The Importance of
Biological
Relationships:
Assessing issues with London’s Biodiversity using
the Chimney Swift
Prepared by:
Danielle Ward
519-661-2500 ext. 2844
dward@london.ca
www.london.ca/teacher
Before you Begin:
The City of London has various resources available to you throughout this lesson
including informational videos and webpages. If you have any questions about the
material before or after the lesson please do not hesitate to contact us. If you have an
idea for another lesson, or have connected this lesson to curriculum we have not,
please let us know. We are always looking for feedback, ideas for improvement and
new lessons.
Please modify the lesson plan, powerpoint, and resources to fit your students needs.
Resources:
The resources required for this lesson are those provided in the resource section they
include population maps, and data sheets. There is also an extension activity provided
to tie to the Grade 6 and 7 Writing Curriculum (persuasive writing/media literacy). This
activity is optional and is provided to increase the students understanding of biodiversity
and how exactly it impacts our lives in London, Ontario.
Field Trip Resources:
There are various field trips that are available to complement or enhance the lesson.
Jaffa Environmental Education Centre:
Grade 6:
1. Diversity of Wetlands: Students explore the diversity of a wetland habitat by dip
netting and classifying collected organisms. Human impact on the biodiversity of
the habitat is discussed.
2. Carolinian Forest Festival- Full day programming: The Carolinian Forest Festival
is a three day even that teaches grade 6 and 7 students the importance of the
Carolinian Life Zone, forest ecosystems, and species at risk, stewardship,
conservation, and climate change through hands-on, interactive activities.
3. Survival of the Fittest: A high activity program where students learn about
survival, adaptions, food chains, and food webs by becoming herbivores,
omnivores, and carnivores. Human factors are introduced.
Grade 7:
1. Citizen Scientist: Students take part in a variety of different Citizen Science
projects that take them to the Jaffa Forest, the Carolinian exhibit, and the
Yarmouth wetlands. Students learn about project Feeder Watch, Nest Watch,
Frog Watch, Monarch and Marsh Monitoring.
2. Interactions in the Forest: Students investigate the roles and interactions of
producers, consumers and decomposers, within a forest ecosystem. Students
study the relationships between living organisms and the abiotic factors affecting
them.
Vansittart Woods Environmental Education Centre
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Grade 6:
1. Survival Instincts: Student role play a forest food chain of carnivores, omnivores,
and herbivores and discover the complex interactions between organisms within
an ecosystem.
2. Diversity within a Wetland: Investigate and observe a wetland by sampling,
collecting, identifying, classifying, and recording all living specimens.
Grade 7:
1. L.O.S.T.: Losing our species today is the focus of this endangered species
program. The activity allows students to research and be actively involved in an
activity that increases their understanding of how sensitive the species are.
London Environmental Education Centre
Grade 6:
1. Biodiversity: participate in a hike and a variety of activities to learn about
biodiversity and the importance of classification. Use a key to identify mammal
skulls by observing their distinguishing characteristics
Grade 7:
1. Birds and their Environment/Project Nest Watch: Using binoculars, mounted
specimens, and the citizen science program-Project Nest Watch, students will
explore the lives of local birds. We will look at the bird design being key to their
preferred habitat and monitor the success of nesting birds in nesting boxes on
site. During our bird hike, we will discuss both positive and negative impacts of
human activity on nesting birds and local habitats
Upper Thames River Conservation Authority
Fanshawe Outdoor Education Centre
Grade 6:
1. Biodiversity 911: Cooperative group dynamic activities will help foster awareness
of how human impacts and pressures endanger our local environment. Themes
are habitat loss and degradation, population growth, pollution, invasive species,
and over consumption.
2. Biodiversity Spice of Life: Explore aquatic and terrestrial communities to identify
and classify a variety of plants and animals. Discover how ecosystem health
depends on biodiversity at the genetic, species, and community levels.
Grade 7:
1. Wildlife Communities: Students discover basic ecological concepts by exploring
three communities in this experiential program. Species data is collected using
tools necessary for field work.
2. Survival Game: Urban sprawl has claimed the natural habitat of all kinds of
wildlife. In this game, students experience the challenges of survival when they
take on the role of animals now common in our towns and cities. Survival will
depend on meeting their individual needs while avoiding predators….and the
“destroyer” Running shoes are required, eye protection is provided.
Wildwood Outdoor Education Centre
Grade 6:
1. Animal Survival Game: Role play and animal. Make sure to find a mate, locate
food and water, and hide from enemies. Avoid the elements and disease that
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naturally occur in nature. Interact with the human who may be beneficial or
detriment to survival.
