PREDATORS: BIOLOGY AND CONSERVATION
COURSE SYLLABUS
WILDLIFE CONSERVATION SOCIETY
PROFESSIONAL DEVELOPMENT DEPARTMENT
COURSE DESCRIPTION
Predators: Biology and Conservation examines the natural history of predators and their ecological role
within an ecosystem. Designed for educators, participants will be introduced to the scientific tools and
techniques used by conservation biologists who study predators in the wild and at the Zoo. Teachers will
learn about conservation of predators and the landscapes within which they live, looking at the
landscape and species approaches and the “equation for success”. Facilitated by Zoo professionals,
participants will review case studies, resources, current data and research, and WCS initiatives in
conservation of predators around the world.
This course will help teachers better understand concepts in science, instill the values of environmental
conservation, and inspire them to share their expertise and enthusiasm with students and colleagues.
Teachers will be introduced to instructional resources they may use, immediately, to supplement their
curriculum as well as promote student interest and engagement in learning. Course activities and
assignments will encourage participants to explore different methods of science instruction and discover
the value of teaching Nature Science across the disciplines. Participants will examine technology-based
instructional resources and propose strategies for technology integration in their classroom. The
content will be differentiated to accommodate a diverse audience; from those with little experience
teaching and learning in science to those who are professional science educators.
During six weeks of on-line distance learning, students will explore:
•
Predator basics – characteristics and adaptations
•
Role of predators within their ecosystems
•
Field Studies and techniques biologists use to learn about predators
•
Presence and influence of predators in various cultures
•
Conservation of predators
•
WCS research and programs
•
Instructional strategies in science education
•
Science learning through technology integration
LEARNING OBJECTIVES AND CONTENT STANDARDS
As a result of this training course, participants will be able to:
• Define and recognize predators
Wildlife Conservation Society
•
Describe physical, behavioral and physiological adaptations of predators
•
Summarize the ecological role of predators within their ecosystem; such as interactions
(abiotic/biotic), predation, competition, flow of energy, biodiversity, “niche”, etc.
•
Describe the nature and status of predator populations around the world
•
Discuss local and global issues involving predators, from multiple view points
•
Give examples of specific conservation issues; including: Chinese medicine, bush meat trade,
illegal wildlife trade, etc.
•
Recognize benefits, challenges, and effectiveness of conservation programs
•
Explain the importance of predators at the Zoo
•
Discuss WCS projects in field research and conservation and our contribution to scientific
knowledge and research
•
Describe tools, methods, and techniques employed in field studies and research about predators
(in-situ, ex-situ)
•
Perform studies using similar tools and techniques of scientists studying predators in the field
and at the Zoo
•
Determine and defend the best conservation approach for a given conservation issue
•
Apply conservation approach in effort to resolve a given conservation issue (model)
•
Re-evaluate their own attitudes toward predators, in regards to: deeper understanding;
developed or strengthened compassion for predators; concern for predator species, threats to
the species and stability of their habitats; take action in protecting predator species and their
habitats
National Science Education Standards
Life Science: Content Standard C
Grades K-4
•
The characteristics of organisms
•
Organisms and environments
Grades 5-8
•
Structure and function in living systems
Wildlife Conservation Society
•
Regulation and behavior
•
Populations and ecosystems
•
Diversity and adaptations of organisms
Grades 9-12
•
Interdependence of organisms
•
Behavior of organisms
Science and Technology: Content Standard E
Grades K-4
•
Understandings about science and technology
Grades 5-8
•
Understandings about science and technology
Grades 9-12
•
Understandings about science and technology
Science in Personal and Social Perspectives: Content Standard F
Grades K-4
•
Types of resources
•
Changes in environments
•
Science and technology in local challenges
Grades 5-8
•
Populations, resources and environments
•
Natural hazards
•
Science and technology in society
Grades 9-12
Wildlife Conservation Society
•
•
Natural resources
•
Environmental quality
•
Natural and human-induced hazards
•
Science and technology in local, national and global challenges
COURSE OUTLINE
(Week 1) Module 1: What is a predator? will help participants learn to identify predators living in
habitats around the world…and in your own backyard. From big to small and representing all types of
life, discover the characteristics that make predators, predators.
(Week 2) Module 2: Ecological Role of Predators will explore the essential role predators play within
their ecosystem. You will better understand that we need predators not just because we like them, but
more importantly because their existence is essential for the health of all life on Earth.
(Week 3) Module 3: Studying Predators will explore some of the techniques WCS researchers use to
study predators. You will have an opportunity to learn about some of the discoveries WCS has learned
studying predators and how our research is used to inform conservation initiatives.
(Week 4) Module 4: Living with Predators: Predators throughout Cultures will study the presence and
influence of predators in cultures around the world. You will examine the human-predator relationship,
focusing on the challenges of living with predators. You will also review case studies in which predators
and humans are sharing the same space, harmoniously.
(Week 5) Module 5: Conservation of Predators around the World will examine conservation of predators
and the landscapes within which they live, looking at the landscape and species approaches and the
“equation for success”. You will also review case studies, resources, current data and research, and WCS
initiatives in conservation of predators around the world.
(Week 6) Module 6: Personal Conservation Action will provide an opportunity for you to develop your
own conservation action plan. Though collaborative learning and group discussions, you will explore
instructional strategies you can use to enhance student learning and understanding of the environment
and our interactions with it.
