Wildlife Conservation

Course Syllabus

SCED-4020-201

 

Department:             Curriculum & Instruction/Science Education

 

Course Number:     SCED 4020-201

 

Course Title:            Wildlife Conservation

 

Semester:                 Fall 2011

 

Instructor:                Dr. Jack Rhoton

 

Office Number:        509 A Warf-Pickle

 

Telephone:              423-439-7589

 

E-mail:                       Rhotonj@etsu.edu

 

Web pages               http://faculty.etsu.edu/rhotonj/

 

                                    http://www.etsu.edu/cas/math/mathexcellence/

 

Semester Hours:    Three semester hours credit, three contract hours weekly

 

Office Hours:           MWF 9-12:-00 noon

 

Syllabus Revised:  Fall 2011

 

Text(s) and/or required readings:

 

Miller, G. Tyler. Jr. & Scott E. Spoolman (2009-2012). Living in the Environment, starting with the 17th edition.  Brooks/Cole: Cengage Learning.  

 

Catalog Description

 

SCED 4020 Prerequisite:  Eight credits of science. Relationships of wild animals to the physical environment and to other organisms, including humans, with emphasis on man’s attempts to restore and maintain habitats.

 

 

 University Policies That Affect This Course:

 

Learning Disability Statement

“Students who have special needs as a result of a disability should contact the Director for Disability Services, D. P. Culp University Center, phone:  439-4841 V/TDD.  Special accommodations in class or testing cannot be made without authorization from the Director of Disability Services.”

Diversity Statement

The guiding principle in all we do and say at East Tennessee State University must be respect for the individual. Through our teaching, research, and public service, we must affirm the fundamental human values of courage, honor, pride, compassion, tolerance, and understanding. These values transcend time and place. They transcend technology. They rise above educational trends. They are the enduring principles that must be observed in order for the human race to flourish. ETSU commits itself to creating and perpetuating an environment in which diversity of people and thought is respected. We embrace the belief that differences should be celebrated, and we believe that intolerance poses the single most dangerous threat to the continued existence of the race. Our aspiration is to create a university that fully appreciates the culture and the history of its surrounding region while it seeks to understand and accept the practices, beliefs, and customs of the greater global community.  It is ETSU's role not only to teach and to train, but also to inspire those among us as we build on our individual differences to achieve a common appreciation of our humanity.

 

ETSU Honor Code

All students are expected to uphold the ETSU Honor Code.  If you are not familiar with this statement and with the policy regarding plagiarism, you should review both these documents online or in a current catalog.

 

Course Management

 

Procedure:

 

A.     Lecture/Discussion/Hands-On-Minds On

Course activities will involve lecture, discussion,  hands-on activities, multi-media presentations, and performance tasks.

 

A large portion of in-class time will be used to discuss the subject matter, which is identified in the Course Topics section of the syllabus.  Your contribution to the discussions is crucial if we are to have a motivating and interesting course.  A broad range of topics is included in the objectives, and every member of the class will soon discover that he or she is familiar with some of them.  Please feel free to share your information with the rest of us.

 

The following is a partial list of helpful journals:

 

 

·         American Forests
  • National Geographic

·         Audubon magazine
  • Parks and Recreation

·         Auk
  • Ranger Rick

·         Conservationist
  • Smithsonian

·         Geographic World
  • Tennessee Conservationist

·         International Wildlife
  • Tennessee Wildlife

·         National Wildlife
  • Your Big Backyard (for preschoolers)

 

Obviously, some of the above journals are intended to appeal to young people.  Geographic World, for example, is directed toward early elementary students.  Middle school students would likely be interested in Ranger Rick.  You, as their future teachers, should at least examine them and be thinking about how you could use the journals in your classroom.  Several of the journals listed above appear on the magazine racks of most middle schools and/or high schools.  All of the above journals can be found in the ETSU library.

 

B.     Some of the class discussions will be reinforced with appropriate audio-visual materials, movies, and PowerPoint and other technologies such as computer probes, the Internet, and the flexcam.

 

C.     Outside reading reports and/or special reports or projects.

 

D.     Readings from the textbook; book chapters are identified below.

 

Evaluation

 

A.     Three examinations will be given, including the final.

 

TENTATIVE DATES FOR THE EXAMINATIONS

 

·         Exam 1:              Tuesday, Oct. 4

·         Exam 2:              Tuesday, November 8

·         Exam 3 (Final): Tuesday, December 6

                                  

 

Any test missed will be made up by the student on the following test date.

 

 

 B.     Consideration will be given to the following when determining the final grade:

 

1.    Attendance

 

Even though a passable amount of the factual material can sometimes be learned in spite of regular class attendance, the depth of understanding and the interrelationships among the ideas and facts would be lacking.  Furthermore, every member of the class will be asked to use the facts presented to form pro and con opinions regarding several controversial issues involving our environment and the role of education in making informed citizens about keeping the earth in a state of good health.  Regular class attendance is obviously necessary if these objectives are to be accomplished.  Excessive absences by a class member would indicate that he or she has missed a crucial part of the course.  If you miss two classes or more your grade will automatically be dropped a letter grade.  If you miss three or more classes, your grade will be dropped two letter grades.  Students are also expected to be on time to class

 

2.      Reading Cards and Research paper

 

One of the most important components of an education is the knowledge of how and where to find information.  Teachers, especially, must know about finding information for themselves as well as helping their students learn where to look for facts.

