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Overview:
Human beings have often moved different species from their original habitats to new locations in order to meet some human need. When this happens, the environment is altered, but not always in the manner intended. While some people support human manipulation of the habitats of various species, others argue that it may not be worth the potential risks.
Connections to the Curriculum:
Geography, biology
Connections to the National Geography Standards:
Standard 5: "That people create regions to interpret Earth's complexity"
Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"
Standard 14: "How human actions modify the physical environment"
Standard 17: "How to apply geography to interpret the past"
Standard 18: "How to apply geography to interpret the present and plan for the future"
Time:
Two hours
Materials Required:
- Computer with Internet access
- Paper
- Pens
Objectives:
Students will
- identify several species that have been relocated by human intervention and the reasons for that intervention;
- identify how the relocated species and other species have been affected by the relocation;
- identify how the environment and human society has been affected by the relocation; and
- outline arguments for and against the wisdom of such human manipulation of other species.
Geographic Skills:
Asking Geographic Questions
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Every animal species has a native habitat. On occasion, humans relocate a species, either through carelessness or with the intent of benefiting human beings, the species itself, and/or a new environment. Explain to students, for example, the concern expressed over recent years regarding pythons in Florida or the presence of snakehead fish in Washington, D.C. area waters. Explain that in the activities of this lesson students will research several relocated or "invasive" species, evaluate the effect their relocation has had on new environments, and become familiar with arguments for and against human relocation of animal species.
Development:
Closing:
Divide students into two groups, and have them debate the wisdom of relocating species. They can debate informally in a group setting, or they can set up a formal debate, with two students participating in the actual arguments and the others providing research and support for them. Consider asking another class to participate as an audience, and recruiting other teachers to score the debate.
Suggested Student Assessment:
Have students meet in small groups to identify what they have learned about species that have been relocated and the impact such relocation has had on the environment, on the relocated species, on other animal species, and on humans. Ask each group to propose an international policy expressing their conclusions about whether or not such relocation should be allowed, and if so, within what parameters.
Extending the Lesson:
Have students research and identify examples of relocation that have had either good or bad results. Have them collect photographs and make a bulletin board for the hallway of the school to educate other students on the issue.
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