2. Biodiversity Blast: Participate in team building activities to learn how to prevent
loss of diversity. Be part of a wetland habitat that’s getting smaller. Watch out for
alien invasions! Learn how an increasing population is decreasing biodiversity.
Work together to keep biodiversity in balance.
Grade 7:
1. Interactions: Interactions are the focus of student investigations within various
ecosystems. Explore the stream, issues in the forest, and who eats what!
Feedback:
Finished this lesson?
We would love to hear how it went and any ideas for improvements, activities or
additional lessons. Send us a quick email with your grade and unit that you used this
lesson for with any comments, questions or suggestions.
Thank you for using The Teaching Toolkit and taking the time to help us continue to
develop and improve the resources.
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Curriculum Connections
Grade 6: Science and Technology
Understanding Life Systems: Biodiversity
Overall Expectations:
1. Assess human impacts on biodiversity, and identify ways of preserving biodiversity
1.1 Analyze a local issue related to biodiversity
1.2 Assess the benefits that human societies derive from biodiversity
2. Investigate the characteristics of living things, and classify diverse organisms according
to particular characteristics .
2.4 Use appropriate science and technology vocabulary
2.5 Use a variety of forms to communicate with different audiences and for a variety of
purposes.
3. Demonstrate an understanding of biodiversity, its contributions to the stability of
natural systems, and its benefits to humans.
3.1 Identify ad describe the distinguishing characteristics of different groups
3.2 Demonstrate an understanding of biodiversity as the variety of life on earth,
including variety within each species of plant and animal, among species of plants
and animals in communities, and among communities and the physical landscapes
that support them.
3.3 Describe ways in which biodiversity within and among communities is important for
maintaining the resilience of these communities
3.4 Describe interrelationships within species
Understanding Structures and Mechanisms: Flight
Overall Expectations:
2. Investigate ways in which flying devices make use of properties of air
2.3 Investigate characteristics and adaptations that enable living things to fly
3. Explain ways in which properties of air can be applied to the principles of flight and
flying devices.
3.5 Describe ways in which flying devices or living things use unbalanced forces to
control their flight
Grade 6: Language Arts
Oral Communication
Overall Expectations:
1. Listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes
1.1 identify a range of purposes for listening in a variety of situations, formal and
informal, and set goals related to specific listening tasks
5
1.2 Demonstrate an understanding of appropriate listening behaviour by adapting active
listening strategies to suit a variety of situations, including work in groups.
1.3 Identify a variety of listening comprehension strategies and use them appropriately
before, during, and after listening in order to understand and clarify the meaning of
increasingly complex oral tests.
2. Use speaking skills and strategies appropriately to communicate with different
audiences for a variety of purposes
2.1 Identify a variety of purposes for speaking and explain how the purpose and
intended audience influence the choice of form.
2.2 Demonstrate an increasingly sophisticated understanding of appropriate speaking
behaviour in a variety of situations, including paired sharing, dialogue, and small and
large group discussions.
2.3 Communicate orally in a clear, coherent manner, using appropriate organizing
strategies and formats to link and sequence ideas and information
2.4 Use appropriate words and phrases from the full range of their vocabulary including
inclusive and non-discriminatory language, and stylistic devices appropriate to the
purpose and context, to communicate their meaning accurately and engage the
interest of their intended audience.
2.6 Identify a variety of non-verbal cues, including facial expression, gestures, and eye
contact, and use them in oral communications, appropriately and with sensitivity
towards cultural differences, to help convey their meaning.
2.7 Use a variety of appropriate visual aids to support or enhance oral presentations
3. Reflect on and identify their strengths as listeners and speakers, areas for improvement,
and the strategies they found most helpful in oral communication situations.
3.1 Identify, in conversation with the teacher and peers, what strategies they found
most helpful before, during, and after listening and speaking and what steps they
can take to improve their oral communication skills.
3.2 Identify, in conversation with the teacher and peers, how their skills as viewers,
represents, readers, and writers help them improve their oral communication skills.
Grade 6: Math
Data Management and Probability
Overall Expectations:
1. Collect and organize discrete or continuous primary data and secondary data and
display the data using charts and graphs, including continuous line graphs
2. Read, describe, and interpret data, and explain relationships between sets of data
3. Determine the theoretical probability of an outcome in a probability experiment , and
use it to predict the frequency of the outcome.
Grade 7: Science and Technology
Understanding Life Systems: Interactions in the Environment
6
Overall Expectations:
1. Assess the impacts of human activities and technologies on the environment, and
evaluate ways of controlling these impacts
1.2 Analyze the costs and benefits of selected strategies for protecting the environment
2. Investigate interactions within the environment, and identify factors that affect the
balance between different components of an ecosystem
2.3 Use scientific inquiry/research skills to investigate occurrences that affect the
balance within a local ecosystem
2.4 Use appropriate science and technology vocabulary, including sustainability, biotic,
ecosystem, community, population, and producer in oral and written communication
2.5 Use a variety of forms to communicate with different audiences and for a variety of
purposes.