 

Each member of the class will be asked to turn in eighteen reading cards from a minimum of eight (8) different named journals.  All reports must be taken from full- length articles rather than from a short news item.  Write a brief summary of the article on a 5” x 8” note card.  Include a complete identification of the author’s name, the title of the article, and the name of the journal, date and page numbers.  Each report will have a value of 5.38 points, if accepted, making a total of 97 points for all eighteen reports.  If all the reports are turned in on time, the total value of the reports will be treated as a 97; and this grade will be averaged with the three examination scores. Cards turned in late will not be accepted.  In addition, a research paper that focuses on some phase of wildlife will be required of each student.  Details of this assignment will be discussed on the first day of class.  This project will be a fifth grade to be averaged with the three exams and cards.

 

(Please find attached to this syllabus a suggested list of research topics. Also, attached are some general guidelines for writing the paper.)

 

IMPORTANT DATES TO REMEMBER

 

  • Sept. 6            2 cards due  
  • Sept. 13         3 cards due  
  • Sept. 20         2 cards due  
  • Sept. 27         3 cards due   
  • Oct.  4             (First Exam)
  • Oct. 11            3 cards due  
  • Oct. 18            Fall Break
  • Oct. 25            2 cards due  
  • Nov. 1             3 cards due  
  • Nov. 8             Second Exam
  • Nov. 15          Papers due (papers will not be accepted after this date) Please do not e-mail papers as attachments, hard copies need to be turned in only)
  • Nov. 22          Selected paper presentations
  • Nov. 29          Selected paper presentations
  • Dec. 6             FINAL EXAM 

 

Additional Course Information

 

Welcome to a course, which has been specifically designed to fill several professional needs of the elementary or secondary teacher.  A hearty welcome is also extended to everyone else who has a desire to learn more about how we humans interact with all of the other living things with which we share this planet.

 

This course is considered as a content course and much information about the interdependence of all living things with each other and with the environment will be emphasized.  It is common knowledge that this topic is extremely broad; therefore, it will be necessary to examine selected topics having a strong relationship to the title of the course.  The main criterion for making the selections of the topics to be covered will be how applicable the information is to the classroom teacher.  Many times throughout the semester, you will be given many ideas about how to use the information with your students.  You would be greatly rewarded professionally if, as you listen and take part in class discussions, you try to think of ways and opportunities to use the information being covered.

 

This course supports the College of Education’s mission statement and program philosophy by preparing knowledgeable and competent educators in their respective disciplines.  This is especially important in science education, a field that is constantly adapting to new advances in knowledge.  To prepare students for the 21st century, the course combines ideas from biology, chemistry, and geology to present a general idea of how nature works and how things are interconnected.  The course places a strong emphasis on helping students acquire knowledge through appropriate concrete experiences.  The course also places high value on inquiry as an important component of science teaching and learning.

 

Learning Targets - The student will:

 

1.      Gain valuable information about the importance of other creatures with whom man shares the earth and how they relate to man and the total world ecology.

 

2.      Identify ways for motivating students to learn by using examples of wildlife for which most young people seem to have a natural interest.

 

3.      Become familiar how man has always seemed to find in animals a heightened sense of the aesthetic, which is a major component of a man’s psyche.

 

4.      Develop an appreciation for the outdoors to the extent that the teacher, or anyone else, will grow knowledge of it and find enjoyment in sharing his or her information and enthusiasm with others.

 

5.      Acquire a general knowledge of the great variety and extensive numbers of wildlife species that lived in North America before the arrival of European settlers.

 

6.      Examine the history and reasons for the exploitation and destruction of wildlife species in North America, starting with Colonial America.

 

7.      Identify the structure and function of several examples of ecosystems.

 

8.      Research the emergence of a conservation consciousness and how an effective wildlife management program evolved.

 

9.      Identify the characteristics of the major biomes of North America and the special adaptations of some example plants and animals found in each one.

 

10.   Identify known causes for the extinction of animal species and why so many species are on the endangered list today.

 

11.   Understand the role of pollution, especially pesticides, in the decline of certain wildlife species.

 

12.   Examine some of the problems that have been caused by the introduction of exotic species.

 

13.   Predict what the future may be for wildlife in the United States and in other parts of the world.

 

14.   Become familiar with some of the literature that could be most helpful in learning about the Course Topics and which would be excellent sources of help to the teacher who would like to utilize the holistic approach to teaching.

 

15.   Become familiar with some of the state and federal organizations that specialize in wildlife conservation and how they can and will help the classroom teacher.

 

16.   Participate in several learning activities from Project Wild.

 

Performance Task

 

1.      Journal article reviews (Eighteen articles dealing with teaching wildlife conservation issues in the school curriculum)

2.      Prepare a research paper on some phase of wildlife conservation (see suggested topics and paper outline disseminated in class)

3.      During the last two weeks of the semester you will be asked to present a ten-minute lesson in conjunction with your research paper on some phase of wildlife conservation.

