MCCA-MCGE
Title VI-A Year One
West Africa
Final Project
Susan Stull
NorthCentralMissouriCollege
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 illustrateterrestrial 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 webtypical 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.
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. Average monthly temperature for each location (°C) is plotted on the left y-axis.
2. Average monthly rainfall for each location (mm) is plotted on the right y-axis.
3. Time is plotted on the x-axis using months (January through December)
4. Locality is written above the graph to the left
5. Elevation is written above the graph to the right
6. Mean annual temperature is written at the top of the graph to the left
7. Mean annual precipitation is written at the top of the graph to the right
Learning Activity for Unit 1
DakarSaint LouisZiguinchor
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:
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.
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)
TropicalRain 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: 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.
Learning activities for Unit 2:
1. Local Senegal terms for biomes
EnglishFrenchWolof
DesertDésertDioor (djoor)
GrasslandPrairiesGancax (gañtchah)
SavannahSavane
Tropical rain forestForêt tropical Humide
Deciduous forestForêt à feuilles caduques
Coniferous forestForêt de conifères
ForestForêtManding or Al
TundraToundra
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 differfrom 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.
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.
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 calledintroduced, 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.
Learning activity
Endangered species of Senegal report (Final Project)
1. Learn about an endangered species from Senegal or elsewhere in West Africa
Resources
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