What’s your biodiversity IQ?
The goal of this “quiz” was to point out some unusual, unexpected and interesting facts about the
natural world. In the upcoming unit, we will be investigating biodiversity.
What do you think biodiversity means? (Look at the parts of the word itself too!)
Answers will vary but should include some ideas of “bio” meaning life and “diversity”
meaning the variety of…
Strange Days on Planet Earth --Predators Video
Act 1: Caroni Valley, Venezula
1. Why did they flood the valley?
The government decided to construct a dam, which flooded the area behind the dam.
They utilize the dam to generate electricity.
2. Why are trees on the island dying off?
Howler monkeys are eating all the leaves.
3. The howler monkey used to be in the middle of the food chain, why are they at the top now
that the dam has been constructed?
There are no large predators left on the island…they had to leave once the ecosystem
was changed.
4. List some of the behavior changes noted in the howler monkeys when their populations
increased.
No grooming, children do not play, fight a lot for resources
5. What evidence found in the tortoise shell confirms the hypothesis that lack of predators caused
all the changes in the ecosystem?
By counting the rings on the tortoise shells, it’s evident that there has been a “baby
boom” ever since the dam was installed. This coincides with the same time predators
disappeared due to flooding.
6. When a large landscape is divided into smaller areas, it’s called Fragmentation.
7.
Why can’t we just bring the predators back?
Predators are dangerous, can compromise human’s safety. Plus they can’t survive in
suburban areas—the predators have needs for food, shelter, etc that can’t be met in a changed
landscape.
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Act 2: Yellowstone Park, USA
1. Upon arriving at Yellowstone, what did the researcher notice about the Lamar River?
Over widened streams, eroded banks, sediments pushing on top of soils.
2. List 2 changes within the last 150 years to Yellowstone Nat’l Park (as mentioned in the video)
1) Willow shoots protected the banks of the rivers from erosion…those willows are no
longer there. 2) Beavers gone. 3) Song birds reduced. 4) Missing aspen trees
3. Why was global climate change ruled out as an explanation to the aspen trees decline?
If true Aspen should be declining all over the area. Outside the park there was a lot of
Aspen. This change is only occurring within the park (the same place where there were
no wolves)
4. How many wolves were originally reintroduced to the Yellowstone ecosystem?
31 grey wolves from Canada
5. How many wolves does the Wolf team track at this time (according to the video)?
14 Packs and 150 Wolves
6. List at least two species mentioned in the video as having benefited from the reintroduction of
wolves to Yellowstone Nat’l Park.
Black Bears/Grizzlies, Insects, Willows, Eagles, Magpies, Coyotes, beavers
7. Why was the rancher expressing his displeasure over the killing of the alpha wolf?
Disappointed because the alpha was radio collared so they knew where it was. Now they
don’t know. Felt it made his job harder.
Biodiversity Discussion
Chosen species:
Example: Mosquitoes
Why? Annoying, not needed
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food source for other organisms
6
Whooping Cranes:
Jot down some notes to help you remember the information:

Dying due to loss of habitat and farmers shooting them for eating their seeds/crops on their
land. easy to see due to white plumage

Migrate 4,000 km- (2,500 mi)

