my place your place our place -...
TRANSCRIPT
My Place, your Place, our Place!
The Gobi Bear’s place in Mongolia
Teacher Edition1
The goal of this book is to provide information about the natural history and cultural significance of the Gobi Bear.
This booklet provides teachers with lesson ideas to incorporate “My Place, Your Place, Our Place” into the existing curriculum.
Some lessons rely heavily on teachers guiding students in their learning and others allow for more open-ended exploration. I2
Introduction..............................................................................................I
Section A: My Place• About You...............................................................................................2 - My Place (Observations)...................................................................5
Section B: Learning about ecosystems• Living (Biotic) and Non-Living (Abiotic) Parts of an Ecosystem.....................9 Earth Systems Science, Global Climate Change, Conservation Considerations . . . . . . . . . . . . . . . .12• Individuals, Populations, Communities and Ecosystems............................... 14 Prairie Dog Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17• An Ecosystem.........................................................................................21 Assemble an Ecosystem .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21• Food Chain within an Ecosystem..............................................................22• Your Food Chain ...................................................................................25• Poem: Links in a Food Chain ...................................................................26• Food Web..........................................................................................................28 Yellowstone National Park Wolf Ecosystem Comparison.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Section c: the Gobi Bear • Ecosystem of the Gobi Bear ..................................................................30 Biotic and Abiotic Threats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31• The Gobi Desert ...................................................................................33• Animals of the Gobi Desert ...................................................................34 Explanation of Adapations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 & 36 - Dressed for Success ......................................................................35• Gobi Bear Distribution...........................................................................38• Concept Map of Threats to the Gobi Bear.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40• Gobi Bear Ecology............................................................................................43• Reflections......................................................................................................44 Creating a Velcro Ecosystem .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Community Mural Activity .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Glossary of Terms.......................................................................................49References..............................................................................................54
table of contents
1
About YouName
Age
Class
Village
Number of people in your family
What are your hobbies?
Activity:Havethestudentsfilloutthefollowing to create their own version of “My Place, Your Place, Our Place.” It is meant to be a place to develop their questions and understandings of biological concepts.
Extension:Encourage students to research what types of animals live in other parts of Mongolia.
Why it Matters:• Animals have become
successful due to their ability to adapt to changes or to move.
• The Gobi is home to many rare and globally threatened species; Bactrian camel, Asiatic wild ass, black-tailed gazelle, Argali sheep and snow leopard.
• Species at risk by poachers include: -musk deer: poached for its valuable scent glands -brown bears: killed for their gall bladders -Saiga antelope: hunted illegally for their antlers and antler velvet -snow leopards: killed for their pelts and bones.
2
This is your country!
Mark where you live.
Mark where all of the members of your family live.
Who lives farthest from where you live?
Where are the places you have visited?
What part of Mongolia do you want to visit most?
What interests you in that part of Mongolia?
Great Gobi Strictly Protected Area- A
3
This is our World. It is made up of continents and oceans.
Match the names to their place on the map.
continentsNorth AmericaSouth AmericaAsiaAfricaAntarcticaEuropeAustralia
oceansAtlanticPacificIndianSouthernArctic
This portion of the student book is to explain where one is located in the world and to understand how we all share our resources: air, water and energy.
Have the students write the proper name of the continents and oceans in the boxes on the map.
Extension:• Encourage students to research
animals in different parts of the world.
• As a group, make a large map and place the students’ animals where each lives.
North America
South America
Asia
Africa
Antarctica
Europe
Australia
Atlantic
Pacific Indian
Southern
Arctic
4
Activity:In this part of the lesson, each studentisdirectedtofindapieceof land that they think is special; they then call it their ‘place’, or they can personally name it.
Asafirststep,perhapstheteachercanfindtheirown‘place’near to school, so that you may walk there and show the students your ground. Mark out 1 meter squarewithsticksorflags.The1meter plot is to focus the students’ observation. Do a descriptive drawing of your ‘place’ in relation to the surrounding countryside so that when you show the students your land, you can also show them how you’ve drawn your land in the journal.
MAP: Make a large wall map to show students ‘places,’ the school, village, roads, and etc.