3. Demonstrate an understanding of interactions between and among biotic and abiotic
elements in the environment.
3.1 Demonstrate an understanding of an ecosystem as a system of interactions between
living organisms and their environment.
3.2 Identify biotic and abiotic elements in an ecosystem and describe the interactions
between them.
3.3 Describe the roles and interactions of producers, consumers, and decomposers
within an ecosystem.
3.6 Distinguish between primary succession and secondary succession within an
ecosystem.
3.7 Explain why an ecosystem is limited in the number of living things that it can support
3.8 Describe ways in which human activities and technologies alter balances and
interactions in the environment
Grade 7: Language Arts
Oral Communication
Overall Expectations:
1. Listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes
1.6 Extend understanding or oral text including increasingly complex texts, by
connecting, comparing, and contrasting the ideas and information in them to their own
knowledge, experience, and insights, to other texts, including print and visual texts; and
to the world around them.
1.7 Analyze oral texts in order to evaluate how effectively they communicate ideas,
opinions, themes, or experiences and suggest possible improvements.
2. Use speaking skills and strategies appropriately to communicate with different
audiences for a variety of purposes.
2.1 Identify a range f purposes for speaking and explain how the purpose and intended
audience might influence the choice of speaking strategies.
2.2 Demonstrate an understanding of appropriate speaking behaviour in most
situations, adapting contributions and responses to suit the purpose and audience
7
2.3 Communicate orally in a clear, coherent manner, using a structure and style
appropriate to both the topic and the intended audience
2.4 use appropriate words, phrases, and terminology from the full range of their
vocabulary, including inclusive and non-discriminatory language, and a range of stylistic
devices, to communicate their meaning accurately and engage the interest of their
intended audience.
2.5 Identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of
sound effects, and use them appropriately and with sensitivity towards cultural
differences to communicate their meaning.
2.6 Identify a variety of non-verbal cues, including facial expression, gestures, and eye
contact, and use them in oral communications, appropriately and with sensitivity
towards cultural differences to help convey their meaning.
2.7 Use a variety of appropriate visual aids to support and enhance oral presentations
3. Reflect on and identify their strengths as listeners and speakers, areas for improvement,
and the strategies they found most helpful in oral communication situations.
3.1 Identify what strategies they found most helpful before, during, and after listening
and speaking and what steps they can take to improve their oral communication skills.
3.2 Identify how their skills as viewers, represents, readers, and writers help them
improve their oral communication skills.
Grade 7: Math
Data Management and Probability
Overall Expectations:
1. Collect and organize categorical, discrete, or continuous primary data and secondary
data using charts and graphs, including relative frequency tables and circle graphs.
2. Make and evaluate convincing arguments based on the analysis of data
3. Compare experimental probabilities with the theoretical probability of an outcome
involving two independent events
8
Resources
Resource 1: Chimney Swift Map
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Resource 2: Information Sheet about Types of Ecosystem Relationships
Relationships within Ecosystems
1. Biotic Relationships
 Biotic Relationships: all relationships among organisms
Competition
 Competition: the use or defense of a resource by one individual that reduces
the availability of that resource to other individuals
 Intraspecific competition: occurs between organisms of the same species.
o Intraspecific competition is very keen because members of the same
species require the same food, space, and mates.
o In a population the individuals best adapted to survive will pass their
genetic material onto offspring compared to less fit competitors.
 Due to this fact, intraspecific competition is one of the driving
forces of evolution.
 Interspecific competition: occurs between organisms of different species
o Interspecific competition is often less intense than intraspecific
competition because individuals of different species do not compete for
exactly the same kinds of food, space, or mates.
o Competitive Exclusion Principle: exclusion that occurs when two or
more species compete for the very same resource, and all but one
eventually fails as a competitor
 Two competitors cannot coexist on the same limiting resource.
Predation
 Predation: biotic relationship in which one organism feeds upon another
o In any ecosystem, the relative numbers of predators and prey vary from
year to year.
o Over time, however, a biological balance is established.
o Predators and prey are part of a food web of an ecosystem, and a change
in their number affects the entire ecosystem.
Symbiosis
 Symbiosis: a biological relationship in which two dissimilar organisms live
together in a close association.
o Parasitism (+/-): a close, long-term symbiotic relationship in which one
organism (parasite) obtains its nutrition from another organism (host).
 Example: parasitic worms in the digestive tract of a white-tailed
deer
o Commensalism (+/0): a form of symbiosis in which one organism benefits
and the other neither benefits nor suffers harm.
