BIO 1302 Unit IV Homework This activity can be completed in your backyard, in your office yard, a nearby park, an urban green space, or anywhere you can get a little bit of nature under your feet! Now that you have learned about food webs and biodiversity, you will explore the environment “in your own backyard.” It may be easiest to print out this sheet and take it with you to complete the assignment. You can always record your answers on a separate piece of paper while outside and then bring them back to your computer to type in your responses afterward. Scientists are trained to take very detailed notes when they head out into the field. This is because all of the information you can collect could be important to analyzing your data in the future. It is important to be descriptive and even use drawings if you need to make sure your data is as complete as possible.

QUESTION

BIO 1302 Unit IV Homework

This activity can be completed in your backyard, in your office yard, a nearby park, an urban green space, or anywhere you can get a little bit of nature under your feet!

Now that you have learned about food webs and biodiversity, you will explore the environment “in your own backyard.” It may be easiest to print out this sheet and take it with you to complete the assignment. You can always record your answers on a separate piece of paper while outside and then bring them back to your computer to type in your responses afterward.

Scientists are trained to take very detailed notes when they head out into the field. This is because all of the information you can collect could be important to analyzing your data in the future. It is important to be descriptive and even use drawings if you need to make sure your data is as complete as possible.

Part I (4 points each = 28 points)

The first thing scientists record when out in the field is general data. You will practice this by filling in the information below.

Date:

Location (City, State, Country):

Time of day:

Temperature outside (estimate if you don’t have a phone with capabilities or a thermometer around):

Weather (e.g., rainy, humid, dry, cloudy, sunny, overcast):

Number of people around:

Describe the space/habitat (Is it a prairie? Does it have tall grasses, are there a lot of trees, or is it near water or a city?):

Part II (20 points)

Now, let’s do some exploring and observing. Sit down on the soil, and take a closer look. Do you see small insects? Do you notice different types of grasses, weeds, and small flowers?

Take a few minutes to identify everything you can in the area. (Set a maximum time to about 15 minutes). Record what you find in the table below, and remember to be as descriptive as possible.

In the section “Label of what you found,” identify as best you can what it is you are looking at. Is it a plant (grass, weed, tree, flower), reptile, amphibian, insect, arachnid (spider), mammal, or bird? Do you know what species it is? You can use resources to help you identify what you find. If you are in the United States, download the iNaturalist app, and you can use field guides on the app to help identify what you see. If you are at a park, at the visitor center, there may be field guide pamphlets or online pamphlets to help with identifications. You can also try finding field guides for your area online. (Type the following terms into Google: “field guide to plants, butterflies, or whatever you’re looking at in [insert the place you are]”). Be as specific as possible.

In the description column, describe what it is. How tall is it? What distinguishing features does it have? Does it have a scent? Does it have a color?

In the last column, count how many of that species you see in the area.

You are filling in the table with what you find. Your grade is based on the quality of filling in the details of the table (label, description, and how many found). You will need to include at least five species.

Part III (2 points each = 16 points)

You will now build two food chains using what you found. You may not find all parts of the food chain as seeing top trophic levels are more rare than seeing primary producers. In that case, think about what would live in this habitat, look for signs of these animals (e.g., tracks, burrows, nests), and fill in the chart with what you think would be there.

Questions (36 pts)

1. In this unit, we looked at threats to biodiversity. Describe what is affecting the biodiversity in the area you are in? What natural or man-made disturbances have happened in the area? How could the biodiversity increase in the area? Your response should be 200 words in length.

ANSWER

Biodiversity and Threats in New York City: Promoting Conservation and Restoration Efforts

Introduction

The area I am observing for this assignment is a green space located in the heart of New York City, a bustling urban environment with a diverse range of flora and fauna. Despite the challenges posed by urbanization, this green space provides a unique opportunity to study biodiversity in an urban setting (McPhearson et al., 2013). In this essay, I will discuss the factors affecting biodiversity in New York City, including both natural and man-made disturbances. Furthermore, I will explore potential strategies to increase biodiversity and promote conservation in the region.

Natural Disturbances

In New York City, natural disturbances play a relatively minor role compared to man-made disturbances. However, periodic weather events such as storms and heavy rainfall can impact the local ecosystem. These disturbances may cause soil erosion, damage to vegetation, and alterations in water bodies. Additionally, seasonal changes and variations in temperature can influence the life cycles and behaviors of the organisms residing in this area.

Man-Made Disturbances

Urbanization and human activities have significantly impacted biodiversity in New York City. The expansion of infrastructure, construction projects, and the conversion of natural habitats into urban landscapes have led to habitat fragmentation and loss (McDonald et al., 2008). Many native species have been displaced or face challenges in finding suitable habitats within the city limits.

Pollution is another major threat to biodiversity in New York City. The city’s high population density and industrial activities contribute to air and water pollution. Vehicle emissions, industrial waste, and improper waste management practices have detrimental effects on plants, animals, and aquatic ecosystems. Pollution can result in reduced air quality, contamination of water bodies, and the disruption of ecological processes.

Strategies to Increase Biodiversity

Despite these challenges, there are several strategies that can be implemented to increase biodiversity and promote conservation in New York City. One approach is the creation of green spaces and urban parks that prioritize native plant species and provide habitats for diverse wildlife (Aronson et al., 2017). These green spaces serve as important refuges for birds, insects, and small mammals.

Efforts to restore and protect existing natural habitats, such as wetlands and forests, are also crucial. Restoration projects can involve removing invasive species, planting native vegetation, and enhancing connectivity between fragmented habitats. Educating the public about the importance of biodiversity and engaging local communities in conservation initiatives can also foster a sense of stewardship and encourage sustainable practices.

Furthermore, implementing stricter regulations and policies regarding pollution control, waste management, and urban planning can help mitigate the negative impacts of human activities on biodiversity. By promoting sustainable practices and incorporating ecological considerations into urban development, New York City can create a more harmonious relationship between its residents and the natural world.

Conclusion

New York City faces significant challenges in preserving biodiversity due to urbanization and associated disturbances. However, through a combination of habitat restoration, conservation efforts, and sustainable practices, it is possible to enhance biodiversity within the city limits. By valuing and protecting the natural environment, New York City can serve as a model for urban areas worldwide, demonstrating that thriving biodiversity can coexist with vibrant urban landscapes.

References

Aronson, M. F. J., Lepczyk, C. A., Evans, K. L., Goddard, M. A., Marra, P. P., MacIvor, J. S., Nilon, C. H., & Vargo, T. L. (2017). Biodiversity in the city: key challenges for urban green space management. Frontiers in Ecology and the Environment, 15(4), 189–196. https://doi.org/10.1002/fee.1480 

McDonald, R., Kareiva, P., & Forman, R. T. T. (2008). The implications of current and future urbanization for global protected areas and biodiversity conservation. Biological Conservation, 141(6), 1695–1703. https://doi.org/10.1016/j.biocon.2008.04.025 

McPhearson, T., Maddox, D. A., Gunther, B., & Bragdon, D. (2013). Local Assessment of New York City: Biodiversity, Green Space, and Ecosystem Services. In Springer eBooks (pp. 355–383). https://doi.org/10.1007/978-94-007-7088-1_19