Module-5

BIO-YOU-TOON

Module-5

Biodiversity Conservation Solutions

• Individual Actions: How can individuals contribute to biodiversity conservation?
• Community Engagement: Showcase examples of successful community conservation initiatives
• Sustainable Practices: Highlight the role of sustainable practices in preserving biodiversity

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Activity

Learning Objectives

Contents

Evaluation Methods

Learning Outcomes

Theoretical Content

Module References

What do you want to achieve by implementing this module?

1. To explain the importance and the need of conserving Biodiversity.
2. To prepare responsible global citizens who can contribute in conserving biodiversity through modification in their lifestyle and choices.
3. To prepare aware citizens who can help in framing and implementing laws and policies to protect and conserve the environment.
4. To empower adults to share their knowledge with the younger generation.
5. To facilitate the participants to be an asset for their society.

Learning Objectives

What are the expected results of this module?

1. The participants will become aware of the concept of Biodiversity, factors affecting it and the importance of conserving it.
2. The participants will be able to contribute actively in conserving Biodiversity by following various methods like supporting local farms, buying eco labelled products, and reducing wastage.
3. The participants will come to know about the interaction of food chains, local ecosystems, the impact of increased urbanisation and climate change over 100 years in their own regions.
4. The participants will be able to calculate their carbon footprint.

Learning Outcomes

What are going to be the main theoretical contents of the module?

Biodiversity is all the different kinds of life you’ll find in one area—the variety of animals, plants, fungi, and even microorganisms like bacteria that make up our natural world. Each of these species and organisms work together in ecosystems, like an intricate web, to maintain balance and support life. Biodiversity supports everything in nature that we need to survive food, clean water, medicine, and shelter. The term Biodiversity, coined by Walter G Rosen2, means the existence of a number of different kinds of animals and plants which together make a good and healthy environment.

Theoretical Content

In order to understand Biodiversity and the ways to conserve it in a better way, we need to know some key terminologies. We have many reasons to value biodiversity, including anthropocentric and eco-centric reasons.

• Anthropocentric reasons to value biodiversity include the many potentials for different lifeforms to provide scientific information, recreational benefits, medicine, food, or other materials that are useful to us.
• An eco-centric perspective on valuing biodiversity would include conserving coral reefs or redwood forests on the basis that these ecosystems have a right to exist, irrespective of how, if at all, they might benefit human society.

Biodiversity varies significantly among different regions. Polar ice caps and tropical deserts are almost devoid of life, while tropical rainforests and coral reefs are extremely biodiverse. A forest in the mid-latitudes, in places like Pennsylvania, might have 30-40 tree species per square kilometre, whereas a square kilometre of tropical rainforest in Borneo or Ecuador might have 300-400 species

Theoretical Content

Geographers, ecologists, and conservation biologists have learned that the number of species is much higher near the equator and decreases as you move towards the poles. This is known as the latitudinal gradient of species richness and is largely shaped by the availability of energy and water in each respective region. This general pattern is apparent on every continent of the world. It may also exist in the oceans, although researchers have not yet collected enough data about oceanic biodiversity. Factors that seem to foster an increase in biodiversity include:

• Physically diverse habitats: If a region has a variety of different “microclimates” caused by variability in topography, water availability, and sunlight, it’s likely to have more biodiversity than a more uniform landscape.
• Moderate disturbance: Disturbances include weather or geological events, fires, or insect outbreaks. Humans practicing slash-and-burn agriculture in a tropical rainforest can create this type of moderate disturbance in some cases.

Theoretical Content

• Large area: Regions that are a part of a large, connected landmass are likely to have higher biodiversity than those that are geographically isolated. Small islands that are far away from the mainland of a continent will have fewer species than large islands that are near the coast.
• Longevity of system: If a particular region has been spared from extreme disturbance events like being covered by glaciers or volcanic ash, or being clear-cut or ploughed by humans, it is likely to have a higher level of biodiversity. This is true even on a very long timescale. For example, there are 85% more coral species in the Pacific Ocean than in the Atlantic Ocean, because the Pacific is a much older ocean basin.
• A biodiversity hotspot: It is a region with a high amount of biodiversity that experiences habitat loss by human activity. In order to qualify as a biodiversity hotspot for conservation, according to Conservation International, “a region must contain at least 1,500 species of vascular plants (>0.5% of the world’s total) as endemics, and it has to have lost at least 70% of its original habitat.” Today, 34 hotspots have been identified around the world. While these areas once covered about 16% of the Earth’s land surface, today 86% of their habitat has been destroyed

Theoretical Content

• Endemism: This means that a species only lives in a particular region of the world, which means that if it is wiped out there, it’s lost forever. For example, the now-extinct Dodo bird was endemic to Mauritius, a small island in the Indian Ocean.