My PLAceFind a piece of land that is one-meter square. Make it special. Mark it with flags. This is your ‘place!’
1 m.
5
Sit quietly, listen and watch all of the things that happen in your ‘place.’ Observe the insects, birds, plants, water, and animals.
Take notes to share with your classmates.
Activity:To begin their inquiry, students mightfindithelpfultofillin: I see.... I hear.... I smell.... I have observed.... I feel.... When I touched it, it felt...
Why it matters:• Observation is key to
understanding the world around us.
• All things are interconnected.• It takes practice to become a
good observer.• It helps to organize your
observation into categories.
Example:Observe and compare mammals versus insects. Also notice how insects interact with the living and non-living (to be introduced following).
Activity: Generate curiosity by having students come up with ‘30 questions.’
6
Discuss your ‘place’ with your classmates. Think about how your ‘place’ is different from your classmates’ places.How is it similar?
Now, go back to your ‘place’ and draw what you see in your ‘place.’
Extension:Cut a variety of different shapes out of colored paper or recycled materials.Have the students assemble the shapes to create a representation of plants, animals or insects that they have observed in their ‘place.’
*Use sticks, leaves, fabric, string and grass to represent ecosystem parts.
7
8
Our world is made up of living and non-living parts. Living organisms eat, grow, produce waste and reproduce. Anything that was or is living is considered biotic. Non-living, or abiotic examples include sunlight (energy), rocks (soil), air and water. Biotic and abiotic elements interact with each other creating a functional ecosystem. Objects that humans create from combining living or non-living things are considered man-made. For example: clothes, houses, or blankets.
Notice all of the living and non-living parts of the ecosystem in the picture to the left. What other things, living or non-living, might be in your ‘place’? How do you think they interact?
Connections:Provide a description of the Gobi desert as an example of another environment where there are a unique variety of living and non-living organisms.
Highlight the harsh environment of the Gobi desert and how this determines many of the plants and animals that live there. Refer to the glossary for images of a few of the plants and animals found in the Gobi desert.
Note:Organic and inorganic are interchangable with biotic and abiotic. Examples include: • Soil or rock erosion is inorganic. • The process of plant and animal
growth is organic.
Living and non-Living Parts of an ecosystem
9
Non-Living (Abiotic)
Living (Biotic)
10
List the non-living and living things you see in your ‘place.’
Non-Living (Abiotic):1.) Sand
5.)
4.) Water3.) Air2.) Sunlight
Living (Biotic):1.)
4.)3.)2.)
6.)
FlowersTrees
Additional Abiotic Examples:
• Fire (Energy)• Rocks• Minerals (Gold & Salt)• Oil• Wind
Additional Biotic Examples:
• Scorpions• Wolves• Bears• Snakes
Note: Ecology is the sum of the biotic and abiotic interactions including animals, plants and bacteria with water, minerals, sun and sand.
GrassInsects
11
Extensions for Earth System Science: Ecosystems are also affected by climate change, geological and geothermal transformations (volcanoes, earthquakes), glacial movements, water availability and human activities.
On Global Climate Change: (From NASA scientist Jim Hansen)
1. Mountain glaciers are receding worldwide and will disappear within 50 years if CO2 emissions continue to increase. This threatens the fresh water supply for billions of people, as rivers originating in the Himalayas, Andes and Rocky Mountains will begin to run dry in the summer and fall.
2. Coral reefs, home to a quarter of biological species in the ocean, could be destroyed by rising temperature and other human caused changes in the oceans’ makeup.
3. Dry subtropics are expanding poleward affecting the southern United States, the Mediterraneanregion,andAustraliawithincreasingdroughtandfires.
4. Arctic sea ice will disappear entirely in the summer if CO2 continues to increase with devastating effects on wildlife and indigenous people.
5.Heavyrains,storms,floods,droughtsandfiresareincreasingglobally.
12
Considerations:Essential resources for wildlife and livestock are often limited. These resources can include grass and water. -who gets these scarce resources (the domestic camel or the wild camel)?-wildlife species requirements -habitat improvement and/or deterioration -multi-species grazing -human interactions-how does mining impact culture? -nutrient cycling -refer to page 29 for cascading ecosystems
13
An example of a population: these organisms are the same species and live together.