 Example: Epiphytes (plants that grow on other plants
o Mutualism (+/+): a form of symbiosis in which both organisms benefit from
living together.
 Example: bacteria that live the digestive tract of cattle
2. Rhythmic Patterns
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




Biological Rhythms: the periodic responses of organisms to periodic changes
in their physical environment
o Example: daily alteration between periods of activity and inactivity
 Diurnal: referring to an organism that is active mainly during the day
 Nocturnal: referring to an organism that is active mainly at night
 Rhythmic patterns are adaptations that often limit competition,
facilitate food gathering, or help organisms respond to changes in
climate. Rhythmic patterns also allow different species to occupy
the same habitat but to utilize it resources at different times.
Circadian Rhythms
o Circadian Rhythm: physiological or behavioral pattern of an organism that
occurs in cycles of about 24 hours
o Circadian rhythms are affected by social needs and cycles of day light, but
the main control is an organism’s biological clock
 Biological Clock: an internal timing mechanism that controls
circadian rhythms
 The exact nature of this internal control is unknown, but it
may involve fluctuating levels of hormones.
Annual Rhythms
o Annual Rhythm: a physiological or behavioral pattern that recurs in yearly
cycles
 Example: reproductive cycles of plants and animals
o Hibernation: a state of severely reduced physiological activity occurring
during the winter
 This adaptation allows an otherwise active creature to survive
during the months when temperatures are extremely cold and food
is scarce. This sleep like state can be maintained with the use of
very little energy.
o Estivation: an annual rhythm characterized by severely reduced
physiological activity during the summer
Migratory Rhythms
o Migration: the movement of animals from one community or biome to
another with the change of seasons
 Migration is a behavioral adaptation that allows animals to exploit
the nutrients, climatic conditions, and habitats that are available
only seasonally.
Tidal Rhythms
o The position of the moon and sun causes tides.
o Tidal Rhythms: occurs when cyclical changes in the physiology or
behaviour of an organism correspond to the rise and fall of the sea
11
Resource 3: Chimney Swift Community Habitat Availability Data
Table 1- A summary of 2012 Ontario SwiftWatch Activities
Number of Available Nest/Roost Chimneys for
Community
Habitat
Bancroft
1
Barrie
19
Burlington
18
Cambridge
2
London
22
Milton
5
Oakville
19
Parry Sound
1
Peterborough
1
Stratford
28
Resource 4: Types of Buildings with Chimney Swift Roosts
Table 2- Types of Buildings with chimneys being used by Swifts observed in 2012
Church
37
School
49
Residence
49
Apartment building
24
Commercial
74
Industrial
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Resource 5: Communities with Chimney Swifts
Community
Stratford
London
Barrie
Bancroft
Peterborough
Cambridge
Parry Sound
Burlington
Milton
Oakville
May
16
320
24
120
75
43
71
158
3
108
Number of Swifts
June
July
62
68
828
239
118
134
380
210
186
X
90
X
112
X
505
X
42
72
275
262
x- no data
12
August
37
X
55
65
X
X
X
X
37
102
Resource 6: Analyzing the Data
Using the data sheets provided to you, consider all aspects of the data that are related to the
decline or conservation management of chimney swifts in Ontario.
Looking at the first data table (resource 3) analyze the number of available habitats in each city.
Graph each city’s available habitat in a bar or line graph.
Table 1- A summary of 2012 Ontario SwiftWatch Activities
Community
Number of Available Nest/Roost Chimneys for
Habitat
Bancroft
1
Barrie
19
Burlington
18
Cambridge
2
London
22
Milton
5
Oakville
19
Parry Sound
1
Peterborough
1
Stratford
28
Looking at the second data table (resource 4) determine the types of buildings being used by
chimneys swifts more often. Graph the data using a pie graph.
Table 2- Types of Buildings with chimneys being used by Swifts observed in 2012
Church
37
School
49
Residence
49
Apartment building
24
Commercial
74
Industrial
14
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Analyzing the Results:
Looking at the two graphs and table answer the following questions.
1. What is the overall average amount of chimney swifts in May, June, July, and August,
for:
a. Stratford
b. Barrie
c. Bancroft
d. Milton
e. Oakville
f. Explain a reason why the average between cities could vary
Community
Stratford
London
Barrie
Bancroft
Peterborough
Cambridge
Parry Sound
Burlington
Milton
Oakville
May
June
16
320
24
120
75
43
71
158
3
108
Number of Swifts
July
62
68
828
239
118
134
380
210
186
X
90
X
112
X
505
X
42
72
275
262
August
37
X
55
65
X
X
X
X
37
102
2. What cities have the most available habitat; do you think this is contributing to them
having more chimney swifts? Explain.