4.      Develop lesson plan on teaching some phase of wildlife conservation (see Project Wild booklet)

5.      Participate in a (class periods) Project Wild workshop

6.      Participate in a lab probe lesson on biomes

 

Performance Outcomes

 

Grade Requirements:

 

Activities                                                                                                             %

1.    First objective test                                                                                      100

2.    Second objective test                                                                                100

3.    Eighteen reading note cards/journal articles                                          100       

4.    Research paper                                                                                         100

5.    Final Exam                                                                                                 100       

 

Project Wild

 

Project Wild consists of a book with more than a 100 lesson plans and activities for elementary and secondary students. We will devote one class period to these indoor/outdoor activities. Each student is required to participate in the program in order to receive the activity book.

 

Objectives:

 

Detailed objectives will be distributed on separate pages as the course progresses.  Primarily, they will identify the specific topics for class discussions and individual responsibilities concerning content.

 

 

 

Textbook Chapters:  Chapter 2, 3, 4, 5, 7, 9, 18, 19, 20, & 24

Course Topics:

 

A.   The Importance of Wildlife

 

B.   Science and Ecological Principles

 

 

1.    Science, Matter, Energy and Systems

a.    Matter

b.     Matter Undergoing Change

c.    Energy Undergoing Change

d.    Systems and How they Respond to Change

e.    Desert

 

2.    Ecosystems: What they Are and How They Work

a.    Major Components of Ecosystems

b.    Energy in Ecosystems

c.    Matter in Ecosystems

d.    North American Biomes

 

C.   Biodiversity

a.    What is Biodiversity

b.    Earth’s Change Over Time

c.    Climate Change

d.    Factors that Affect Biodiversity

e.    Species Diversity

f.     Aquatic Biodiversity

 

D.   Species Interactions

1.    How do Species Interact

a.    Limiting Factors

b.    Changing Environmental Conditions

2.    Climate and Biodiversity

a.    Factors Influencing Climate

b.    Locations of Biomes

 

E.   Endangered and Threatened Wildlife

1.    Distinction Between Endangered and Threatened Species.

2.    Natural and Man-Caused Reasons for Extinction of Endangerment of Living Organisms.

3.    Some Classic Examples of problems Caused by the Introduction of Exotic Species into North America.

4.    Some General Characteristics of Animals Which Are Likely to Become Endangered or Threatened.

5.    Special Problems Facing Organisms Which Have Evolved on Isolated Islands.

F.     Air Pollution

1.    Nature of the Atmosphere

2.    Types of Air Pollutions

a.    Acid Deposition

b.    Ozone Depletion

 

G.   Water Pollution

  1 Causes and Effects

  2 Major Pollution Problems

  3 Dealing with Water Pollution

  4 The Dangers of Various Kinds o Pollution

 

H.    Outstanding People Who Made Effective Contributions to the Practice and Spirit of Conservation in the United States

a.    John Audubon

b.    Henry David Thoreau

c.    George Perkins Marsh

d.    John Muir

e.    Gifford Pinchot

f.     Franklin D. Roosevelt

g.    Aldo Leopold

h.    Roger Tory Peterson

i.      Rachel Carson

j.      John F. Kennedy

k.    Richard Nixon

 

I.      Politics, Environment and Sustainability

a.    Role of Government

b.    Environmental Laws

 

 

Grading Scale:

 

                        Undergraduates                 Graduates

A         = 95-100                    A          =  170-175

                        A-        = 90-94                       A-        =  165-169

                        B+       = 87-89                       B+       =  162-164

                        B         = 83-86                       B          =  158-161

                        B-        = 80-82                       B-        =  155-157

                        C+       = 77-79                       C+       =  152-154

                        C         = 73-76                       C          =  148-151

                        C-        = 70-72                       F           =  147 or below

                        D+       = 65-69

                        D         = 60-64

                        F          = 59 or below

 

BIBLIOGRAPHY

 

Attenborough, David.  (1984). The Living Planet.  Boston: Little, Brown.

 

Brown, J.H. and A.C. Gibson.  (1983).  Biogeography.  St. Louis: C.V. Mosely.

 

Brown, Lester R.  (1988).  The Changing World Food Prospect: The Nineties and Beyond.  Washington, D.C.:  Worldwatch Institute.

 

Clapham, W.B. Jr. (1984).  Natural Ecosystems, 2nd ed.  New York: McMillian.

 

Elliot, D.K.  (1986).  Dynamics of Extinction.  New York: Wiley.

 

McArthur, R.H.  (1972).  Geographical Ecology: Patterns in the Distribution of Species.  New York: Harper and Row.

 

Midgley, Mary.  (1984).  Animals and Why They Matter.  Athens: University of Georgia Press.

 

U.S. Fish and Wildlife Service.  (1988).  Endangered and Threatened Species and Plants.  Washington, D.C.; U.S. Fish and Wildlife Service.

 

Sigler, W.F. (1995).  Wildlife Law Enforcement.  Dubuque: Wm. C. Brown.