An example of an individual: one organism.
An example of a community: more than one species of organisms all living together in the same area.
The glossary has the best description of these words. Use pictures and allow the students to practice using these words in different ways.
Why it matters:• Manyorganismsbenefitfrom
living in groups. • For example:
-By forming a V, geese can reduce the amount of energy needed to migrate. They take turns at being the lead bird. -Aflockofsandgrousestaytogether to confuse an eagle or falcon. -Groups of zebras and gazelles graze together in open grasslands near wildebeast for additional security from predators.
Parts of an ecosystem
14
An example of an ecosystem: many populations of species and non-living things interacting and existing in one place. These can range from large to small places, such as the Steppe, valleys or oases. Organisms in an ecosystem all share resources, such as water, air and food.
15
Ecosystem Worksheet
A Ecosystem C Community
B Habitat D Population
Choose the most appropriate vocabulary term from the list above
1 ________ All the living and non living things in an area
2 ________ All the ants in an anthill
3 ________ An area that provides food and shelter
4 ________ Fish, frogs, turtles, lily pads and dragonflies are all members of the same what?
5 ________ All the blackbirds in your neighborhood
6 ________ A forest
7 ________ The damp soil within a forest in which a mushroom grows
8 ________ Different populations that live together in a particular area
9 ________ A prairie dog, a hawk, and a badger all members of the same what?
10 ________ The rainbow trout in a stream
Organism Population
Community
Ecosystem
16
choose the most appropriate vocabulary term from the list.
1. ____ All the biotic and abiotic features in an area.
2. ____ All the ants in an anthill.
3. ____ The grasslands and animals around a yurt.
4. ____ All the fish, frogs, turtles, lily pads and dragonflies.
5. ____ All of the goats in a herd.
6. ____ A forest.
7. ____ The damp soil next to a stream where grasses grow.
8. ____ Different populations that live together in one area.
9. ____ A hedgehog, a hawk and a fox.
10. ____ A fly flying.
a. Organism c. Community
b. Population d. Ecosystem
d
d
c
c
a
17
d
b
d
c
b
A population of wildebeasts makes their way across the grasslands of western Africa.
18
In the ocean, many populations make up the community of a coral reef.
19
A community of Caribou, Murrelets, Mosquitos and Walrus sharing resources.
20
Procedure:1. Make four columns on the chalkboard with the headings: Individual, Population,
Community, Ecosystem.2. Re-introduce these terms to the class and have the students give examples of each.3. Explain to the class how individuals make up populations, how populations make up
communities, how communities make up ecosystems. 4. Pass out supplies and have children draw or use magazine cut-outs to illustrate the
relationshipsstartingwithanindividualandfinishingwithanecosystem.Itmightbeeasiest to draw arrows from one to the next. Photograph:TheCaribouaretakingrefugefromthemosquitosontheicefield.TheMurrelets are feeding on marine organisms. The Walrus uses the beach to warm himself and feeds on the deep water clams.
Activity: Assemble an Ecosystem
Skills Used: Observing, Classifying, Communicating
Key Vocabulary: Individual, Population, Community, Ecosystem
Lesson Time: 60 minutes
Conceptual Objective:Students will be able to distinguish between the characteristics that make-up an individual, a population, a community and an ecosystem.
Process Objective:Students will make a poster showing the relationship between an individual of a species, a population of that species, a community that includes that population, and the ecosystem that includes the non-living parts of the environment.
Materials:• Magazines• Poster boards (3ft. x 2ft.)• Markers
• Scissors• Glue• Chalkboard
An Ecosystem
21
All organisms (including you!) require food for survival. Whether a worm or a bear, food is a necessity! Many different types of animals share habitats and live in communities together. In a community, an organism will be a source of food for others. In a food chain, organisms are producers, consumers, or decomposers. Plants are producers that make their own food using sunlight, soil and other elements. Animals are consumers because they eat other animals and plants. Fungi are decomposers using dead organisms and non-living compounds as food. Both producers and consumers die providing food for the decomposers who recycle the material back into the ecosystem.