1930 Whoopers almost extinct. Today there are 350 Whoopers thanks to habitat protection,
captive breeding efforts and anti-poaching laws.
Answer these questions:
1) Do you think 250 whooping cranes make a large enough population to ensure the species’
survival? Why or why not?
No, lack of genetic diversity
2) Write a paragraph agreeing or disagreeing with the following statement: If a person owns
land that is valuable habitat for the endangered whooping crane, that person should not be
allowed to develop the land.
Answers may vary
Endangered Species Act:
•
List of endangered and threatened species
•
Strict limitations on the killing, transporting and/or trading of any species on list.
•
Fed Gov’t may not carry out any project that impacts an endangered species.
•
Species recovery plan must be made for each species on list.
The Snail Darters and the Dam
Jot down some notes to help you remember the information:
First test of the Endangered Species Act was the Tellico dam in TN in 1970’s. Dam-Federal
Project wanted to build a dam. Snail Parter (fish) was an endangered species. By building dam their
habitat would be destroyed. Put project on hold, congress passed a law for exemptions to the Act. In
the end, snail darters transplanted and the dam was built. Their status is now threatened.
Answer these questions:
1) Do you think it was worth the time and the expense to save the snail darter? Why or why
not?
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Your personal opinion –
Ex: Transplanting the snail darter was the most effective means to continuing the government
project while continuing to save the species from extinction.
2) What if the species that was in trouble was a larger, better known species, such as a dolphin?
Would that change your opinion about the time and money spent on this project?
Your personal opinion –
Ex: I would say yes because the dolphin is more well known, people have a personal connection to the
dolphin, they are considered an intelligent species, etc.
3) Should there be a limit on the amount of money spent to save one individual species? If yes,
what amount would you suggest? If no, why not?
Your personal opinion –
Ex: Yes, if the government cannot afford it, as a tax payer, I don’t feel we should continue to go over
budget… OR Yes, every species has a proper place within an ecosystem, removing one species may be
detrimental to the health of the ecosystem as a whole. Spend what is necessary to maintain that
species.
Components of Biodiversity
Species
o
diversity = number of
species
in a given area and variety of species.
For example, forests with a wide variety of types of plants (trees, vines, bushes, and
undergrowth) are
Genetic
more
diverse than forests with only a few types of plants.
diversity = variations of
genes
within a species.
o
Greater genetic diversity means there are lots of distinct populations within a species.
o
For example, there are many varieties of rice in India, yet they are all the same species.
o
Some species have greater genetic variation than others.
- For example, rhinoceros have high genetic variation, but cheetahs have low genetic
variation.
Ecosystem
o
diversity = variety of
ecosystem
For example, Wisconsin has about
9
within an area.
different ecosystems. Some states have only
three (so much of the state is similar habitat) whereas others have more than 14
different ecosystems.
o
It is difficult to measure this type of biodiversity because of ecotones (which are
overlapping boundaries ).
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Ecosystem services provided by a biodiverse world


Moderating
weather events.
o
Lessen the effects of droughts and floods
o
Protect
o
Mississippi River Valley—recent flooding has cost over $100 billion!
streams/rivers
Maintain Soil Quality
from erosion
: healthy bacteria, algae, fungi, mites, millipedes and worms help
cycle nutrients.


Maintain Air Quality
: plants purify the air and filter harmful particles out of the air.
Maintain Water Quality
: variety of vegetation reduces erosion and purifies water by
removing (using or absorbing) nutrients and pollution.
o
Valuable water purification to keep our water healthy. NYC learned that it’s better to
restore the natural landscape than to install man-made purification systems. Cheaper
too!


Detoxify and
decompose
Control Agricultural Pests
wastes
: most crop pests can be controlled better by other organisms
for a longer period of time – helpful because many pests become resistant to synthetic
(human-made) pesticides.

Pollination
o
: More than 1/3 of the world’s crops rely on healthy pollinators.
Nature provides free pollination services that would cost (US only!) $4- 6 billion a
year…

Seed
dispersal. Many of the plants of the world rely on wind/animals to carry seeds from
place to place.

