Anthropogenic impact and biodiversity [WF-OB-ANTB] Summer semester 2020/21
Classes, group no.1

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Badora K. Autostrada – środowisko przyrodnicze. Studium konfliktów przestrzennych. Opole 2004

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Buszko-Briggs M., Okołów G. 2002. Płazy i gady Polski

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Dombrowski A., Głowacki Z., Jakubowski W. i in. (red.)Korytarz ekologiczny doliny Bugu. Stan – Zagrożenia- Ochrona. IUCN, Warszawa 2002

Gacka-Grzesikiewiecz E. (red.) Korytarz ekologiczny doliny Wisły. Stan – Funkcjonowanie – Zagrożenia. IUCN, Warszawa 1995

Głowaciński Z. (red.) Polska czerwona księga zwierząt PWRiL Warszawa 2001

Godlewska A. Ochrona ptaków w budynkach. Bocian, warszawa 2008

Indykiewicz P., Jerzak J., Barczak T. Faun miast. Ochronić różnorodność biotyczną w miastach. Bydgoszcz 2008

Jankowski W., Świerkosz K. (red.) Korytarz ekologiczny doliny Odry. Stan – Funkcjonowanie – Zagrożenia. IUCN, Warszawa 1995

Lesińki G. Wpływ antropogenicznych przekształceń krajobrazu na strukturę i funkcjonowanie zespołów nietoperzy Polsce. SGGW, Warszawa 2006

Kot H. i Dombrowski A.(red.) Strategia ochrony Fauny na Nizinie Mazowieckiej. MTOF, Siedlce 201

Krogulec J. (red.) Ptaki łąk i mokradeł Polski. Stan populacji, zagrożenia i perspektywy ochrony. IUCN, Warszawa 1998

Nowicki M., Sitnicki S. Ochrona środowiska w praktyce. EkoFundusz, Warszawa 2007

Okołów G. 2007. Kampinoski Park Narodowy Poradniki ochrony siedlisk i gatunków Natura 2000 – podręcznik metodyczny (tomy 1-6) http://natura2000.mos.gov.pl/natura2000/pl/poradnik.php

Stawicka i in. 2006. Wybrane zagadnienia ekologiczne.

Strawiński S. 1971. O ptakach, ludziach i miastach

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

2.Positive and negative sides of environment management by man. Landscape fragmentation and biodiversity.

3.Municipal sewage and refuse dump. Their importance for fauna – example of Warsaw main drain and refuse dump in Łubna near Piaseczno.

4.Synanthropization and synurbization of animals. Review of typical urban fauna species in different phenological periods (house estate, park, river) - quiz

5.The impact of road infrastructure for animal communities. Habitat fragmentation problems.

6.Agricultural intensification and fauna. Positive and negative impact of agricultural activities on fauna. Review of typical species of meadows, pastures and arable lands.

7.Genetically modified food: pros and cons.

8.The impact of fishery activities on marine fauna.

9.Fish-eating animals and aquaculture – conflicts and how to solve them

10.Forestry and forest fires – the impact on the flora, fauna and biodiversity

11.The impact of tourism on the mountain fauna

12.Alien species invasions (animals and plants) – the impact on native flora, fauna and biodiversity

13.The impact of urbanisation on fauna – examples from the city park and house estate (field excursion)

14.Wisła – urban and suburban part of the river. Adaptation of fauna to the life in the city. Wisła as a corridor for animals penetrating into urban areas

15.The comparison of urban and rural fauna (field excursion)

16.Evaluation and discussion of students’ presentations and summary of the course

Teaching methods:

Effects of knowledge (EK 1)

Teaching method - informative lecture, seminar lectures, field course (project), discussion, individual reading of scientific texts, analysis of the content of the material, multimedia presentations

Verification – an individual assessment of a multimedia presentation, class participation

Effects of skills (EK 2-4)

Teaching method - analysis of the content of the material, team multimedia presentations, discussion on the presentation and the topic

Verification - evaluating the team presentation and the report

Effect of competence (EK 5)

Teaching method - reading of scientific texts, analysis of the content, the discussion