3. What is the most commonly used habitat structure? After learning about the Chimney
Swift, use what you know about their habitat preferences to determine why some of
these structures may be more preferred than others.
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4. Look at resource 1 (map of chimney swift population concentrations), consider and
explain why you think populations of chimneys swifts are concentrated in certain areas.
Consider all of the data provided when giving your answer.
5. Why do you think monitoring chimney swifts is important? Do you believe that chimney
swift disappearance will affect London’s biodiversity in a negative way?
15
Resource 7: Developing your own “Case Study Animal”
After learning about the chimney swift and analyzing the data associated with it, we
learned the importance of the connections and relationships between species. One of the most
important reasons to study animals and their behaviours is to understand their value within an
ecosystem by determining, what services they use, what services they provide, and what will
happen if they no longer exist within an ecosystem.
It is now your turn to become a conservation biologist and choose a species at risk in
Ontario to research, and analyze. For this specific project you will select a species on the
Species at Risk in Ontario List and independently gather, analyze, and present data about this
species to the class. Your presentation will last for 3-5 minutes and will be graded using the
attached rubric. You will also create a profile page of your selected species to be posted outside
the classroom on the bulletin board to inform other students of the importance in preserving
and protecting the biodiversity in Ontario.
When presenting the information you are encouraged to develop a creative presentation using
either:
 A PowerPoint
 A Video
 A Dramatization/Acting Piece
 Poster board presentation
 Combination
Design your own inquiry. Some aspects that you may want to consider in developing your
question are:
 What your chosen species is (characteristics, notable habitat, unique identification
features)
 How the species is beneficial to the surrounding ecosystem (what services they preform,
what services they use)
 Relationships with other species and the surrounding environment
 The current situation with their status in Ontario (their status on the Ontario Species
act, the amount of individuals in the species last documented, conservation efforts)
 What is causing their numbers to decline (urbanization, lodging, hunting etc.)
 Current conservation methods and their success rates
 Suggestions/Professional opinions on increasing/preserving the population of the
selected species in the future
Follow this web address to access the Species at Risk in Ontario List and choose a species:
http://www.ontario.ca/environment-and-energy/species-risk-ontario-list
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Presentation Rubric:
Structure (10)
1
Little to no structure to
the presentation, slides
are out of order, poster
board is only half
completed.
2
Some structure to
the presentation
however slides do
not flow throughout
the presentation, or
poster board
presentations are
poorly laid out.
Some creativity in
presentation,
PowerPoint has
some pictures and
colour, poster board
has some images
however is not full
or creatively placed.
3
Structure to the
presentation with
good flow between
topics, poster board
has specified areas
for specified topics of
the presentation.
Creativity (10)
Little to no creativity,
presentation has no
images or changes in
text on PowerPoint, or
poster board is lacking
pictures and creativity.
Information
(20)
Presentation lacks
information about the
outlined areas of focus.
Presentation also has
little to no information
on PowerPoint slides
and poster board.
Presentation has
some information
about the outlined
areas of focus.
Presentation has
some information
on the PowerPoint
slides and poster
board.
Presentation has
good information
and covers all of the
outlined areas of
focus. Presentation
has answered the
outlined questions
throughout the
PowerPoint and
poster board.
Speaking (5)
Speaker has little to no
presentation points
memorized and
concludes the
presentation within 1
minute.
Individual is
unprepared for the
presentation i.e.; forgot
presentation or poster
board, has no
presentation points
Speaker has some
of the presentation
points memorized
but is hesitant
throughout the
presentation
Individual is
somewhat prepared
for the presentation
i.e.; presentation
board is present but
incomplete.
Speaker has most of
the presentation
points memorized
and when hesitant
refers to cue cards.
Preparedness
(5)
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Creativity throughout
presentation with
many photos, graphs,
and other forms of
information on both
the PowerPoint and
poster boards.
Individual is prepared
for the presentation
i.e.; poster board is
prepared and
completed.
4
Great structure and
flow throughout the
entire presentation,
poster board and
slides have titles and
sub-titles to help
identify each aspect of
the presentation.
Excellent creativity
throughout the
presentation using a
different tone of voice
to interest the
audience, introducing
acting or drama to the
presentation, while
using visual creativity
throughout the
PowerPoint or poster
board.
Presentation has
information above and
beyond what was
outlined. The
presentation has
answered outlined
questions as well as
provided ample
information and data
to support their
answers throughout
the PowerPoint and
poster board.
Speaker has all of the
presentation points
memorized and speaks
without apprehension.
Individual is extremely
prepared for the
presentation i.e;
presentation is
memorized and poster
board/ PowerPoint is
completed.
