simon and Schuster, 1995

Naturalist, by Edward O. Wilson

An autobiographical account of the life of Edward Wilson, one of the world’s leading experts on biodiversity.     Island Press, 1994.

Pennsylvania’s Natural Beauty,  by Blair and Ruth Seitz

This hardcover, coffee table book takes readers on a visual journey through the forests, waterfalls and flowers on state lands with award-winning photographer Blair Seitz.     R&B Books, 1993

Saving Nature’s Legacy , by Reed F. Noss, et.al.

An introduction to issues of land management and conservation biology.  Provides guidelines for land managers and students about inventorying biodiversity, selecting areas for protection, designing regional reserve networks, managing different types of ecosystems, establishing monitoring programs and setting priorities.  Defenders of Wildlife, 1994.

Recommended Reading for Students

The Animal Kingdom: A Guide to Vertebrate Classification and Biodiversity, by Kathryn Whyman

(Intermediate to Middle School level)

Great for educational or pleasure purposes.  A well-organized, easy-to-follow  presentation of information concerning the taxonomy of vertebrates and mammals.    Raintree, Steck & Vaughn, 1999

Biodiversity, by Dorothy Hinshaw Patent

(Intermediate to Middle School level)

A photo essay demonstrating the concept of biodiversity.  The reader will better understand the importance of maintaining biodiversity.  An excellent book for browsing.   Clarion Books, 1996

The Curious Naturalist,  by the National Geographic Society

An illustrated guide to major North American ecosystems with accompanying essays by nature writers.

National Geographic Society, 1991

Earthdance, by Joanne Ryder

(Middle School level)

Readers imagine that they are the Earth itself, home to a myriad of plants, animals and cultures.  Appreciation for the complexity of life on Earth is emphasized during this imaginary adventure.
Henry Holt & Co., 1996

Earth Kids, by Jill Wheeler

(Primary to Middle School level)

Real-life kids who have empowered themselves to take action in preserving and conserving the environment are highlighted in their projects which include the preservation of forests, the defense of animals and clean air and water projects.     Abdo and Daughters, 1993

Endangered and Threatened Species of Pennsylvania, PA Wild Resource Conservation Fund

(All levels)

This 80-page softcover book offers a one-page summary for 66 species of birds, mammals, reptiles, plants, amphibians and insects that are listed as threatened or endangered in Pennsylvania.  PA Wild Resource Conservation Fund, 1995

Herman and Marguerite:  An Earth Story, by Jay O’Callahan

(Intermediate level)

A friendship between a caterpillar and an earthworm help to bring an old orchard back to life.  Provides a good reference to the role of invertebrates in soil decomposition and enrichment.   Peachtree, 1996

Insects, by Laurence Mound

(Intermediate to Middle School level)

Insects help readers discover the world of insects through their behavior, anatomy, and their interaction in the Earth’s ecology.    Eyewitness Books, Alfred A. Knopf, 1990

Living Treasure:  Saving Earth’s Threatened Biodiversity, by Laurence Pringle        

(Intermediate level)

Illustrated text discusses the diversity of life, reasons for preserving it, and actions people can take to conserve it.    Morrow Junior Books, 1991

Nature All Year Long, by Clare Walker Leslie

(Primary level)

A calendar journal of nature.     Greenwillow Books, 1991

Of Things Natural, Wild, and Free:  A Story About Aldo Leopold, by Marybeth Lorbiecki         (Primary level)

A primary biography of the life of Aldo Leopold, an early naturalist and conservationist. 
Carolrhoda Books, Inc. 1993

One Small Square Guides, by Donald M. Silver and Patricia J. Wynne

(Primary level)

Beautifully illustrated views of various habitats and the species that live in them.  W.H. Freeman and Company

Pennsylvania Reptiles and Amphibians,  PA Fish and Boat Commission

(All levels)

A guide to the identification, habitat and life histories of Pennsylvania’s reptiles and amphibians.  Includes full color drawings and maps.    PA Wild Resource Conservation Fund, 1999

Ride the Wind:  Airborne Journey of Animals and Plants, by Seymour Simon

(Intermediate level)

A colorful story about how animals and plants migrate;  the text explains the missions of various creatures’ travels and their ability to return home.      Harcourt Brace, 1997

Saving Planet Earth, by Rosalind Kerven

(Middle School to Adult level)

Identifying the Industrial Revolution as the beginning of many of our current environmental issues, the book explores the way people around the world are meeting environmental challenges.      Watts, 1992

Squishy, Misty, Damp and Muddy:  The In-Between World of Wetlands, by Molly Cone     (Intermediate to Middle School level)

This book explores the diversity of life in wetlands and the threats to this habitat and the importance of its preservation.     Sierra Club, 1996

Viewers Guide to Pennsylvania Wildlife, by Northwoods Publication, Inc.

