Alien species and their impact on native flora and fauna

intermediate

OB1_W02

OB1_W09

OB1_U01

OB1_U09

OB1_K07

The subject acquaints with various forms of rescue or recovery activities of native fauna and flora in Poland and in the world. It allows to learn about alien, often invasive species of fauna and flora of different habitats, paying attention to the similarities and differences in the way of settling. Shows the underlying causes of the growing problem of alien species. It demonstrates active protection activities in Poland and in the world.

1. Introduction and organizational issues – information regarding rules, requirements and expectations

2. Native species, alien species, expansion, invasion, introduction - definitions and discussion of the differences with examples from the world of plants and animals

3. Systematic differentiation and rate of introduction of alien fauna in Poland - overview on examples.

4. Origin of alien species in the Polish fauna and ways to monitor phenomena - overview on examples.

5. Prehistoric, historic and contemporary introductions within Polish territory - overview on examples from different taxonomic groups of animals

6. Introduced and alien invasive snails (class Gastropods) and shellfish (subphylum Crustaceans) in the Polish fauna - overview on examples

7. Introduced and alien invasive beetles (order Coleoptera) and butterflies (order Lepidoptera) in the Polish fauna - overview on examples

8. Introduced and alien invasive sturgeons (Acipenseridae) and Salmonids (Salmonidae) in the Polish fauna - overview on examples

9. Introduced and alien invasive carp family (Cyprinidae), catfishes (Siluriformes) and Perciformes in the Polish fauna - overview on examples

10. Introduced and alien invasive amphibians, reptiles and birds in the Polish fauna - overview on examples

11. Introduced and alien invasive rodents and lagomorphs in the Polish fauna - overview on examples

12. Introduced and alien invasive carnivorans and even-toed ungulates in the Polish fauna - overview on examples

13. General characteristics of alien plants in the Polish flora: origin, participation in the flora of different habitats, risk assessment for invasive species.

14. The impact of invasive plant species and means of prevention

15. Characteristics of alien invasive trees and shrubs in selected habitats that may threaten biodiversity

16. Summary of the course

1. Andrzejewski R., Weigle A. (red.) 2003. Różnorodność biologiczna Polski. Narodowa Fundacja Ochrony Środowiska, Warszawa: 1- 284.

2. Brylińska M. (red.); Ryby słodkowodne Polski, PWN, Warszawa:

3. Dajdok Z., Pawlaczyk P. 2009. Inwazyjne gatunki roślin ekosystemów mokradłowych Polski

4. Głowaciński Z (red) 2008. Księga gatunków obcych inwazyjnych w faunie Polski. Instytut Ochrony Przyrody. www.iop.krakow.pl/gatunkiobce

5. Głowaciński Z., Bieniek M., Dyduch A., Gertychowa R., Jakubiec Z., Kosior A., Zemanek M. 1980. Stan fauny kręgowców i wybranych bezkręgowców Polski – wykaz gatunków, ich występowanie, zagrozęnie i status ochronny. Studia Naturae, seria A – Wydawnictwa Naukowe 21: 1-163, Kraków.

6. Mały słownik zoologiczny. Ryby; Gady i płazy; Ptaki.; Ssaki (4 tomy)

7. Nowak E. 1971. O rozprzestrzenianiu się zwierząt i jego przyczynach (na przykładzie 28 współcześnie rozprzestrzeniających się gatunków z terenu Europy). Zeszyty Naukowe- Instytut Ekologii PAN, Warszawa, 3: 1-255.

8. Pawłowski J. Środki i kierunki inwazji zwierząt. W: Głowaciński (red.) Gatunki obce inwazyjne w faunie Polski. Zagadnienia problemowe i syntezy

9. Tałałaj I. 2012. Rośliny chronione i gatunki inwazyjne w dolinie Biebrzy - trwanie i migracja w zmieniających się warunkach środowiska

10. Tokarska-Guzik B., Dajdok Z., Zając M., Zając A.,Urbisz A., Danielewicz W., Hołdyński C. 2012. Rośliny obcego pochodzenia w Polsce, ze szczególnym uwzględnieniem gatunków inwazyjnych

11. Witkowski A., Kotusz J., Przybylski M., Marszał L., Heese T., Amirowicz A., Buraś P., Kukuła K. 2004. Pochodzenie, skład gatunkowy i aktualny stopień zagrożenia ichtiofauny w dorzeczu Wisły i Odry. Archives of Polish Fisheries 12 suppl.2: 7-20.

12. Witkowski A. 2008. (msc) Introdukcje ryb w Polsce, ich ekologiczne i gospodarcze konsekwencje. W: Z. Głowaciński (red.); Gatunki introdukowane i inwazyjne w faunie Polski. Wyd. Instytutu Ochrony Przyrody PAN w Krakowie, Kraków.