Species Profile
After choosing and researching a species at risk in Ontario, you have learned the many reasons
why the elimination of a species from an ecosystem affects the biodiversity of the entire area.
Not everyone is aware of the issues with species disappearing from the various Ontario
ecosystems, therefore we need to develop a way where individuals of the public (such as our
parents, friends, relatives, government, and other researchers) can easily be informed of the
issues and how to help save or preserve a species at risk.
Using the species you chose, develop a profile that outlines its key aspects on one page. The
page you create should be creative and easily catch the eye of the public. Consider adding
photos and using contrasting/ matching colours to use your profile.
Some of the information you may want to share on your species profile page:
 Status on the Species at Risk Act (date added)?
 What the species looks like?
 Where the species lives/ habitat characteristics?
 Where the species has been found?
 What is threatening the species?
 Current actions for protecting them?
 What can the public do?
Your profile will be graded using the rubric below:
1
Profile is basic and
lacks pictures and
creative titles.
2
Profile has some
creative features
such as pictures
however, lacks
language creativity.
3
Profile is creative
and features
pictures and
creative titles for
information.
Organization (10)
Profile lacks
organization and is
difficult to read.
Profile has some
organization,
however lacks titles
to identify specific
information or
images.
Profile is organized
and uses subtitles,
pictures, and
borders to organize
data.
Information (10)
Profile lacks
information about
the species and
therefore leaves the
audience confused,
or without
important
information
Profile has some
basic information
about the species
however does not
elaborate on
important
information to the
public.
Profile presents the
outlined areas of
interest in an
organized and
professional
manner.
Creativity (20)
18
4
Profile is written
creatively, keeping
the audience in
mind and also
includes pictures,
and data charts.
Profile uses text
boxes, titles,
subtitles, pictures,
and borders to
organize data in an
effective and easy to
read profile.
Profile presents the
outlined areas of
interest in an
organized and
professional manner
while also using a
creative way to add
more information
throughout the
profile. i.e.; info
graphs/data charts
Resource 8: Example of Specie Profile
Family: Apodidae
Genus: Chaetura
Species: C. pelagica
Status: Threatened
Added to the Species at Risk Act: Sept. 10 2009
What it looks like:
A small bird about 12-14 cm long with a sooty brown cigar
shaped body. It has long slender wings and a lighter throat
What distinguishes it from other birds?
It has an acrobatic and erratic flight pattern
Where does it live?
Originally the Chimney Swifts nested on
cave walls and in hollow trees or tree
cavities in old growth forests. Today
Chimney Swifts are likely to be found in
urban settlements where they nest and
roost in chimneys and other manmade
structures.
Where can they be found?
Chimney Swifts stay close to water as
this is where flying insects often
congregate. The Chimney Swift breeds in
North American, it is most concentrated
in areas within the Carolinian zone in
the south of the province. Chimney
Swifts winter in northwestern South
America.
What threatens it?
Chimney swifts are most notably affected by limited suitable nesting sites such as tree cavities and old
chimney stacks. The Swift is also affected by the use of pesticides contributing to less flying insects.
Actions being taken
Habitats are currently being documented and preserved. Chimney Swift Box towers are also being
created.
What can the public do?
1. Report a sighting to the Natural Heritage Information Centre
2. Volunteer to participate in initiatives such as surveys or stewardships
3. Be a good steward to aid in species recovery on your property by recovering habitats in your
yard.
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Lesson Notes:
Slide 1: Introduction Slide
Explain to the students that the lesson outlines information regarding biological relationships.
Pose the question “What is a biological relationship?” ask them if they can provide an example
of a biological relationship, and then ask why they think biological relationships are important.
Slide 2: Biological Relationships within Ecosystems
Explain to students that there are several biological relationships within ecosystems, and that
these relationships are important in maintaining an appropriate balance in nature. Ask the
students if they understand what a natural balance refers to, if not ask them to imagine a world
with only humans, no trees, no birds, no bees, no cows, or pigs. Ask them to imagine a world
without these species. Ask them what they think the world would be like? Remind them that
trees and plants give us air to breathe, birds and bees carry seeds and pollinate plants that give
us fruits and vegetables, and cows and pigs provide us with meat. Explain that the balance is
critical to the survival of all species, including our own.
 Explain that there are several different relationships within ecosystems, give students
resource 2 so that they can follow along. Explain the three major relationships in
ecosystems:
o Biotic relationships (ask a student to read and provide an example of a biotic
relationship ex; cats have a predation relationship with birds and mice. Explain
that there are 3 types of biotic relationships. The first being competition, where
species members compete for the same resources, it can be intraspecific (ex;
two lions fight for a mate) or it can be interspecific (ex; a chipmunk and a
squirrel)
o Rhythmic patterns and relationships (ask a student to read and provide an
example of a rhythmic pattern ex; birds flying south each winter)Explain that
rhythmic patterns have a large effect on forming relationships, for example
species which are diurnal are active during the day and therefore interact with
other diurnal species, whereas nocturnal species interact with other species that
are active at night. Hibernation and migration also have their own implications
on diversity, for example migrating birds may bring back viruses such as avian flu
and give it to overwintering birds, eliminating them from the ecosystem.