Since the first cellular life appeared about 3.8 billion years ago, new life forms have been constantly evolving and some species have been going extinct. Since life on Earth is so old, most of the species that have ever lived are now gone, even if they persisted for millions of years. There have been periods of biodiversity explosions, as well as periods of mass extinctions, but generally, the trend has been toward an increase in the variety of life forms on this planet.

• Speciation rates (the rates of new species coming into existence): Speciation rates are high following mass extinction events and have been increased by the evolution of body types that allow animals to inhabit all types of habitats like deserts, soils, thermal ocean vents, and the sky. Also, the breaking up of Pangaea into separate continents has fostered an explosion in the number of species on Earth.

Theoretical Content

There are many threats to biodiversity today. The largest contributors can be remembered by using the acronym H.I.P.P.O.: Habitat Loss, Invasive Species, Pollution, Human Population, and Overharvesting. Habitat Loss: This occurs when a particular area is converted from usable to unusable habitat. Industrial activities, agriculture, aquaculture, mining, deforestation, and water extraction are all central causes of habitat loss. This includes deforestation for the purpose of attaining wood for cooking food. Habitat fragmentation, the loss of large units of habitat, is also a serious threat to biodiversity. The picture below shows an example of habitat fragmentation in the Amazon rainforest.

Theoretical Content

Invasive Species: When an animal, plant, or microbe moves into a new area, it can affect the resident species in several different ways. New species can parasitize or predate upon residents, hybridize with them, compete with them for food, bring unfamiliar diseases, modify habitats, or disrupt important interactions. One famous and striking example of an invasive species is the brown tree snake in Guam. Native to Australia, the snake was accidentally transported to Guam in ship cargo following World War II. Because Guam had basically no predators to keep the snake population in check, it rapidly multiplied and caused the extirpation of most of the resident bird species.

Theoretical Content

Pollution: The discharge of toxic synthetic chemicals and heavy metals into the environment has a huge impact on species abundance and can lead to extinctions. It’s important to remember that substances that are “natural” can become polluted when they are too abundant in a certain area. For example, nitrogen and phosphorus are important nutrients for plant growth, but when they become concentrated in water systems as a result of their application as agricultural fertilizers, they can cause “dead zones”. These areas are uninhabitable for fish and other wildlife. Also, carbon dioxide is a “natural” component of the atmosphere but is considered a pollutant when emitted by human industrial activities. Bioaccumulation is an important concept connected with pollution. This is the process of chemicals becoming increasingly concentrated in animal tissues as they move up the food chain. Killer whales provide an example of how bioaccumulation can be a serious problem for biodiversity, and especially for marine mammals.

Theoretical Content

Human Population: In the year 1800, there were fewer than 1 billion people on earth, and today there are about 6.8 billion. Even without the vast increases in per capita resource use that have occurred during this period, the pressures on biodiversity would have increased during this time period simply based on population growth. While the impacts that each human has on biodiversity varies widely depending on the types and amounts of resources that he or she uses, the equation put forward describes the estimated impact of human activity on the environment. I = P × A × T The expression equates human impact on the environment to a function of three factors: population (P), affluence (A) and technology (T).Overall, increasing populations have lead to increasing threats to biodiversity. Overharvesting: This includes targeted hunting, gathering, or fishing for a particular species as well as incidental harvesting such as bycatch in ocean fisheries. The megafauna extinction example was an example of overharvesting causing biodiversity loss.

Theoretical Content

Sustainable development: For conservation of biodiversity the practice of sustainable development should be adopted. Sustainable development, in a layman’s language means that development should be done but not at the cost of the environment. In-situ Conservation The in-situ method of conservation is one in the natural ecosystem or habitat. Examples of In-situ include national parks and wildlife sanctuaries. Ex-Situ conservation The Ex-situ method of conservation is carried out on man-made habitats or ecosystems. Examples of Ex-situ include zoological gardens, seed banks, gene banks. vam

Theoretical Content

The future of mankind is being shaped by issues that no one nation can address alone. The environmental issues have crossed national boundaries and regional perspectives to global concern. The human race knows that there is no logic to maintain barriers between the developed and developing nations on the issue of economy but to look at humanity in terms of all the people of earth. Multilateral cooperation is instrumental in meeting the key global challenges. International cooperation has journeyed from the conferences held in Stockholm, Vienna, Montreal, Toronto, Kyoto, Delhi and Johannesburg with resolutions to try to balance between the unending demands of development and the limited environment. In 1998, according to the endangerment classification under the Red Lists, the existence of 36% of approximately 16,000 animal species studied in Germany was threatened, with 3% of species being extinct or lost. The Volume 1 (Vertebrates) of the current German Red List of animals and plants was published in October 2009. Twenty-eight percent of the evaluated animal species are threatened and 8% of species are extinct or lost. This show the magnitude of the species being extinct or lost.