A. Learning outcomes:

1. Knowledge :

EK 1 – the student defines and describes different ways of alien fauna and flora appearance, explains differences; understands and explains the relationships between inanimate nature and the ways and rate of the biological invasion

EK 2 – the student knows the history of the appearance of alien species of animals and plants in Poland and is able to characterize the process and environmental conditions (including climatic) and population factors of the invasion of selected alien species

EK 3 - the student is able to identify the threats of alien species invasions for native fauna and flora on a local, regional and global scale.

EK 4 – the student can identify and classify alien fauna and flora of different environments and analyze threats to national fauna and flora; knows methods and techniques for monitoring and limiting the consequences of invasions

EK - 5 – student can summarize the status and quality of the protection of native fauna and flora against alien species of different habitats of the region; is able to define and propose short- and long-term conservation goals, including methods of the rescue or restoration of native fauna; is able to list institutions and organizations concerned with the financial support of nature conservation projects

EK 6 - the students recognizes the basic terms in a foreign language (English) in the field of the nature and environment conservation

2. Skills:

EK 7 – the student uses a foreign language (English) literature on the basic level

EK 8 – the student puts the correct hypotheses concerning the causes of the presence of the alien fauna and flora and related risks, which are based on logical assumptions

EK 9 – the student can working in a team, plan and possibly take active part in protecting local nature and the environment by using the expertise of specialists

EK 10 - the student can assess the resources and the regenerative capacity of nature; can take advantage of the potential legal and economic instruments in reducing the human impact

EK 11 - student creates an original multimedia presentation, is able to plan the timetable and decide on the selection of content and form; is able to participate in a focused discussion using scientific language; can compare, criticize and evaluate the submitted presentations; is able to propose changes to the content, form and manner of the presentation that may improve its quality

3. Competence:

EK 12 – the student demonstrates caution and criticism towards information on the nature and environment protection from the scientific literature, the Internet, and particularly available in the mass media; is able to work individually and in a team;

student knows the scope of his/her interdisciplinary knowledge and abilities; student can freely discuss; is open and creative in expressing his/her opinion but appreciates the comments of colleagues

B. ECTS:

Participation in the lecture - 30

preparing a presentation and studying literature - 15

preparing for quizzes / tests - 15

TOTAL HOURS 60 [60/30 (25) = 2]

Number of ECTS – 2

Assessment criteria:

Knowledge (EK 1-6)

Grade 2: the student cannot define different forms of species invasion in Poland and explain differences between them; does not know the forms and methods of rescuing or restoration native fauna and flora, and is unable to identify similarities and differences between them; is unable to recognize and distinguish invasive fauna and flora of selected habitats; cannot identify threats to selected species/groups of species, does not know the forms of active conservation measures and institutions supporting the nature and environmental protection in Poland; does not know basic terms in English in the field of nature and environmental protection

Grade 3: the student can define various forms of biological invasion and explain the differences between them; the student briefly and incompletely characterizes forms of rescue or recovery of native fauna and flora, cannot name most of the differences and similarities between the activities for the protection of plants and animals; the student recognizes and distinguishes the minority of invasive fauna and flora in selected habitats; lists the existing threats and active protective measures to a very limited extent; the student has limited knowledge about the condition and quality of the species conservation of the selected group of animals and cannot propose potential protection solutions for the future; has difficulties with identification of the institutions supporting environmental and nature protection in Poland; poorly demonstrates knowledge of the basic concepts of nature protection and environmental protection in the foreign language (English)

Grade 4: The student knows the forms of biological invasions, can explain differences between them; is able to characterize forms of rescue or restoration of native fauna and flora; can list most of the differences and similarities in plant and animal protection activities; the student recognizes and distinguishes most of the representatives of invasive fauna in selected habitats, can identify most threats and protective measures in these areas; the student has a solid knowledge about the condition and quality of the species conservation of the selected fauna group, and is trying to propose potential conservation solutions for the future; the student is able to identify some of the most important institutions supporting the protection of nature and the environment in Poland; demonstrates a good knowledge of basic terms in the field of the nature and environmental protection in a foreign language (English)

Grade 5: the student knows perfectly well the ways and forms of biological invasions in Poland and in the world, and is able to characterize them taking into account the conditions of each; knows perfectly various forms of rescuing or restoring native fauna and flora, paying attention to the similarities and differences in activities for native plants and animals; very well recognizes the invasive species of fauna and flora of selected habitats; can list the threats to nature and the form of corrective actions, and is able to propose potential real to use solutions for the future; the student is able to identify most (or all) institutions financially supporting the protection of nature and environment in Poland; knows very well at least basic terms in the field of nature and environmental protection in the foreign language (English)

Skills (EK 7-11)

Grade 2: the student cannot use the literature in a foreign language (English) on basic level; cannot put a hypothesis about the causes for the presence of alien fauna and flora and the risks involved, which would be based on logical premises; the student cannot plan and possibly take active actions to protect nature and the environment using the expertise of specialists; cannot evaluate the value of the described nature resources and their regenerative potential; is not able to prepare the multimedia presentation in accordance with the requirements, has difficulties while planning the presentation time, making proper selection of the content and developing an acceptable form; cannot adequately interpret scientific texts, criticize and evaluate the submitted presentations, and propose changes in the content, form and manner of communication that can improve the quality of the presentation.

