Active actions in the protection of species and habitats - theory and practice [WF-OB-CZOP] Summer semester 2020/21
Classes, group no.2

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1.Forms of active protection of species and habitats: a review of various conservation measures on examples from Poland

2. Special Areas of Conservation (SACs) and Special Protection Areas (SPAs) - characteristics, relationship to NATURA 2000 network and overview on examples

3.Restitution and re-naturalization as a form of rescuing of endangered or restoring an extinct fauna - pros and cons

4. Projects for the protection of large predatory mammals: lynx, wolf and brown bear

5. Projects for the protection of Accipitriformes

6. Projects for the protection of owls

7. Projects for the protection of insects

8.Projects for the protection of the European bison

9. Project for the protection of reptiles, with particular emphasis on European pond turtle

10. Projects for protection of western capercaillie and black grouse

11. Projects for the protection of bats

12. Projects for the protection of the island avifauna of Visula River

13. Projects for the protection of the grey partridge and the European hare

14. Projects for the protection of xerothermic grasslands and wetlands

15. Projects for the protection of the selected species of urban fauna

16. The methods to control invasive alien plant species - good and bad experiences

Teaching methods:

Effects of knowledge (EK 1)

Teaching method - informative lecture, seminar lectures, field course (protection plan), 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 (protection plan), the activity and the diligence

A description of the methods of teaching:

Informative lecture – presentation of the topics, method of teaching and the demands and expectations regarding the course and preparing for tests. Clarification of the rules on planning, preparation and implementation of a multimedia presentation

Conversatory lectures - supplementation, explaining, also specifying of the subjects presented in the presentation

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

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 - PowerPoint presentations, or equivalent on the randomly selected topic. Presentations should last less than 45 minutes and no longer than 60 minutes. Each team will count at least two and no more than four.

Field trips - three field trips aimed at developing a plan of active conservation measures for selected species and/or habitats in one of three places: urban estates, urban green areas (park or forest) and the middle Vistula River valley. Students in groups the same as for presentations will have to observe potential and real threats to the species and/or habitats. These observations, combined with information from the literature, will be the basis of the report (protection plan) that each group will write.

A description of the verification of learning outcomes:

Thematic lecture / multimedia presentation on the randomly selected topic - verification of learning outcomes by the evaluation the quality of work done in preparing and delivering a lecture/presentation. Each of the team members will be present a part of the topic. The level of substantive content will be assessed, the way of presentation by a student and form, i.e. how presentation was prepared in PowerPoint. Regardless of individual scores, the group will be assessed as a whole. The group rating, relative to all presentations, can increase or decrease the individual scores of each person in the group according to the rules described above.

The report based on the field trips - a short written protection plan for one of the three previously mentioned environments. The type of site covered by the protection plan (urban settlement, green areas or river valley) by each group will be randomly selected prior at the beginning of the course. The form and content will be evaluated, with particular emphasis on creativity and knowledge.

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

Assessment criteria:

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 and other factors on the status of selected species and on biodiversity; does not recognize the basic terms in a foreign language in the field of ecology, 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 in a synthetic way the anthropogenic impact and other factors on the status of selected species and on biodiversity; has difficulties with the basic terms in a foreign language in the field of ecology, 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 and other factors on the status of selected species and on biodiversity; usually has no difficulties with the basic terms in a foreign language in the field of ecology 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; comprehensively defines the anthropogenic impact and the influence of other factors on the status of selected species and on biodiversity; has no difficulties with the basic terms in a foreign language in the field of ecology and nature conservation

Skills (EK 2-4)

Grade 2: the student is not able to work in a team; cannot find and/or analyze and interpret the information available in libraries, on the Internet, or specialists on a given subject, particularly cannot critically evaluate sources regarding the human impact on nature and environment and find out the causes of the existing hazards and/or situation; cannot prepare a multimedia presentation in accordance with the requirements; is not able to compare, criticize and evaluate the submitted presentations, and propose changes in the content, form and way of presentation that can improve the quality of presentation; cannot prepare a simple report (conservation plan) on the basis of data collected in the field and the literature

Grade 3: the student has problems with working in a team; sometimes uncritically analyses and interprets information available in libraries and the Internet on a given topic including difficulties with a critical assessment of information regarding the human impact on nature and the environment; has difficulties with definition of potential reasons for the existing threats and/or situation; creates a multimedia presentation in a considerably reduced extent to the requirements of such communication; while comparing and evaluating other presentations is not very creative; student prepares simple reports (conservation plans) on the basis of data collected in the field and the literature, but they are far from ideal

Grade 4: the student is able to work in a team; usually properly analyzes and interprets the information available in libraries and on the Internet on a given topic; creates a multimedia presentation largely consistent with the requirements of such communication: a well-planned presentation time, selection of the content, a form of communication and division of labor in the group do not raise major objections; while comparing and evaluating other presentations is trying to be creative; student can prepare a simple report (conservation plans) on the basis of data collected in the field

Grade 5: the student organizes and performs well in a team, the student perfectly analyzes and interprets information available in libraries and on the Internet on a given subject; a multimedia presentation created by the student meets all the requirements: time, the content and form of presentation is very well planned; is able to compare, criticize and evaluate submitted presentations in an open and creative way; the proposed changes are insightful and purposeful and may improve the quality of the presentation; his/her reports (protection plans) are complete, reliable, and conscientiously prepared.

Competences (EK 5)

Grade 2: the student does not perform the tasks scheduled during the course; cannot work in a team, does not care about the reliability and credibility of the content; does not maintain criticism in the expression of opinion and caution when using unverified information sources (the Internet); cannot appreciate the comments of colleagues; does not discuss about the presentation and the problem presented; is not punctual and leaves a lot of classes

Grade 3: the student is not very involved in the tasks scheduled during the course and/or has difficulties with working in a team; often does not care about the reliability and credibility of the content presented, is not critical in expressing opinion and often uncritical when using unverified information sources (Internet), the student cannot fully appreciate the value of comments of colleagues; discusses rarely and not creatively, sometimes is late, leaves classes

Grade 4: the student undertakes the tasks planned for the course; works reliably in the team, takes care of the credibility of the presented content; is trying to be critical in expressing his/her opinion and while using unverified information sources (the Internet), can appreciate the comments of the colleagues; is open and creative in expressing his own opinion, is punctual and diligently attends the course.

Grade 5: the student is very willing to undertake the tasks planned during the course; has no problems in teamwork, often giving a direction for the group activity; cares about the reliability and credibility of the presented content; retains insightful and critical in the expression of opinion, is cautious when using unverified information sources (the Internet), can fully appreciate the comments of the colleagues; is very active, open and creative in his polemics; is diligent and responsible

Methods of assessment

The final grade is composed of:

1. The evaluation of the presentation prepared by the team. The evaluation will assess the form, content and presentation

2. The Assessment of the report (protection plan) on the basis of data collected in the field and the literature. The evaluation will assess the form and the content of the report

3. The activity during the course

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 the final score is reduced by 0.5 x number of consecutive absences, lateness to class 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