Endangered Species: Canadian Species At Risk

Subject Area

This activity is designed for the Grade 11 Physical Geography and Grade 12 Environmental Studies programs.

Subject Application

Students should be familiar with ecosystems and forces which influence ecosystem change prior to proceeding with this activity. Particularly, students need to understand the concepts of range, niche and habitat (See Andrews under Resources). This activity should be utilized as a component within the Preservation, Conservation, and Environmental Management unit of the Grade 12 Geography, or Environmental Studies Course. This lesson can also be used within the Grade 11 Physical Geography Course as an activity which studies balance and stability within the physical environment, including the influence of human activities.

Learning Outcomes

Teaching, learning and evaluation will focus on the student’s ability to:
• Research and develop a descriptive organizer to profile a Canadian wildlife species;
• Identify threatened and endangered species and describe factors that are affecting their continued existence;
• Identify trends among endangered species in Canada;
• Identify and explain wildlife-habitat conservation management activities.

Classroom Development

The objective of this activity is to familiarize students with a variety of Canadian wildlife species. Students will describe the species including range and habitat, life history and current conservation (endangered species status). Subsequently, students will review the Canadian Endangered Species List and identify species at risk, trends, causal factors and identify conservation measures.

1. Individual students or groups of students choose or are assigned a Hinterland Who’s Who species information sheet. A class set of these sheets, profiling Canadian wildlife species, is available from the Canadian Wildlife Service in Ottawa (please see resources section for ordering information).
   
   
2. Students will profile the species chosen using the following categories as an organizer:
   a) Species/Description (Name and Appearance)
   b) Range (Distribution)
   c) Habitat/Niche Requirements (Characteristics)
   d) Endangered Potential (Threats to Survival)
   e) Conservation (Protection/Management Measures)
   
   
3. Conduct a class discussion to identify and analyze trends in species at risk and habitat loss. Students should then identify and discuss causes of and solutions to the situation of endangered species in Canada.
   
   
4. Provide students with a copy of a current Canadian Endangered Species List, available from the World Wildlife Fund Canada (See resources for address). Review terms: extinct, extirpated, endangered and threatened. Guide students in identifying trends among species at risk and causes such as pollution and habitat loss.
   
   
5. Identify trends among species at risk and identify causes. Utilize the Canadian Wildlife Service sheets and other materials listed in the resources section to assist in these determinations.
   
   
6. Provide students with a blank base map of Canada. Direct students to identify areas in Canada where species are at risk. Following identification of species and areas of concern, students will develop conservation management strategies to save endangered species.
   

Background Information

The State Of Canada’s Environment (1991). Chapter 6 “Wildlife: Maintaining Biological Diversity” and Chapter 26 “Habitat Change: Spaces For Species” provide background on biodiversity, wildlife trends, pressures on wildlife and habitat, and conservation and recovery strategies.
Canadian Geographic (Dec. 89 /Jan. 90) contains an excellent reference map titled “Environment In Peril,” which outlines endangered species and their locations in Canada.

Timing

• 1-2 periods (50 min) to allow students to research and write species-descriptive profiles
• 1-2 periods to identify and discuss trends emerging in Canadian endangered species
• 1-2 periods to map and research and develop conservation strategies
  

Resources

Andrews, William A., and Sandra McEwan. Investigating Aquatic Ecosystems. Scarborough: Prentice, 1987. Chapter Two of this book provides an example of the background information necessary for the completion of this activity.

Canadian Wildlife Service (Environment Canada). Hinterland Who’s Who Series ( approximately 60 pamphlets available). Available from the Canadian Wildlife Federation in Ottawa at (613) 721-2286, and Toronto at (416) 954-6368.

Environment Canada. The State Of Canada’s Environment (1991). Ottawa: Environment Canada.

World Wildlife Fund Canada. 1994 Canadian Endangered Species List. Toronto: World Wildlife Fund Canada. Available from: World Wildlife Fund Canada, 90 Eglinton Ave. East, Suite 504, Toronto, ON, M4P 2Z7, (416) 489-8800.

Cross-disciplinary Links

The Science and Biology curriculums provide a complementary background in understanding ecology and the importance of habitat and range among species. Business/Law studies can provide background on legal aspects of land management and the business of conservation issues among corporate and non-profit organizations.

Student Material

Photocopy samples of the following (Not Included):

• Canadian Endangered Species List (World Wildlife Fund Canada)
• Peregrine Falcon: Hinterland Who’s Who Series (Canadian Wildlife Service, Environment Canada)