Verification - an individual assessment of a multimedia presentation, a written report, the activity and the diligence

Description of the methods of teaching:

Informative lecture – presentation of the subject-matter, method of teaching and the demands and expectations of working on individual classes and preparing for tests. Clarification of the rules on planning, preparation and implementation of a multimedia presentation

Lecture seminar - supplementation, explaining, also specifying of the topics presented in the presentation

Individual reading of scientific texts - individual reading of scientific materials (books, journals, Internet) necessary to prepare multimedia presentations on the topic drawn and to prepare for quizzes

Analysis of the content of the material - discussion, together with the students in the class on the content of the paper presented to explain the incomprehensible content and possible verification

Discussion - is an essential element of every schedule - discussing of the presentation (form, range of topics and presentation), as well as the content.

Multimedia presentation - team presentations in PowerPoint or equivalent to the drawn and selected topic. Presentations should last less than 45 minutes and no longer than 60 minutes. Each team will consist of no less than two and not more than four persons.

Field classes - four field trips aimed at getting to know the wildlife areas varying in a degree of human impact (forest - park and rural - urban settlement).

Students in groups, the same as for preparing presentations, will observe and identify animals encountered during the course as many as possible. These observations, combined with the knowledge from literature will be the basis of the report of the group

A description of the verification of learning outcomes:

Thematic lecture/multimedia presentation on a randomly selected topic - verification of learning outcomes by the evaluation the quality of the work during preparing and delivering a lecture/team presentation. Each person in the team will present a part of the subject. The level of substantive content, the presentation by each student and the form will be assessed. Regardless of individual assessments, a group as a whole will also be evaluated. A group score, relative to the background of all presentations will raise or lower the score of an individual (each person in the group) according to the previously described principles.

Report of the field trip – a short written report of field trip which should to provide basic similarities and differences of fauna in the two environments which are exposed to varying degrees of human impact (park-forest or rural-urban). Type of environment compared in the report by each group will be chosen at random at the beginning of the course. The evaluation will assess the form and content, with particular emphasis on the creativity and knowledge, including the evaluation of the causes of the observed differences

Individual assessment of preparation, activity and diligence during the course - the lack of conscientiousness (high number of absences) will decrease, and the activity will increase scores, according to the rules presented earlier.

Knowledge (EK 1):

Grade 2: the student does not recognize and cannot identify the casual relationships between the human activities and various elements of the nature and the environment, does not perceive the influence of civilization on nature, cannot foresee and characterize effects of human intervention on inanimate and inanimate nature, does not explain the causes and effects of physical degradation; is not able to define and summarize the effects of anthropogenic impact on biological biodiversity; does not recognize the basic terms in a foreign language in the field of ecology, biocenology and nature conservation.

Grade 3: the student poorly recognizes and identifies the causal relationships between the human activities and various elements of the nature and the environment, superficially recognizes the impact of civilization on nature, has difficulties to forecast and characterize the effects of human intervention in nature, animate and inanimate; unconvincingly explains the causes and consequences of physical and biological degradation of environment; cannot summarize a synthetic way the anthropogenic impact on biodiversity; has difficulties with the basic terms in a foreign language in the field of ecology, biocenology and nature conservation

Grade 4: the student usually recognizes and identifies the causal relationships between the human activities and the various elements of the environment, recognizes the impact of civilization on nature, can forecast and characterize most effects of human intervention in nature, animate and inanimate; well explains the causes and effects of physical and biological degradation of the environment, can summarize the anthropogenic impact on biodiversity; usually has no difficulties with the basic terms in a foreign language in the field of ecology, biocenology and nature conservation

Grade 5: the student excellently recognizes and identifies causal relationships between the human activities and the various elements of the environment; recognizes the impact of civilization on nature, can forecast and characterize in a brilliant way the effects of human intervention in nature, animate and inanimate, very well explains the causes and consequences of physical and biological degradation of environment and carefully and comprehensively defines the anthropogenic impact on biodiversity; has no difficulties with the basic terms in a foreign language in the field of ecology, biocenology and nature conservation

Skills (EK 2-4):