Medicines
: Many current and possible future medications are found in areas with high
biodiversity.
o
Medicines—80% of the world’s population relies on medications that come from natural
sources!
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Working with the person next to you, respond to the following:
1. Select one ecosystem service and predict the likely effect if this service is lost.
Ex. Decomposition – if lost, the earth would smell of rotting foods, soils would not be as dark as they
are because they will lack nutrients, top soil will be lost quickly and not replenished, etc.
2. How do you think a natural ecosystem would control agricultural pests?
Ex. Natural ecosystems have predators for the pest organisms, so many pests will be eaten by their
predator before they can do damage to the agricultural area. It may not get rid of all pests but the
surviving plants may evolve with the pests and develop strategies to deal with them instead of using
synthetic chemicals.
3. What makes humans different/unique from the rest of the ecosystem (the plants, animals,
soils, climate, etc)?
Ex. We use our brains to survive – creating technological advances.
4. Construction companies are often required to create new wetlands, retention ponds or to
plant trees when they have destroyed natural habitats during a project. What is the reasoning
behind this requirement?
Ex. To try to decrease the environmental impact the new development will have on the ecosystem.
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Biodiversity Activity 1
When scientists speak of the variety of organisms (and their genes) in an ecosystem, they refer to it as
biodiversity. A biologically diverse ecosystem, such as an old growth forest or tropical rain forest, is
healthy, complex and stable. Nature tends to increase diversity through the process of succession.
The opposite of biodiversity is referred to as monoculture, or the growing of one species of organism,
such as a lawn, a wheat field or corn field. Because all of the species are identical, there are few
complex food webs and disease can spread quickly. Monoculture is like a banquet table for disease
organisms. Monoculture often requires extensive use of pesticides and herbicides (to fight nature's
tendency to diversify communities) and is very labor and energy intensive (fighting nature is tough).
Humans often try to reduce diversity because it is easier to harvest a crop (whether it is wheat, corn,
a lawn or a secondary forest) if it all contains the same species, but this obviously creates serious
problems.
You will be given a cup that represents the species found in an area one meter square (1mx1m).
You are to sort them into their different species. Note the number of species (the different types of
beans/seeds/etc), the number of each different type, and the total number of organisms you have in
your area. Place these numbers in the table below. Leave the other columns blank.
We will be calculating how diverse each area is by dividing the number of species by the number of
organisms. Copy your classmates’ data in your table and complete all the calculations. Leave the
ecosystem name column BLANK until we complete the calculations and discuss our findings.
As a class we will be determining which ecosystem your area is from based on the biodiversity found
there. The ecosystems represented are Tropical Rainforests, Grasslands, Lawns/Wheat fields (any
monoculture), Deserts, Coniferous forest, and Deciduous forests.
Fill in the table below with your data and the data of the other groups.
Ecosystem
# species
(how many different types of
# each type
organisms do you have?)
Tropical
Rain Forest
Coniferous
Forests
Deciduous
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1 each of 10 species
2 each of 5 species
Total
Organisms
20
12
2
24
12
2
24
Diversity
(# species / Total
organisms)
15/20 = .75
75%
12/24 = .5
50%
12/24 = .5
11
Forest
50%
Deserts
7
3
21
Grasslands
7
3
21
Lawn/Wheat
fields
100 of 1 species
2
5 of another
species
105
7/21 = .333
33%
7/21 = .333
33%
2/105 = .019
1.9%
Biological Diversity-How It Stops Disease from Spreading (Activity 2)
When a habitat is very diverse with a variety of different species, it is much healthier and more
stable. One of the reasons for this is that disease doesn't spread as easily in a diverse community. If
one species gets a disease, others of its kind are far enough away (due to the variety of other
organisms) that disease is often stopped at the one or two individuals.
You will participate in two simulations depicting different types of forests. Pay attention to how
disease spreads in each.
Follow up questions (refers to the second simulation)
1. Why didn't all the different trees get the disease? (hint - genetics)
The second forest was a mix of trees…the fungus only affected one particular type of tree. So,
even if it affected one tree that came in contact with other trees (had names on the notecard) the
disease can’t move between species.
2. Why didn't the disease spread as fast among the Douglas firs as it did in the first simulation?
The Douglas firs were not in abundance in the second simulation. By creating more biodiversity
within the forest, the disease was unable to hop from tree to tree. Instead, it ran into a white pine
or a birch tree which it was unable to infect.
3. In which forest would you need to use more chemicals to control disease: the Douglas fir forest
or the more diversified, old growth forest? Why?
The less diversified (Douglas fir) forest because diseases need to come into contact with the plant it
intends to infect. When in a diverse forest, you will see not see the same species right next to each
other again and again. This distance stops the disease from spreading.
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4. Summarize what this simulation symbolized.
This simulation symbolized how agricultural crops grown as monocultures are easily consumed by
pests and disease. If agricultural crops were grown in a more diversified manner, there would be less
need for chemical inputs to fight off disease and pests.
5. Which forest would have more diversity of wildlife? Why?
The diversified forest would have more wildlife because it can sustain multiple species within its
diverse plant life.
6. a. If you cut down the variety in a piece of forest you owned and replanted with 1 type of
tree, what will happen to much of the wildlife that was adapted to that forest? (Hint: they
cannot just move elsewhere. If other habitats are good, they will probably be near carrying
capacity already.)
b. Will this fate happen to all the wildlife? Explain.
a. They would probably die out
b. Considering each organism has a purpose within the food chain, there is a definite possibility.
7. Many species can only live/reproduce in 1 type of forest. The spotted owl is an example - it
can only live and successfully reproduce in old growth forests (big, old cedars, hemlocks, etc.). If
these old growth forests are cut down, it's unlikely this owl will survive. Environmentalists call
it an "indicator" species." What does this mean? Why be concerned about 1 species?
An indicator species is a species indicating problems within the forest because of the drop in their
numbers. If the ecosystem were being harmed, this species population will decline, informing us that
this ecosystem is in trouble.
8. Growing one plant, as is the case of growing only Douglas fir, is called monoculture. Give an
example of growing one plant a) in your home (obvious )
b) in farms
a. spider plants (makes lots of baby spider plants) kept indoors and protected from pests
b. corn plants, (or wheat, or rice) any single crop that is planted.
9. Why would you need to use more insecticides in monoculture? Is this good or bad?
You have to use more insecticides when you farm with monocultures to ensure the plants’ survival
from pests and disease. The risk is great that if a disease organism comes in, it will wipe out your
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entire crop. To protect against this, you often over apply the insecticide and this can be a bad thing
because you need to use chemicals which can pollute the ground water, contaminate the food itself
and harm other organisms within that ecosystem. Not to mention that it costs more money to apply
all the chemicals.
10. If you wanted to help wildlife, what would you do with regards to the landscaping of your own
home?
Keep the landscape diversified. Grow a variety of species throughout the property instead of all just
tulips or day lilies.
Threats to Biodiversity Worldwide