Theoretical Content

Germany’s NBSAP (National Biodiversity Strategy and Action Plan) (2007) was developed through a highly participatory process with strong political support from parliament and government. It contains 330 concrete targets with deadlines for most of them, and about 430 measures, which call upon the various governmental and non-governmental actors to take action (including actions involving the other biodiversity-related conventions and agreements). The Strategy considers the opportunities provided by biodiversity for promoting innovation and employment such as organic farming, the marketing of regionally produced products and tourism. It also targets the indirect drivers behind pollution and nutrient loading, climate change and the degradation of natural habitats. We may contribute to biodiversity protection and expansion by the following.

• The public must be involved in any strategy to promote the sustainable use of biological resources. Local residents should be intimately involved with the authorities in charge of both biological resource management and the establishment and management of protected areas.
• A chapter on biodiversity protection should be added in the school curriculum. Ecosystem people and those who are directly dependent on biomass should receive environmental education. People need to be educated about the value of their local flora and fauna.

Theoretical Content

• Museums and other taxonomic-oriented institutions should build closer working links with those concerned with biological variety conservation.
• A special section in newspapers might be formed in which coverage of daily topics connected to biodiversity could be presented.
• The electronic media and television channels should promote programmes that pique people's interest in biodiversity issues, such as quizzes, discussions, and poems.
• Actors and actresses, athletes, and social workers should all step forward to help safeguard biodiversity. They should be appointed as brand ambassadors for the Ministry of Environment and Forests by the government.
• Religious organisations might also participate in the awareness campaign. The media can work with religious institutions to spread messages to their followers about the need of protecting biodiversity by planting trees and encouraging people to use environmentally friendly technologies and products.

It's past time to take a comprehensive look at biodiversity conservation. E.O.Wilson, American biologist, naturalist, ecologist and entomologist had rightly said that the two major challenges for the 21st century are, a) to improve the economic situation of the majority and b) to save as much of the planet as we can.

Theoretical Content

Activities

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ACTIVITY N.2

ACTIVITY N.1

ACTIVITY N.3

What kind of practical activities (NFE) are you going to implement in order to transmit the knowledge?

Activity N.1

Activity Title “Biodiversity Conservation - Food Web”

Session Description

Learn Check /Debriefing

Main Aim

NFE methods

tOOLS

Tips For The Trainer

Materials and preparation

Handouts

What kind of practical activities (NFE) are you going to implement in order to transmit the knowledge?

Activity N.2

Activity Title “Biodiversity Conservation- Carbon Footprint”

Session Description

Learn Check /Debriefing

Main Aim

NFE methods

tOOLS

Tips For The Trainer

Materials and preparation

Handouts

What kind of practical activities (NFE) are you going to implement in order to transmit the knowledge?

Activity N.3

Activity Title “Importance of plants and energy transfer at various trophic levels”

Session Description

Learn Check /Debriefing

Main Aim

NFE methods

tOOLS

Tips For The Trainer

Materials and preparation

Handouts

How are you going to evaluate the level of understanding among the target group of the training?

The evaluation will depend on the

• MCQ test based on the Theoretical content provided to the participants at the beginning of the program.
• The Carbon footprint before and after the program.

Evaluation Methods

What is the source from which you gathered the information about the form?

https://www.e-education.psu.edu/geog30/book/export/html/390 http://hdl.handle.net/20.500.14146/11512 http://hdl.handle.net/10603/125730 http://hdl.handle.net/10603/75360 http://hdl.handle.net/10603/513104 https://www.worldwildlife.org/pages/what-is-biodiversity https://www.cambridge.org/core/books/abs/cambridge-companion-to-the-philosophy-of-biology/from-ecological-diversity-to-biodiversity/B8021498EB70BA66771893D4DD7B430F https://www.e-education.psu.edu/geog30/book/export/html/390 https://www.sciencedirect.com/topics/chemistry/bioaccumulation https://www.britannica.com/science/conservation-ecology/Overharvesting https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/in-situ-conservation https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/ex-situ-conservation https://www.cbd.int/countries/profile/?country=de https://www.cbd.int/doc/training/nbsap/b1-train-intro-nbsap-revised-en.pdf https://www.mtsu.edu/glade-center/teaching/19_Energy%20Pyramid.pdf https://www.e-education.psu.edu/geog30/book/export/html/390 https://www.cell.com/current-biology/pdf/S0960-9822(07)01385-1.pdf

Module References

Tools

Roleplay, Research and Critical Thinking

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

Evaluation Methods

Module References

Learn Check /Debriefing

The trainer will assess the learning from the presentation and the applicability of the ways suggested by them.