Hibernating species disappear from the ecosystem for months at a time, when
winters become warmer and species begin to hibernate for less time, this affects
the natural cycle and balance.
Slide 3: Relationships
Explain to the students that this picture illustrates the effects of the delicate balanced
relationships in nature. Ask the students what they think would happen if the Marmot went
extinct, if the grizzly bear went extinct, or if the berry bushes and flowers were never pollinated
by the butterfly.
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Explain this is why diversity within and between species is very important to enforce and
maintain. Explain that this is what developed the field of research called biodiversity.
Slide 4: Biodiversity
Ask the students if they know what biodiversity is? Biodiversity is the variety of life in a specific
ecosystem. Explain that it can be studied at a large scale and at a small scale, ask the students
to provide an example of small-scale biodiversity studies and of large-scale studies.
Some examples of small and large-scale biodiversity studies are:
Small-scale projects include: those such as studying the different species in the park, how
goldfish are impacting the Sifton bog, how an increase in coyotes has lead to a decrease of
rabbits in London.
Large-scale projects include: studying how climate change is affecting mammals, how migration
patterns are influencing the spread of Avian flu, and the origin of mammals.
Slide 5: Biodiversity matters
Biodiversity is one of the most difficult areas to study as the relationships within nature are
extremely connected and delicate. It is difficult to identify where relationships begin and end
and which species affect one another.
Ask students to image themselves at a friends family reunion, ask them how difficult it would
be to identify various family members and who is related to who. This is similar to how
scientists feel when they are assessing relationships in nature.
Slide 6: Why does biodiversity matter?
Explain to the students that without biodiversity a variety of organisms, ecosystems, and
processes would not exist, including our current civilization. Explain that even though it seems
that a variety of the services we get are manmade and are run and controlled by humans, we
are a component and therefore a dependent on ecosystems and the diversity that they are
influenced by. For example less diversity in poultry for meat, has led to poor immune function
in chickens and turkeys, and therefore has left them susceptible to bacteria such as salmonella
and avian flu, both can be transferred to humans.
Slide 7: Why does biodiversity matter?
Biodiversity between and within species is important. Explain to students that diversity within
species is the amount of differences in both the physical and behavioural aspects of individuals
within the same species, whereas diversity between species is the physical and behavioural
differences between individuals from other species. Explain that biodiversity is very important
for the following reasons:
• Biodiversity is very important for the following reasons:
Species are:
1. Less likely to suffer from genetic diseases.
2. More resistant to viral and bacterial infections
3. More likely to be adaptable to environmental change
Ecosystems have:
1. A greater ability to provide further ecosystem services
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2. The ability to increase diversity between and among different species
Slide 8: Biodiversity in London
Explain that within the city and surrounding are that there are a lot of different ecosystems,
which range from small neighbourhoods to large conservation areas. It is important to note
that London has 8 environmentally significant areas, which are home to many diverse species
and a variety of unique ecosystem dynamics. Ask the students if they can list the 8
Environmentally Significant Areas:
London’s Environmentally Significant Areas include:
1. Kains Woods
2. Killaly Meadows
3. Meadowlily Woods
4. Medway Valley Heritage Forest
5. Sifton Bog
6. Warbler Woods
7. Westminister Ponds
8. Coves
Slide 9: London’s Biodiversity Status
Ask the students what they think London’s biodiversity status is (on a scale of good, okay, or
bad). Tell them to keep in mind that London has a high population growth rate, which has led to
a large amount of urbanization in recent years.
Explain that urbanization is the rapid and massive growth of and migration to large cities.
Ask the students if they know of any negative consequences of urbanization, explain that there
are many, such as higher populations (leading to more interactions with undisturbed areas),
higher energy consumption, negative interactions with surrounding environments (such as land
clearing), pollution, heat islands (where the metropolitan/downtown areas are a higher
temperature than other areas), flooding (do to the increase rate of pavement/ impermeable
surfaces), destruction of natural ecosystems (due to lack of interactions and fragmentation of
environment), and a decrease in biodiversity within the surrounding ecosystem.
Slide 10: A Local Biodiversity Issue
Explain that the chimney swift is one local species that is affected by London’s increased
urbanization, and pollution.