H: ____habitat destruction______________: changing a ___landscape___ to suit human needs
o
For example: housing, farming, industry, transportation, etc.
o
This displaces the plants and animals originally found there.
o
As the human population grows, so does ___the needs for food, water, shelter, etc.______.
o
____fragmentation__________ = breaking up large habitats into smaller habitats.

This creates a lot more “edge” habitat in areas that used to be “inner” habitat.
Some plants and animals cannot adapt to these changes.

I: ____Invasive species___________________: any organism that has been relocated somewhere other
than its original habitat.
o
For example, in Wisconsin, the Zebra Mussel and Asian Beetle are invasive species that
are affecting natural habitats.
o
Other words that might indicate invasive species: introduced species, non-native species,
exotic species and alien species.
o
Oftentimes, invasive species out-compete native species resulting in a disruption of the
ecosystem and food chain. Worldwide, many native organisms are becoming
endangered by this!

P: ______Population_______: increasing human population means greater demand for food,
shelter, fuel and water.
o
This often leads to habitat loss, pollution, resource depletion and overconsumption (in
areas with enough money).
o
Humans are coming into greater (more frequent) contact with previously wild areas
with high biodiversity.
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
P: __________Pollution________: can alter the habitat to the point where some plants and animals
are not able to adapt which leads to species loss and ecosystem degradation.
For example:
o
_______________Global Climate Change________: many species are intolerant to changes in
temperature so relatively small temperature changes can result in altered feeding
relationships, breeding patterns and sometimes death.
o
____________Acid Precipitation/Air Pollution_________: another global issue. Acid
precipitation will affect areas that are not releasing the air pollution. For example,
industries in the U.S. produced much acid rain that has destroyed many sugar maple
forests in Canada (leading to reduction in amount and quality of maple syrup
produced).
o
pesticide runoff can degrade many ecosystems and harm organisms not originally
intended (remember biomagnification?)

O: _____Overconsumption_______________: consuming way more resources than needed to survive
– sometimes more than is needed for a high standard of life.
o
Industrialized nations make up 25% of the world’s population, but use 75% of its
resources.
o
U.S. makes up only 5% of the world’s population, but causes 33% of the world’s
pollution.
Native and Non-native

For this assignment, you will research the ____________________________________.

If you discover that it is native to Wisconsin (or at least the Midwest area of the US) you will
research:
o
Brief description of the organism
o
What is it used for
o
What problems is it encountering in its habitat (the native species I’ve assigned are all
experiencing some sort of problem in its habitat)

If you discover that it is NON-NATIVE (introduced) to Wisconsin, you will tell us:
o
Brief description of the organism
o
Why it was brought here (hunting, food source, accident, ornamental/pretty plant that
people missed from their homeland, etc.)
o
What problems are it causing in its habitat (all but one of the non-natives assigned are
causing huge problems in their environments)
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Creating a MISSING (if your species is native) or a WANTED (if your species is non
native) flyer:
Must include:

Put your name and class hour on the front of the flier

Name of your organism

A picture of your organism (don’t forget to cite the source under the picture)

Brief description of your organism – identifying characteristics and habitat desired

Other information you found (included in the directions above)

Flyers can be on regular-sized paper (8½” x 11”)

