
PS-Future Mathematical and Computational Methods for Planning a Sustainable Future Life on the Edge – Habitat Fragmentation A Module in Planning for Sustainability STUDENT EDITION Barbara Cozzens, Executive Director of Kasiisi Project Holly Gaff, Old Dominion University Funded by the National Science Foundation, Proposal No. 1503414 This material was prepared with the support of the National Science Foundation. However, any opinions, findings, conclusions, and/or recommendations herein are those of the authors and do not necessarily reflect the views of the NSF. At the time of publishing, all included URLs were checked and active. We make every effort to make sure all links stay active, but we cannot make any guaranties that they will remain so. If you find a URL that is inactive, please inform us at [email protected]. DIMACS Published by COMAP, Inc. in conjunction with DIMACS, Rutgers University. ©2020 COMAP, Inc. Printed in the U.S.A. COMAP, Inc. 175 Middlesex Turnpike, Suite 3B Bedford, MA 01730 www.comap.com ISBN: 978-0-9971490-5-0 Product Code: 5657 Life on the Edge – Habitat Fragmentation A Module in Planning for Sustainability Front Cover Photographs: Zonsopkomst Weegje2.jpg (Sunset) By Dick Mudde [Public domain], from Wikimedia Commons Tall Tree Corridor: Public Domain Picture by Chelsea Bock chelseabock (https://unsplash.com/photos/S-U6ipzt4Lw) [CC0], via Wikimedia Commons Solar Panels and sky by Smaack [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)], from Wikimedia Commons Recharging Unit: By Jebulon [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)], from Wikimedia Commons Pala eolica Mele 10.jpg (Windmill)by Alessio Sbarbaro User_talk:Yoggysot [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)], from Wikimedia Commons Contents LIFE Overview Objectives on the Background Habitat and Species EDGE Activity: The Ecological Value of Habitat Activity: Quantifying the Value of Habitat Habitat & Species Conservation Threatened & Endangered Species Student/Teacher Guide Activity: The Case of the Yellowstone Grizzly Bear Tying It All Together Activity: Designing a Habitat & Species Enhancement Plan Barbara Cozzens, the Kasiisi Project Extensions and Supporting Materials Holly Gaff, Old Dominion University Glossary References Life on the Edge Overview Threatened & Habitat & Species Conservation Pulling It All Together Endangered Species Activity 1 Activity 2 Activity 3 Activity 4 The Ecological Value of Quantifying the Value of The Case of the Designing a Habitat and Habitat Habitat Yellowstone Grizzly Species Enhancement Bear Plan Through mapping and Through spatial and Using real-world grizzly Through research and analysis, students graphical analysis, bear mortality data, analysis, students assess the suitability of students characterize students identify design a habitat and a site for specific and quantify habitat patterns and trends to species enhancement species patch characteristics improve habitat plan for their school suitability • Define key elements • Utilize area and edge • Classify data • Define stakeholders of habitat metrics to understand • Calculate ratios and design a public • Analyze and map how spatial aspects of • Analyze and predict engagement strategy habitat elements on a habitat influence trends • Define goals and specific site biodiversity • Devise strategies objectives • Assess a site’s • Measure mean patch based on these trends • Select priority species potential as suitable size and calculate • Design and evaluate habitat for specific perimeter:area ratio habitat-enhancing species • Define habitat island, strategies • Contribute data to edge effects, patch, • Prioritize actions scientists habitat specialists, and habitat generalist 2 Life on the Edge Life on the Edge – Habitat Fragmentation A Module in Planning for Sustainability What is sustainability? The most frequently quoted definition related to sustainability is from the World Commission on Environment and Development’s 1987 report Our Common Future. It says, “…sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” At the heart of sustainability is the need to ensure the long-term persistence and vitality of both humans and the natural environment. Sustainability focuses on interactions between nature and society. These interactions are complex and do not abide disciplinary boundaries. They require understanding of physical and biological processes that are overlaid by human social, political, and economic concerns. A popular view is that sustainability balances on three pillars—environmental, social, and economic— and that failure or weakness of any one compromises future sustainability. To be sustainable, a practice must be environmentally, economically, and socially sustainable. Sustainable behaviors and practices are those that can be continued (or sustained) indefinitely. To do this, they must balance limits imposed by human systems with those imposed by environmental ones. What is planning for sustainability? Sustainability is forward-looking, and natural resources are finite. Planning for sustainability therefore involves making decisions about how we use limited resources in light of the continuing future needs for those resources. Planning for sustainability seeks to identify practices that can continue indefinitely without critically damaging natural resources, people, or economies, especially those that are at risk. While it is tempting (and simpler) to base decisions purely on their immediate economic impacts, doing so can easily overlook the long-term environmental (and social) consequences that can undermine sustainability. In planning for sustainability, it is important to consider that human economic and social systems exist within and are dependent on the environment. Decision makers need to identify how their choices impact both human and environmental systems, as well as whether such choices could persist indefinitely into the future. Who is involved in planning for sustainability? Planning for sustainability involves everyone. It is reflected not only in decisions made by world leaders but also in choices made by individual consumers. It is important to note that planning for sustainability can be done at any level—global, national, municipal, or individual. The men and women who contribute to planning for sustainability as a part of their job have diverse positions in government and industry. These jobs may include various types of Environmental Scientists, various types of Engineers, Architects, Surveyors, Planners, Lawyers, Communication Specialists, Construction Workers, and Government Officials. Their decisions impact our daily lives through choices about how we get our water, where bridges are built, when and where to harvest trees for timber, and what materials to use in designing energy-efficient buildings. These jobs often require mathematical and critical thinking skills to measure and model real-world systems and to simulate the impact of a wide range of future scenarios. 3 Life on the Edge Habitat and Species Conservation Activity: The Ecological Value of Habitat Activity Summary Through mapping and analysis, students assess the suitability of a site for specific species. Learning Outcomes You will be able to: • Define key elements of habitat • Analyze and map habitat elements on a specific site • Assess a site’s potential as suitable habitat for specific species • Contribute data to scientists Materials Tip • Computers with internet access Bolded and colored terms • Google Earth account (free) are defined in the • Clipboard and printout of schoolyard from google earth Glossary at the end of • Notebook this module. • Camera (optional) Procedure/Steps Engage 1. As a class, brainstorm a list of habitat types that occur on or surrounding your school’s grounds. 2. Now, rank the list from simple to complex. To assist you in this task, ask yourselves the following questions: How many types of plants would you expect to occur? Are there a variety of structural components (such as heights of foliage, and tree height or spacing)? Which habitat would you predict to be most biodiverse? Least biodiverse? Habitat destruction is one of the primary causes of biodiversity loss. Often this destruction is some form of habitat simplification, or loss of habitat complexity. Manicured lawns, for example, only consist of one or two species of grass, thus limiting the diversity of foods for birds and other wildlife. The grasses’ short, even foliage height, coupled with the uniformity and small size of spaces between the plant structures, supports fewer species than habitats with higher foliage height and a variety of large and small spaces, which would provide cover to animals with a wider variety of body sizes. Explore Using a tool called Google Earth and a grid, you will create a detailed map of the habitat characteristics of your school grounds. As an example, the Hanover High School habitat map is shown in Figure 1. 4 Life on the Edge Figure 1. Habitat map of Hanover High School 3. Go to earth.google.com/web on your computer. Click on the “spyglass” icon on the left-hand side to navigate to the “my home” layer. Find your school here in Google Earth and print a copy of the aerial view (one per student). Use the draw boundary tool to draw the boundary of the school. 5 Life on the Edge Figure
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