Grade 3: the student uses in a very limited extent the literature in a foreign language (English), has great difficulties with the analysis and interpretation of the text in a foreign language; the student has great difficulties with putting correct hypotheses about the causes of the presence of alien fauna and flora and the related risks; the student is able to list some forms of nature conservation but cannot plan comprehensive interdisciplinary actions to protect local nature and the environment using the expertise of specialists; the student has difficulties in assessing the value of natural resources and their regeneration potential; the multimedia presentation created by the student only to a very limited extent meets the requirements, including the timing of the presentation, a proper content selection and the correct form; the student has difficulties with evaluation of the quality of other presentations and proposing changes that may improve their quality

Grade 4: the student is able to use the literature in a foreign language (English)on the basic level; is able to find, analyze and interpret information available in a foreign literature on a given topic; is able to formulate hypotheses about the reasons for the presence of alien fauna and flora and the risks involved, but they are not always based on real and/or logical premises; the student is able to plan comprehensive interdisciplinary action for the protection of local nature and the environment, but he cannot always skillfully use the expertise of other specialists; the student has no difficulties in assessing the value of natural resources and their regeneration potential; the multimedia presentation created by the student is largely in line with the requirements: the student plans well the presentation time, properly selects the content, and develops a correct form; the student has no difficulties with interpreting and evaluating other presentations and creative proposals for changes that may improve the quality of the message

Grade 5: The student is able to use the literature in a foreign language (English), perfectly finds, analyzes and interprets information available in libraries and the Internet on a given subject in English (or other foreign); the student formulates very substantive hypotheses on the reasons for the presence of alien fauna and flora and threats involved, based on logical premises and existing environmental and population realities; the student is able to plan comprehensive interdisciplinary activities for the protection of local nature and the environment; is able make a correct and careful analysis of the value of the natural resources and their regeneration potential; the multimedia presentation created by the student meets all the requirements: time, content and the form are very well planned; the student does not have the slightest problem with the interpretation and creative evaluation of other presentations and makes suggestions that may improve their quality.

Competence (EK 12)

Grade 2: student cannot work in a team; has tremendous difficulties in precaution and criticism when studying information from unverified sources (Internet), does not accept comments of others, does not want or cannot express own opinions; is not punctual and leaves a lot of classes

Grade 3: the student has difficulties while working in a team; often uncritically accepts information from unverified sources, does not always accept the right of the others to comment and criticize; is not active and creative in expressing own opinions; is late, often absent

Grade 4: the student is good at teamwork; is critical and careful about information from unverified sources, appreciates the comments of others; is quite active during discussions, tries to be creative in expressing opinions, diligently attends classes

Grade 5: the student works excellently in a team, demonstrates criticism and caution with regard to the information obtained; is open to comments others; is active and creative in expressing own opinions; not late and leaves classes exceptionally

Methods of assessment

The final grade is composed of:

1. The evaluation of multimedia presentations prepared as a team. The evaluation will assess the form, content and presentation

2. The assessment of quizzes / tests - three quizzes per semester, with the recognition of the alien fauna and flora. Mode of assessment: <51% point of the quiz - score 2; 51,1-55,0% - score 2 +; 55,1-60,0% - score 3 -, 60,1-65,0% - score 3 , 65,1-70,0% - 3 + score, 70,1-74,9% - score 4 -; 75,0-80,0% - score 4; 80,1-85,0% - score 4 +, 85,1-90% - score 5 -,> 90% - score 5

3. The activity during the course

4. The number of absences and lateness – 2 absences are allowed

Final score is the arithmetic mean of the presentation evaluation and the average of the ratings of the quizzes. For completing the course the student will need to pass each quiz/ test i.e. get a minimum of 55.1% points.

Significant activity during the course increases the scores of quizzes according to the formula: evaluation of a quiz + (0.125 x number of classes in which the student was active).

Absence and lateness reduce final assessment in accordance with the principle: for the third and each subsequent absence the final grade is reduced by 0.5 x number of consecutive absences; lateness to class more than 10 minutes = 0.5 absences