Flyers should be neat and readable. Color and creativity should be included.
Name – Description
Native or non-native?
If native: uses?
If non-native: arrival?
If native: Problems
experienced?
If non-native: problems
causing?
Invasive—outcompetes
native Purple Coneflower
Hg poisoning and
overfishing
Purple Loosestrife:
Non-native
Ornamental
Lake Trout:
Native
Fishing industry
Black Locust:
Non-native
Fence/wood
No predators - out
competes
Garlic Mustard:
Non-native
Food
No predators – out
competes
Brown Trout:
Non-native
Fishing – fun to catch
(apparently puts up a “fight”)
Outcompetes lake trout
Coyote:
Native
Prey control
Habitat destruction and
overhunting
Sea Lamprey:
Non-native
Accidental by water/canals
boats
White Poplar:
Non-native
Ornamental
Killing off whitefish and lake
trout
Outcompetes native
Bald Eagle:
Native
National symbol
DDT in fish, insecticides
and pesticides
Rusty Crayfish:
Non-native
Fishing (bait)
Alters habitat
Mule Deer:
Non-native
Accidental—brought itself
here.
Competition with White tail
deer
Mediterranean Fruit Fly:
Non-native
Accident/cargo
Citrus pest
Accidental--by boats/ballasts
Competes with juvenile fish
for food/hard to eat
because of tails
Hunted to extirpation
Spiny Water Flea:
Elk:
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Non-native
Native
Hunted
16
Zebra Mussel:
Non-native
Accidental
White Fish:
Native
Fishing
If native: Problems
experienced?
If non-native: problems
causing?
Filter feeding and
“cleaning” water; bacteria
and algae losses devastate
other native mussels
Outcompeted by lake trout
Gypsy Moth:
Non-native
Accidental
Kills trees
Wolverine:
Native
Keeps prey down
Habitat loss
House Mouse:
Non-native
Accidental
Disease/pest
Blue Bird:
Native
Insectivore/beauty
European Starling:
Non-native
Woodchuck:
Native
Man in NY wanted Central
Park to have all the birds
listed in Shakespeare’s
plays.
Pelt
Loss of habitat, nesting
competition with other nonnative birds
Nesting/feeding
competition
Amur Maple:
Non-native
Hardiness/ornamental
Outcompete and shade out
native
Common Carp:
Non-native
Food stuff
Alters habitat eats
vegetation
Purple Cone Flower:
Native
Medicinal
Outcompeted by purple
loosestrife
Alewife:
Non-native
Accidental
Outcompetes natives
Eurasian Water Milfoil:
Non-native
Accidental
Outcompetes natives
Ruffe:
Non-native
Accidental
Outcompetes…
Buckthorn:
Non-native
Ornamental
Takes over habitat
Ring-Necked Pheasant:
Non-native
Hunting
None
Leafy Spurge:
Non-native
Accidental
Invasive/outcompetes
Spotted Knapweed:
Non-native
Accidental
Invasive/outcompetes
Emerald Ash Borer:
Non-native
Accidental
Kills ash trees
Name – Description
Biodiversity Note Packet
Native or non-native?
If native: uses?
If non-native: arrival?
Habitat loss
17
Fair Trade
What is fair trade?
Products that are certified as “fair trade” have several characteristics:

Fair price: The farmers that produced the product were able to earn a reasonable price for
their products and so are able to support themselves and their families on their labor. Usually,
farmers create co-operatives to improve their ability to negotiate prices for international
trade. Fair Trade co-operatives are groups of farmers that have created a business together
(so all workers of the business are also owners of it).

Fair labor conditions: Forced labor is not allowed and workers must have safe working
conditions and the right to form unions.

Direct trade: Farmers have the ability to directly sell their products and therefore know the
value of their products in the global economy.

Democratic and transparent organizations: Farmers and farm workers decide democratically
how to handle money earned through trade of their products. Transparent operation means
that everyone understands how the decisions are being made.

Community development: Fair trade farmers and workers are able to use money earned to
improve the local community. Typically money directly improves the lives of the members of
the community.