(Week 7): Final Project
PARTICIPANT LEARNING RESPONSIBILITIES
Each Module will consist of a variety of learning experiences. You will learn about the topic of each
module through instructional presentations, readings, video and images, and interactives. Your ability to
apply and synthesize the course material will be assessed through discussion forums, reading reviews,
quizzes, in-depth assignments, final exam, group work and your final project.
Wildlife Conservation Society
Discussion forums will require you to read through all of the course material, research and compile
information to contribute your discussion posts to the forum. You will also have the chance to
collaborate with your classmates on these discussions. The final project will give you an opportunity to
develop an original inter-disciplinary lesson plan, teaching topics from Predators that will enhance your
students’ learning and understanding of the environment and our interactions with it. Specific guidelines
for each of the assignments will be provided as they are assigned during the course.
You are required to keep track of the course schedule, submit assignments on time, and participate in
the discussion forums. For an outstanding student performance in the course, you should anticipate
spending 8-12 hours each week reading, researching, “discussing” and writing in the course.
ASSESSMENT AND GRADING
Each student will be graded on the following assignments:
Discussion Forum Contributions – 20%
Each week, you will be given a specific topic to consider. For example, you may be asked to research
predators that live in your local ecosystem and given a prompt to which you will respond, such as “What
might your ecosystem look like if there were no predators?” You should research this topic, and use
material from our course, to write your original response to post to the forum. The initial post should be
made by only one member of your group. This post should be a full page in length and should reflect
your opinion on the question as well as some research you have found on the topic. Once this post has
been made, each member of the group must post a reflection on what has been said. This response
should be a minimum half page in length. Remember to alternate the responsibility for the initial post
among members of the team. Each week, only ONE member should make the initial post, due by
midnight on Wednesday of each week, but ALL members must post a response, due by midnight on the
following Sunday. In all of your posts you need to cite where you gathered your information. You can
use any citation standard you want. We recommend APA. If you need help with how to cite references,
visit: http://www2.liu.edu/cwis/cwp/library/workshop/citapa.htm
Reading Reviews – 20%
Each week you will be asked to review a reading. The reading may be provided to you or you may be
asked to search for one on a specific topic. In your review, you may be asked to reflect on aspects such
as: relevance to the curriculum you teach; how you could use the resource as a supplement to your
curriculum; or how the reading is connected to the material we are studying in Predators.
Weekly Feedback Surveys – 5 %
Each week you will be asked to provide feedback regarding your experience in class, as both a student
and a teacher.
Internet Research Assignment – 10%
Wildlife Conservation Society
You will be asked to surf the World Wide Web in search of resources on predators you will use to
enhance instruction and learning for your audience.
Persuasive Project – 10%
An interim assignment will be focused on learning science through technology and serve your goals as a
participant and a teacher. You will be asked to be creative and persuasive to fight for funding and
programs to protect wildlife – more specifically predators in the U.S.
Internet Research Assignment – 5%
You will be asked to surf the World Wide Web in search of resources on predators you will use to
enhance instruction and learning for your audience.
Final Project – 30%
You will be asked to think about (and describe) how you might use some of the knowledge and
resources you gained from this course in your teaching. Your will be presented several different
assignment options from which you may choose the option you would like to use. Your overall goal is to
create an original piece of work that demonstrates how you will teach topics from Predators to enhance
your students’ learning and understanding of the environment and our interactions with it. Your project
should describe how you will use ideas, materials and technology resources you learned about during
the course in the educational setting within which you work.
Assignment options may include: 1) create an inter-disciplinary lesson plan; 2) design a student-friendly
website; 3) develop a WebQuest for your students to conduct; 4) create an interactive computer tool
using a web-based software application.
GRADING SCALE
There are a total of 1000 points available during this course. The grading scale is as follows:
900 – 1000 points = A
800 – 899 points = B
700 – 799 points = C
600 – 669 points = D
< 600 points = F
Each week’s graded assignments will include the following:
•
A posting to the discussion forum, due by Wednesday
•
Responses to two classmates forum postings, due by the following Sunday
•
Reading Review, due by Sunday
•
Weekly Feedback Survey, due by Sunday
•
Additional graded assignments are due on specific dates and include:
•
Persuasive Project
Wildlife Conservation Society
•
Internet Research Assignment
•
Final Project
•
Final Course Survey
MATERIALS AND SUPPLIES
Access to a computer with internet.
Students must sign in at least three days per week to stay current with class activities.
Additional work offline will be required to complete some assignments.
OTHER POSSIBLY REQUIRED (FREE) RESOURCES
Java
Windows Media Player
Flash Player
Adobe Reader
Google Docs
ACADEMIC INTEGRITY AND PLAGIARISM POLICIES
Each student enrolled in a course with WCS agrees that, by taking such course, he or she consents to the
submission of all required papers for textual similarity review by WCS to detect plagiarism.
Plagiarism is the appropriation of all or part of someone else’s works (such as but not limited to writing,
coding, programs, images, etc.) and offering it as one’s own. Cheating is using false pretenses, tricks,
devices, artifices or deception to obtain credit on an examination or in a college course. If a faculty
member determines that a student has committed academic dishonesty by plagiarism, cheating or in
any other manner, the faculty has the academic right to 1) fail the student for the paper, assignment,
project and/or exam and/or 2) fail the student for the course.
Wildlife Conservation Society