Herbivores are consumers that only eat plants, carnivores only eat other animals and omnivores feed on both plants and animals. Scavengers are carnivores that eat dead animals. Detritivores are organisms that eat dead and decomposing organic matter.
Food chain within an ecosystem
22
consumers
North American Brown Bear
23
An example of a food chain. Notice how individuals are connected to each other. Think about where other biotic and abiotic features would fit into the food chain.
W a t e r
S u n
Vegetation
Soil
Decomposers
24
Using your understanding of the food chain, write about where your family’s food comes from. Where do you get all the ingredients for your meal? What are the abiotic factors needed to grow the food for your meal? How does the food get to you?
Activity:Ask your students to think about where their food originates and how it eventually comes to them.
Remind students that interactions within a food chain can be simple, such as a plant needing sun, soil and water to live or more complex such as an insect eating the leaf of a plant, a spider eating the insect, a sparrow eating the spider, a hawk eating the sparrow, the hawk dies and is eaten by a vulture, the vulture dies and is eaten by bacteria.
25
There once was a flower that grew on the plain.Where the sun helped it grow, and so did the rain--Links in a food chain. There once was a bug who nibbled on flowers,Nibbled on flowers for hours and hours!The bug ate the flower that grew on the plain,Where the sun helped it grow, and so did the rain--Links in a food chain. There once was a bird who gobbled up bugs,And creepies and crawlies, and slimies and slugs.The bird ate the bug, who nibbled on flowers,Nibbled on flowers for hours and hours!The bug ate the flower that grew on the plain, Where the sun helped it grow, and so did the rain--Links in a food chain. There once was a snake who often grabbed birds,And swallowed them whole, or so I have heard.The snake ate the bird, who gobbled up bugs,And creepies and crawlies, and slimies and slugs.The bird ate the bug, who nibbled on flowers,
Links in a Food ChainAnonymous Author
26
Nibbled on flowers for hours and hours!The bug ate the flower that grew on the plain,Where the sun helped it grow, and so did the rain--Links in a food chain.
There once was a fox, and I’ll make a bet:He’d eat anything he could possibly get.The fox ate the snake, who often grabbed birds,and swallowed the whole, or so I have heard.The snake ate the bird, who gobbled up bugs, And creepies and crawlies, and slimies and slugs.The bird ate the bug, who nibbled on flowers, Nibbled on flowers for hours and hours!The bug ate the flower that grew on the plain,Where the sun helped it grow, and so did the rain--Links in a food chain.
The fox, he grew older and died one spring day,But he made the soil rich, when he rotted away.A new flower grew where he died on the plain.And the sun helped it grow, and so did the rain--LINKS IN A FOOD CHAIN.
27
The Gobi bear is part of many food chains called a food web. Can you create more connections in this web?
Discussion:Ask your students to discuss what would happen when one or more elements were completely removed from or added to the food web. This could get complex, so it might be nice to give the students examples when they start out.
Resource:Use the Przewalski Horse as an example of the successful reintroduction into the Mongolian landscape.
Reference: “Mammals of Mongolia” by N. Batsaikhan et al.28
Grasses and shrubsUpland
Willows
Riparian Area Plants
ELK
In the winter, the elk browse in the willows and riparian areas.
In the summer, elk graze in the grasses and shrubs.
ELK
WOLVES
Beavers
UplandÊWillowsÊ(insteadÊofÊriskyÊriparian)
AnÊÊÊÊÊÊinÊriparianÊnumberÊandÊsizeÊofÊplants.
GrassesÊandÊshrubs
HomeÊandÊshelterÊforÊmigratoryÊbirdsÊ
HealthyÊstreamsÊandÊbanks
HealthyÊfishÊhabitat
preyÊon
resultingÊin
summerÊgrazingÊon
provideÊhomeÊto
provide
provideÊsourceÊof creates
winterÊbrowsingÊin
Pre wolf re-introduction in Yellowstone National Park: (1926-1995)
Post wolf re-introduction in Yellowstone National Park: (1995-present)
ThisisaflowchartofwhathappenedtothefoodwebinYellowstoneNationalParkwhenwolves were removed from the landscape by trappers. The food web became simpler. Without wolves, elk populations increased and over grazed their habitat which in turn removed necessary resources for other animals. When the wolves were returned, the ecosystem became more complex and balanced.