Environmental sustainability: Fair trade restricts or prohibits most agrochemicals (pesticides,
insecticides) and genetically modified seeds. Farmers are not exposed to these harmful
chemicals and the environment is preserved for future generations.
Information from:
TransFair USA. “Fair Trade Overview.” 15 November 2006. http://transfairusa.org/content/about/overview.php (Accessed
on 19 November 2007).
Notes on Video Clips:
1. What’s behind your chocolate?
This video was produced in the United Kingdom so you will notice some British spellings of
English words. Also, the examples they provide for fair trade chocolate products are
sometimes different than the ones that are available here.
After watching the video clip:
a. What were the main ideas expressed by this video? (What messages and information
were provided?)
Poverty is created by companies not paying fair prices for the farmers products in third world
countries.
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1 penny for farmers when sell it for 60 cents. Farmers go into debt because can’t grow it that
cheaply.
b. What was the most interesting aspect of this video?
Poverty has potential to be stopped by buying fair trade
c.
What do you still want to know? (Or, what unanswered question do you have after
watching this video clip?)
What companies are exploiting these third world farmers?
2. Fair Trade – The Movie. An eq.tv original
This video clip was partially produced by Transfair USA (the only organization in the U.S. that
certifies fair trade food). As you watch, try to get a sense of how fair trade helps the workers
producing some of the food we can purchase here.
After watching the video clip:
a. What were the main ideas expressed by this video? (What messages and information
were provided?)
Fair trade is not a brand – it’s a story
Farmers market going global
Foods from farmers are high quality while respecting the land
b. What was the most interesting aspect of this video?
Companies are trying to find cheap labor/products so they make more off of the product. Also,
finding countries with less rigorous environmental protection
c.
What do you still want to know? (Or, what unanswered question do you have after
watching this video clip?)
3. Fairtrade Bananas in the Dominican Republic:
This video clip looks specifically at the Banelino and ASOBANU co-operatives. Take note of
how bananas are processed and how the co-operatives have used their money to help their
communities.
After watching the video clip:
a. What were the main ideas expressed by this video? (What messages and information
were provided?)
Fair trade allows farmers to worry about the quality of their product instead of the quantity
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Able to give back to the community, create sanitation systems, build parks, send kids to school
b. What was the most interesting aspect of this video?
That the farmers were unable to provide financially for their families.
Great to see how well fair trade is assisting third world countries.
c.
What do you still want to know? (Or, what unanswered question do you have after
watching this video clip?)
How do they create the conveyer belt for transporting bananas in the field? Pretty cool how they
rigged that within the trees to help with picking and transporting the bananas out of the field.
Strange Days on Planet Earth – Invasive Species Video
1. What childhood experience sparked Carlton’s interest in studying alien/non-native species?
Found tube worms from the south seas – wondered how they got there?
2. What causes new species to come to new areas?
Global transportation
3. What non-native species arrived in New Orleans after World War II?
Formosan subterranean termites from Tokoyo Bay/Japan in WWII and China
4. How are these termites different from the native termites of New Orleans?
Formosan subterranean termites – climate warm and sticky, they nest above ground, long
feeding trails
5. After locating a termite trail, what is done to control the termite population?
Replace the wood bait with poisonous paper – results in killing the nest because they share
food.
What characteristic of termites allows this technique to work so well?
Feeding lines and communication – they share food
6. In addition to increasing crocodile attacks on humans, what else is happening in Uganda?
Increase in diseases
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7. The number of crocodiles in Uganda has not increased, why are the attacks on humans
increasing?
Purposely brought Nile Perch which lead to increase in fishing
More fisherman = greater chance of crocodile encounter
8. What is the likely cause of the increase in health problems and disease in Uganda? Explain
how this species causes human disease.
Invasive species – water hyacinth
Creates pools of water great for breeding mosquitoes and snails that carry disease
9. How is bio-control used to “fight” invasions of alien species? (Or, what is the goal of biocontrol?)
Bio-control are used to create a natural predator of the invasive species to decrease its
numbers
What are some problems with using bio-control?
If brought over prior to checking on their feeding relationships, they could create more of a
problem. Especially if they eat other organisms instead of the species you are trying to
control.
10. What was used to get rid of the water hyacinth in Lake Victoria?
Weevils from Brazil
Weevils were brought in after much research into its eating habits and whether it ate local
vegetation besides water hyacinth. They feed and kill water hyacinth – reducing its numbers.
11. Why is increasing erosion such a problem in Hawaii?
Run off is washing the islands away into the ocean – sediment is choking out coral reefs and
threatens endangered/exotic species on land
12. In 1961, what plant was introduced in Hawaii and quickly spread throughout the big island?
Myconia
13. What are 2 reasons that this plant spreads so quickly?
Japanese white eye – bird – spreads the seeds of the myconia – plant produces 300 seeds
Grows quickly – shading native plants
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14. Why is the number of invasive species increasing worldwide?
Globalization of trade – accelerated transportation
15. How is biodiversity affected by this “single continent” effect?
Native species are losing the battle – extinction
Supports fewer species, species without borders = less species
16. How many land mammals may become extinct?
2/3 would become extinct
17. What is the 2nd greatest cause of extinction in the world?
Invasive species (next to habitat loss)
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