Learning Objectives

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Theoretical Content

Activity

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Learning Objectives

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Activity

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Module References

Materials and preparation

• Leaves of different shapes and size
• Sheet, poster colour and brush
• Projector
• 4 cups
• 1000mL water
• Food colorant
• 1mL pipette

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

Evaluation Methods

Module References

Handouts

The trainer will be given handouts about

• Ice Breaker-1 activities

Tips For The Trainer

The trainer should help the participants while doing the activity.

Learning Objectives

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Theoretical Content

Activity

Evaluation Methods

Module References

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

Evaluation Methods

Module References

Learn Check /Debriefing

1. The trainer will ask probing questions when participants will give their presentations.
2. The trainer will observe the participants about their approach to the tasks given.

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

Evaluation Methods

Module References

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

Evaluation Methods

Module References

Session Description

1. Ice Breaker Activity: This can be done in groups of 3-4 participants and could last 45 minutes.
2. From a box containing the names of different animals, plants and birds, the participants will pick one and will enact a role play explaining about the habitat, food habits, role of that species in ecosystem
3. The trainer will explain the Food Chain and Food web showing the picture from Black Forest, Germany.
4. The participants have to search from the internet about the impact on Biosphere if a) Hinterland cattle disappears from the world b) Fox disappears from the world c) Black bear disappears from the world.
5. Trainer will share the list of animals that have gone extinct from Germany. Participants to trace the food chains of which they were a part of. The participants may refer to the German Red List of animals.
6. The increase in agricultural land actually harms the agricultural future. The trainer may ask the participants to collect data and present their views on the given topic as a simple powerpoint presentation.

Tips For The Trainer

• The trainer has to explain the Carbon footprint calculator in detail.
• Help participants while they are filling inputs in the calculator.

Session Description

1. The trainer will conduct a fun game as a part of Ice breaker activity. The details are given in Handout –ICE BREAKER-1.
2. Participants will be handed out the printouts of Ice Breaker-1 and will discuss each activity, whether it causes any harm to the environment or not.
3. Participants will be shown this video on Carbon footprint calculator.
4. Participants will calculate their own Carbon footprint using the link.
5. Participants will be divided into five groups with 3-4 participants in each group. The activity could last up to 45 minutes.
6. Each group will be given one of the following topics to reduce Carbon Footprint. They will brainstorm and give minimum five practical ways to do so with evidence in each area a) Being food conscious, b) Travel responsibly, c) Minimalistic way of life, d) Switch to renewable energy, and e) Reduce waste

Handouts

The following handouts to be shared with the participants

• Worksheet of energy transfer at trophic levels

Session Description

1. Ice Breaker Activity: The participants will pick any material/object within or outside the class and share why they chose that object and its relevance in their lives. This activity will help in understanding the term ‘diversity’ and to understand how our thoughts vary from each other.
2. The trainer will distribute minimum 5 leaves to each participant and then ask them to use colour and do block printing to create a collage. The participants will note the diverse vein structure of the leaves.
3. The trainer will show this video showing the inside structure of a leaf.
4. The trainer will explain about the trophic levels and conduct this activity to calculate the energy transfer from each trophic level.

NFE Methods

Research and Critical Thinking

Learn Check /Debriefing

1. The trainer will ask questions like: Where on the food chain should humans eat in order to gain the most energy?
2. Why do all food chains start with plants?

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

Evaluation Methods

Module References

Handouts

The handouts on the following topics will be given to the participants

1. Theoretical content
2. German Red List of endangered animals

Learning Objectives

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Theoretical Content

Activity

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Module References

Learning Objectives

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Theoretical Content

Activity

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Module References

Tools

Carbon Footprint Calculator

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

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Module References

Main Aim

The main aim of this activity is to sensitise the participant about the significance of different organisms in the Food Web.

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Theoretical Content

Activity

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Theoretical Content

Activity

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Learning Objectives

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Activity

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Tips For The Trainer

The trainer should know about the details of the organisms whose names have been written on slips.

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

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Module References

Materials and preparation

1. Handouts of Ice Breaker-1
2. Laptops and internet connection
3. Electricity Bill

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

Evaluation Methods

Module References

Main Aim

The main aim of this activity is to enable the participant to admire and appreciate the beauty of life inside a leaf and understand that diversity is the basis of life

Tools

Worksheet of energy transfer at trophic levels

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

Evaluation Methods

Module References

NFE Methods

Research and Critical Thinking

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

Evaluation Methods

Module References

NFE Methods

Roleplay, Research and Critical Thinking

Learning Objectives

Learning Outcomes

Theoretical Content

Activity

Evaluation Methods

Module References

Materials and preparation

• Box containing slips having names of different animals, birds and plants
• Projector
• Laptop and internet
• German Red List of endangered animals

Main Aim

The main aim of this activity is to implement the individual solutions to conserve biodiversity in everyday life till they become a habit.