(All ages)

Want to see what you are protecting?  This comprehensive guide points out the best places in Pennsylvania to watch wildlife.  PA Wild Resource Conservation Fund,   1994

WOW!  A Biodiversity Primer, by World Wildlife Fund

(Middle School level)

This award-winning primer was published by WWF’s environmental education program, Windows on the Wild.  Formatted as a full-color, magazine-style primer.      World Wildlife Fund, 1994

Yuck!  A Big Book of Little Horrors, by Robert Snedden

(Intermediate to Middle School level)

A big look at small creatures!  Through enlarged photographs, the author shows us the diversity of life crawling around us everyday—in our beds, floors, food and body—and we don’t even know it!
Simon & Schuster, 1996

Web Sites Related to Biodiversity

American Zoo and Aquarium Association:  www.aza.org

Includes information about conservation programs, careers, and a photo gallery.

Association for Biodiversity Information:  www.abi.org

An on-line encyclopedia of life.  Biodiversity information for plants, animals and ecological communities of the United States and Canada.  Includes kids’ pages.

Biodiversity Conservation Information System:  www.biodiversity.org

Comprehensive supporting material designed to build information management capacity and improve decision making concerning the conservation and sustainable use of living resources.

Biological Resources Division of the Department of the Interior:  www.nbs.gov

A site to find data, information and links to all aspects of biodiversity in the public and private sector.  Includes resources for educators and a kid’s corner.

Biodiversity Web:  www.biodiversity.nl

A web project containing information about biodiversity, its evolution and ecological background, major adverse human impacts and important structural factors and material processes of biodiversity loss and protection.

Convention on Biological Diversity:  www.biodiv.org

A look at the importance of biodiversity for the health of people and the planet Earth.

Defenders of Wildlife:  www.biodiversitypartners.org

Click a state for biodiversity project information.

Educational Resources Information Center (ERIC):  ericir.syr.edu

A national information system designed to provide users with access to education-related literature.  Supported by the U.S. Department of Education and the National Library of Education.

Eisenhower National Clearinghouse (ENC) for Mathematics and Science Education:  www.enc.org

Biodiversity issues and much more.  The site includes activities to raise standards, journal articles, calendar of events, and links to many other sites.

Enature:  www.enature.com

On-line field guides.

U.S. Fish and Wildlife Service:  www.fws.gov

Information for educators about wildlife laws, environmental education, and the national wildlife refuge system.  The mission of the U.S. Fish and Wildlife Service is to conserve, protect, and enhance fish and wildlife. 

www.nps.gov

This site offers a wide range of information for educators, such as “Parks as Classrooms” programs, which include curriculum materials, videos,  traveling trunks and kits and teacher and student resource packets.

Second Nature:  www.starfish.org

Use “biodiversity” as the keyword to search databases; includes a bibliography with over 1000 references; information on more than 20 innovative teaching and learning techniques.

The Tree of Life:  phylogeny.arizona.edu/tree/phylogeny.html

A project containing information about the diversity or organisms on Earth, their history and characteristics.  The information is linked together in the form of the evolutionary tree that connects all organisms to each other.

Virtual Library of Ecology, Biodiversity, and the Environment:  conbio.rice.edu/vl

A wide range of ecology and biodiversity-related topics, including specific information on plant and animal species with link to periodicals and journals for additional research.

World Resource Institute:  www.wri.org

General information about biodiversity issues, with on-line activities for educators.

World Wildlife Fund:   www.wwf.org/windows

Windows on the Wild program.  A wealth of biodiversity information and activities designed for middle school students.

CD-ROMs

Earth’s Endangered Environments

(Middle School level)

A National Geographic Picture Show that introduces rain forest and wetland ecosystems, deforestation and pollution.  Compatible for Macintosh and Windows; includes a user’s guide, scripts, student information and classroom activities.

*Available from National Geographic Society, Educational Services, (800) 368-2728.

Eyewitness Encyclopedia of Nature

(Elementary level)

An illustrated, interactive CD-ROM full of information and activities about plants and animals.  Users can examine biodiversity through the Web of Life book, which includes the following topics:  The Biosphere, Natural Cycles, Energy Flow, and Living Together.

*Available from DK Multimedia, (800) 356-6575.

Environment and Ecology Academic Standards establish rigorous academic content that students will be expected to achieve at the end of grades four, seven, ten and twelve.

According to Title 22—Education, State Board of Education, under the authority of the Public School Code of 1949, section 4.12 academic standards, the content area of environment and ecology is defined as “understanding the components of ecological systems and their interrelationships with social systems and technologies.  These components incorporate the disciplines of resource management, agricultural diversity, government and the impact of human actions on natural systems.  This interaction leads to the study of watersheds, threatened and endangered species, pest management and the development of laws and regulations.”

Although the term  “biological diversity” or “biodiversity” is specifically stated in Standard 4.3—Environmental Health, the concept of biodiversity supports many of the environment and ecology statements.  Since biodiversity provides humans with the basic necessities of life through the interaction of millions of different species of plants, animals, fungi and microorganisms and their habitats, the concept of biodiversity is incorporated throughout the environment and ecology standards.

The environment and ecology standards establish the essential content that must be articulated into a school district’s curriculum.  This content must be achieved by the end of grades four, seven, ten and twelve.  The standards were developed through a scope and sequence and were written for appropriate levels of learning and performance.  The progression of learning is knowledge, comprehension, application, analysis, synthesis and evaluation.

(The page numbers and titles will provide information to address, connect, support or reinforce the concept with the standards’ requirements.)