Unit V Homework Assignment Worksheet—Threatened Species
Unit V Homework Assignment Worksheet—Threatened Species
Unit V Homework Assignment Worksheet—Threatened Species
Introduction
This unit is about ecology, the study of the interaction between living species. As we discussed in the unit lesson, all species are dependent on one another—even trees need birds to eat the insects that want to devour the trees. Some trees, like oaks, need squirrels to plant their acorns. Consequently, when you study a species in the Red List for this assignment, be aware that somewhere along the line, this species is important. Materials Needed: A computer with Internet access Directions: 1. Click on https://www.iucnredlist.org (or copy and paste the URL into your browser) to go to the IUCN Red List of Threatened Species website. The site may load somewhat slowly, so be patient. 2. Take a moment to peruse the website. Scroll down and look at a few of the animals and the news articles. 3. On the Redlist home page, type the state in which you reside in the search box where it says “names common, scientific, regions etc…” (see below). A list of species will appear in a drop-down menu. You can select “more species” from the drop-down menu to see more. You will want to study a species that lives near you and upon which you might be able to have an impact. NOTE: Make sure that the species you pick actually lives near you. For example, the “South Georgia Diving-petrel” does not live in the state of Georgia in the United States, but rather on the South Georgia Island near Antarctica. To confirm that your chosen species lives near you, select the “Geographic range in detail” link beneath the map that appears. 4. Do not pick a species that has a category of “least concern,” “data deficient,” or “not evaluated.” What Information Did You Find? Study the available information about your species and answer the following questions (in your own words—do not copy and paste from the site). When reviewing information on the site, look for “in detail” to get a more comprehensive picture (e.g., population in detail, conservation in detail, and so on). Respond to each question in the blank area following it. Each area will expand as necessary. 1. What is the common name and the scientific name of your species? 2. What is your species’ Redlist category? (For example, endangered, critically endangered, or one of the others.) 3. What kind of habitat does the species inhabit? Briefly describe the habitat/biome. a. Tell what other plants and animals live in this biome. 4. What are some of the threats to the species? a. Which threats are caused by humans? 5. Does human population growth adversely impact this species? In what way? 6. Consider the population of your species. a. What is the estimated population of the organism and how was it measured? b. What is the population trend? 7. Consider the habitat for your species. a. What might be some density dependent factors? b. What might be some density independent factors? c. Briefly list ways in which climate change might be affecting this creature’s habitat. d. List two actions people can do to preserve this species and biodiversity. 8. List some things that can be done to protect this species’ habitat. 9. Is your species in an extinction vortex? Explain. Written Response Questions 10. Discuss what it means for a species to be a keystone species, and give an example. a. Is the species you picked on the Redlist a keystone species? Why, or why not? 11. If your species becomes extinct, what changes might you expect to occur in its biome and the food web? a. Which species might benefit if your species becomes extinct, and why would that/those species benefit? b. Which species would be harmed if your species becomes extinct? c. Comment on possible interaction of these on your species: i. Mutualism (page 352 in your textbook) ii. Predation (page 352 in your textbook) iii. Competition (page 353 in your textbook)
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| Excellent | Good | Fair | Poor | ||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.  Struggling to Meet Your Deadline?Get your assignment on Unit V Homework Assignment Worksheet—Threatened Species done on time by medical experts. Don’t wait – ORDER NOW!
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||
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