Grade 2: the student cannot work in a team, is not able to find and/or analyze and interpret information available in libraries and on the Internet, from the experts on a given topic, including critical assessment of the available knowledge about human impact on nature and the environment and cannot find out the causes of the hazards and/or the situation; creates a multimedia presentation, far from the rules and requirements of this form of communication; does not know the specific terminology in the field of nature and environment conservation; cannot compare, criticize and evaluate the submitted presentations; has difficulties to propose changes that might improve the quality of the presentation; cannot make a simple report based on material collected in the field

Grade 3: the student has difficulties with a teamwork; sometimes uncritically analyzes and interprets information available in libraries and on the Internet on a given topic including these on the human impact on nature and environment; has difficulties in defining potential causes of existing threats and/or situations; his /her multimedia presentation complies with the rules and requirements of this form only in a small degree, has difficulties with using specialized terminology in the field of the nature and the environment conservation; while comparing and evaluating different presentations is not very creative; draws simple reports based on material collected in the field, but they are far from ideal

Grade 4: the student can work in teams, usually properly analyzes and interprets information available in libraries and on the Internet on a given topic; creates a multimedia presentation, being able to estimate the time, plan the form and decide on choice of content; usually knows a specialized terminology in the field of the nature and the environment conservation; is trying to be creative while comparing and evaluating different presentations; is able to make a simple report based on material collected in the field

Grade 5: the student excellently organizes and performs work in a team, carefully analyzes and interprets information available in libraries and on the Internet on a given subject, a created multimedia presentation meets all the rules and requirements for this form of communication, in the regime of the time, content and form; knows and uses specialized terminology in the field of nature conservation and the environment; can in an open and creative way compare, criticize and evaluate the submitted presentations; proposed changes are always insightful and deliberate and can improve the quality of the presentation, the reports drawn up are complete, reliable and accurate in content and prepared conscientiously.

Competence (EK 5):

Grade 2: the student does not perform scheduled tasks during the course, is not able to work in a team, does not care about the reliability and credibility of content, does not remain critical in expressing opinions and is not careful about using unverified sources of information (the Internet), can not appreciate the feedback and comments from colleagues and does not take the discussion about the presentation and the presented issue, is unpunctual, often leaves classes

Grade 3: the student is not very involved in performing the tasks planned for the course, has difficulties with working in a team, often does not care about the accuracy and reliability of the presented content; is not critical in expressing opinions and often careless with the use of unverified sources of information (Internet), he can not fully appreciate the comments of colleagues, discusses rarely and not very creatively, sometimes is unpunctual, leaves classes

Grade 4: the student undertakes to perform the tasks scheduled during the course, works reliably in a team, cares about the credibility of the presented contents, is trying to be critical in the expression of opinions and cautious while using unverified sources of information (the Internet), is able to appreciate the comments of colleagues, is open and creative in expressing his/her opinion, is punctual and attends classes conscientiously.

Grade 5: the student is very willing to carry out the tasks during the course and does not have the slightest problem with working in a team, cares about the reliability and credibility of the presented content, retains insight and criticism in the expression of opinion, is careful when using unverified sources information (the Internet), can fully appreciate the comments of colleagues, and is very active, in an open and creative way takes the polemic; is conscientious and responsible.

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 evaluation of a written report based on literature and materials collected in the field. The evaluation will assess the form and content of the report.

3. an activity during classes

4. the number of absences and lateness

The final grade is the arithmetic average of the individual evaluation of the team presentation and evaluation of the written report. Team presentation and evaluation of the report may increase (in the case of best-in-class) or decrease (in the case of the worst in the group) individual assessment of 0.5 degrees.

Significant activity in the classroom increases the scores of the presentation according to the formula: evaluation of presentation + (0.125 x number of classes in which the student was active). Absence and tardiness reduce final assessment in accordance with the principle: for the third and each subsequent absence from the final assessment is reduced by 0.5 x number of consecutive absences, lateness to class any more than 10 minutes = 0.5 absences

zajęcia zdalne - synchroniczne prowadzone w MS Teams (link do zajęć umieszczony na platformie Moodle) i asynchronicznie na platformie Moodle