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North Carolina's Underwater Grasses

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North Carolina's Underwater Grasses Ecosystem Monitoring and Assessment North Carolina’s Underwater Grasses: A Lesson Plan on Ecosystem Monitoring and Assessment Lesson Overview and Standards……………………………………………………2 For teachers Introduction to the Albemarle Pamlico Estuarine System………………5 For teachers Introduction to Monitoring and Assessment………………………………….6 For teachers Introduction to Submerged Aquatic Vegetation …………………………….7 For teachers Pre-lesson discussion………………………………………………………………………8 Introduce students to the assignment Student worksheets……………………………………………………………………….10 Reading questions based on indicator report Worksheet answers………………………………………………………………………..12 For teachers Indicator report………………………………………………………………………………16 Assignment reading material Lesson plan developed by: 1 Ecosystem Monitoring and Assessment Objective North Carolina’s underwater grasses are used as a case study to demonstrate how environmental monitoring and assessment can help evaluate an ecosystem’s condition. Monitoring ecosystem health is analogous to monitoring human health. The people who make environmental management decisions are the doctors, the Albemarle-Pamlico Estuary is the patient and the monitoring of submerged aquatic vegetation is one way to check the vital signs. The monitoring results can be used to do an assessment of the ecosystem’s condition. After an introduction to the estuarine system and reading an excerpt from the 2012 Albemarle- Pamlico Ecosystem Assessment, students must demonstrate an understanding of how natural resources are managed through a role play activity and group discussions. Students also must compare human impacts on the density of SAV and assess different ways to prevent its decline. Through this exercise they should be able to recognize the challenges of monitoring ecologically important species and develop environmental management recommendations. Materials Indicator report - 5 page report on the extent of submerged aquatic vegetation from APNEP's 2012 Ecosystem Assessment. Student worksheets Duration One class period Grade Levels High School Procedures: 1. If unfamiliar, read the background information on the estuarine system, monitoring and assessment, and submerged aquatic vegetation. 2. Lead the pre-lesson discussion with students to introduce conservation management, ecosystem indicators, and SAV. 3. Have students read the indicator report. 4. Have students get in groups and complete the worksheet. Each group should attempt all questions, but assign groups one question to present to the rest of the class. 2 Ecosystem Monitoring and Assessment North Carolina Standards Bio.2.1.1, Bio.2.1.2, Bio.2.1.3, Bio.2.2.1, Bio.2.2.2, EEn.2.7.1, EEn.2.7.2, EEn.2.7.3 Next Generation Science Standards HS-LS2-2, HS-LS2-3, HS-LS2-6, HS-LS2-7, HS-ESS3-3 Virginia Standards BIO.7.b, BIO.8.b, BIO.8.d N.C. Essential Standards: Bio.2.1: Analyze the interdependence of living organisms within their environments. o Bio.2.1.1: Compare the flow of energy and cycling of matter (water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem. o Bio.2.1.2: Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations. o Bio.2.1.3: Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems. o Bio.2.1.4: Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate (emphasizing availability of food, availability of shelter, number of predators and disease) Bio 2.2: Understand the impact of human activities on the environment o Bio 2.2.1: Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species) may impact the environment. o Bio 2.2.2: Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next. EEn.2.7.1: Explain how abiotic and biotic factors interact to create the various biomes in North Carolina EEn.2.7.2: Explain why biodiversity is important to the biosphere. EEn.2.7.3: Explain how human activities impact the biosphere 3 Ecosystem Monitoring and Assessment Next Generation Science Standards: HS-LS2-2- Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales HS-LS2-3-Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-6- Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7- Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-ESS3-3- Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. Virginia Standards of Learning BIO.7 The student will investigate and understand how populations change through time. Key concepts include a) evidence found in fossil records; b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations; c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific evidence and explanations for biological evolution. BIO.8: The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include a) interactions within and among populations including carrying capacities, limiting factors, and growth curves; b) nutrient cycling with energy flow through ecosystems; c) succession patterns in ecosystems; d) the effects of natural events and human activities on ecosystems; and e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems. 4 Ecosystem Monitoring and Assessment What is the Albemarle-Pamlico Estuarine System? The Albemarle-Pamlico Estuarine System is comprised of an extensive complex of creeks, rivers, swamps, marshes, and open water sounds dominating northeastern North Carolina. This system is one of the largest and most important in the United States. Covering approximately 7,530 square kilometers (2,900 square miles), the waters of the system comprise the second largest estuarine system on the East Coast of the United States, exceeded in area by only the Chesapeake Bay. With a watershed exceeding 30,000 miles and encompassing cities like Raleigh, NC and Greenville, NC, there is a large human influence on the estuarine system. Albemarle Sound is not directly connected to the Atlantic Ocean and Pamlico Sound has very few inlets; both lay behind an extensive chain of barrier islands referred to as the “Outer Banks”. Located at the convergence of the warmer Gulf Stream and the cooler Labrador Current, the Albemarle-Pamlico Sounds are critical to fisheries in North Carolina and all along the east coast. Map: Major river basins and sounds of the Albemarle- Pamlico Estuarine System Ecosystem-based management (EBM) is a comprehensive approach to conserve and protect entire broad ecosystems instead of looking at single issues. The Albemarle-Pamlico National Estuary Partnership uses this strategy to pursue its mission of identifying, restoring, and protecting the significant resources of the Albemarle-Pamlico estuarine system. 5 Ecosystem Monitoring and Assessment Why Monitor and Assess? A major challenge of ecosystem based management is assessing the current state of the ecosystem. The successful management of our natural environment is predicated on our ability to define and measure the things that make it healthy. Monitoring and assessment serve a number of purposes. Analogous to a routine doctor’s visit, taking measures of ecosystem health provides objective information about the status of the environment for managers and policymakers to consider. It helps prevent a shifting baseline by providing quantifiable information about the way things were in the past. Assessments tell us whether efforts to protect the environment are working and are absolutely essential to ensure accountability for natural resource management agencies. Monitoring and assessment help answer the questions: 1. What is the status of the Albemarle-Pamlico Estuarine System? 2. What are the greatest challenges facing the Albemarle-Pamlico Estuarine System? More specifically, information from these assessments allow scientists and managers to addresses the condition of the sounds, diagnoses issues and forecasts trends for various elements or components of the ecosystem: • Magnitude: what is the condition of the ecosystem component? • Extent: over what geographic area does the component extend? • Trend: how has condition and range of the component changed over time? • Cause: what stressors are believed to be responsible for changing trends? • Source: what agents are responsible for stressor intensity? • Vulnerability: what is the likelihood of stressors causing a loss in human well-being or ecological integrity over the coming decade and beyond? • Solutions: what combination of approaches and tools are the most effective and efficient
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