Slide 11: The Chimney Swift
The chimney swift is a small slender bird with long narrow winds that is 12-15 cm tall with a
wingspan of 27-30. The Swifts colour pattern is mostly grey on the back, head, and wings, with
a light underbelly, and a grey throat. Swifts are highly acrobatic and are able to catch insects
during flight making them “aerial insectivores” (in flight insect catchers).
Slide 12: The Chimney Swift
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Chimney swifts live in both rural and urban areas as they enjoy roosting/nesting in vertical
structures like chimneys, air vents, wells, and caves. The swift migrates each winter to Brazil,
Peru, and Chile, and spends its summer in Southern Canada.
Slide 13: The Chimney Swift
The Swift forms a bonding pair (meaning the male and female spend the entire breeding season
together), and raise 3-5 nestlings during their breeding season. The adults use sticks and their
glue like saliva to create nests for their young in vertical structures. The eggs take 16-21 days to
hatch and then stay in the nest till they are 14-19 days old.
Slide 14: The Chimney Swift
The acrobatic movement of the chimney swift is similar to how fighter jets move. The chimney
swift has curved wings at the top, causing air to move faster overtop the wing and slower
underneath. The fast moving air is considered low pressure compared to the slower moving air,
which is higher pressure. The wing works by using the differences in pressure which forces air
to want to move from high pressure under the wing to low pressure above the wing. The air
moving from high to low pressure generates a lifting force that allows the bird to fly. Long tail
feathers and a light skeletal frame with air sacs allow the Chimney Swift to move acrobatically
through the air.
Slide 15: How to identify a chimney swift.
To identify a Chimney Swift in the wild there are 4 pieces of information that you need.
1. Size and shape
2. Colour pattern
3. Behaviour
4. Habitat
You can also identify a chimney swift by its unique song (play the song using the provided link),
as the students if they have ever hear a bird sound like that.
Slide 16: Why are we studying chimney swifts?
Explain to the students that they are studying a species similar to how an ecologist or biologist
would. The reason we are studying the Chimney Swift is because it is one of London’s many
native species that is an important feature of biodiversity. The Chimney swifts have undergone
a 2.2% annual population decline from 1955-2000, meaning they have a total population
decline of 65%. Of the entire population, only 1% of the population now lives in Canada. The
Chimney swift is currently on the Species at Risk in Ontario list and is listed as “threatened”
since 2009.
Slide 17: Why is the Population declining?
Ask the students if they wonder why the Chimney Swift population is declining so greatly in the
London area. Remind them of the characteristics of chimney swifts (their habitats, what they
eat, etc.) Introduce the points (on-click) along with images of what causes the chimney swift
decline.
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Slide 18: Why is the Chimney Swift Important
Ask the students why they think the chimney swift is important to London.
Explain that the chimney swift is one of many essential species in London’s ecosystems. The
chimney swift contributes to an increased rate of biodiversity. Explain that chimney swifts are
also known for eating flies, mosquitoes, bees, mayflies, and many other insects, which we
consider to be pests. Their decline also affects other species, as they are an important link in
the food chain and in the ecosystem.
Slide 19: Analyzing Chimney Swift Data
Using the handout (resource 6), and resources 1,3,4,5 have students analyze Chimney Swift
Data Collected by “Swift Watch” which is a government-funded program where biologists and
ecologists monitor the Chimney Swift Population in Ontario. Have them follow the instructions
on the provided worksheet for homework.
Slide 20:
Have students use Resources 7 and 8 to complete a larger project, which involves developing a
creative Species at Risk profile along with a presentation about their chosen species. Have them
follow the instructions on the handouts provided (resources 7 and 8, and use the rubrics
provided to evaluate their work).
Slide 21: What did you think?
Provide the students a minute to talk about what they thought about the lesson and its
resources. Ask them what they would have done and how they would have done it, or if they
found one part of the lesson to be more interesting than other parts. Through asking students
what they think about the lesson the City of London can continue to make more appropriate
and intriguing lessons for school groups.
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Additional Resources
For students interested in volunteering or getting involved with preserving London’s Chimney
Swift, they should visit the Birds Canada Ontario Swift Watch link:
http://www.birdcanada.com/ontario-swift-watch/
Chimney Swifts at South Secondary School in London Ontario:
https://www.youtube.com/watch?v=73K71A0_0sw
An Incredible Journey for Three Young Chimney Swifts:
http://paulroeddingphotography.com/2014/09/12/an-incredible-journey-for-three-youngchimney-swifts/
If interested in a school eco-project to qualify for eco-schools consider building a chimney swift
tower. Check out http://www.chimneyswifts.org/page6.html. You could also use this
opportunity to use creative and persuasive writing so students can raise awareness and money
for the project. You can also apply to Learning for A Sustainable Future’s eco-league action
funding program.
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