29
The Gobi Bear is listed as Very Rare in the Red Book of Mongolia. Gobi bears are found only in the Gobi Desert. The population has been observed to fluctuate and the most recent estimate is 22-31 individuals remaining.
The shy brown bear’s habitat is shared by other wildlife (wild ass, agali, ibex, wolves, fox, and gazelle) in hilly and rocky desert areas often near water sources called oases. The Gobi bear is an omnivore feeding on leaves, roots and berries of plants, and insects and small mammals.
Village elders say that before the 1970’s the bears ranged from Edrengiyn Nuruu Mountains to the north and the Tost Range to the east; an area three times greater than its present range.
The Gobi bear lives in the harsh environment of the Gobi Desert.
ecosystem of the Gobi Bear
30
Biotic Threats:Ecological: • Very little is known about the Gobi bear (one of the biggest threats)• Poor nutrition due to drought • Present density of bears in the Gobi Strictly Protected Area A (of the 10 bears
collared they occupy 10,400 sq. km.)
Biological: • Competition for water resources by other wildlife• Loss of genetic diversity • Parasites, such as ticks
Abiotic Threats:Climatic: • Harsh conditions of the desert environment• Average temperature is 38 degrees Celsius in the summer and -27 degrees
Celsius in the winter• Wind speeds average 16-18 meters/second when the bears are emerging
from hybernation• Annual precipitation has declined over the last 50 yearsSocial: • Increases in human populations • Livestock grazing near areas important to bears (inability for bears to raise
cubs)• Mining industry competing for water sources• Continued support for protected areas
The range of the Gobi bear has decreased over the years. It is believed that human presence is one of the reasons for the reduction in the land area used by Gobi Bears since 1970, but there is no way to prove that yet. Presently, it’s just a hypothesis that needs more research and managment action to test. As the range of the bears is getting smaller, fewer bears can survive off of what the land can produce. This is called the carrying capacity. Each ecosystem has a different carrying capacity for the number of individuals, populations and communities. As vegetation, water, or other resources decline, the carrying capacity of the bear’s habitat can be expected to decrease and the bear may become extinct unless humans take action.
31
32
Discussion:Drawing on the experience of the class, discuss what makes theGobiDesertadifficultplaceto live. Do the Gobi bears have to accomodate to these same difficulties?Arethereadditionalchallenges for the Gobi bear?
Resources:http://www.beringiasouth.com
The Gobi Desert lies along the southeastern boarder of Mongolia extending 1600 kilometers east to west and 800 kilometers north to south. The Gobi desert is the fifth largest desert in the world and is comprised of rock, with very little soil and water for plants to grow. The weather is also very harsh. Unlike other deserts around the world, it is not uncommon for snow and frost to be seen in the Gobi. The temperatures range from -40 degrees C to +40 degrees C throughout the year. Even within one day, the temperature can change as much as 32 degrees C.
Despite the harsh environment of the desert, the Gobi is home to 410 species of plants, 49 different mammals, 150 different species of birds and 15 different reptiles and amphibians. All of these living organisms depend on each other to survive. In recent years, the Gobi desert has seen a decrease in rain. This makes it more difficult for the plants to grow and the animals to find drinking water.
When an environment is extremely harsh, the smallest change can ripple through the ecosystem and affect all of the communities, populations and individuals.
the Gobi Desert
33
Animals That Survive The Extreme Conditions Of The Gobi Desert
Camel
Sand Boa
Scorpion
Lizard
Insects
Red Fox
Eagle
Wolf
Snow Leopard
Khulan (Wild Ass)
Wild Bactrian Camel
Gobi Bear
The Gobi Desert is home to many endangered species. endangered plants and animals are at risk of dying off completely or becoming extinct.
These animals have special traits which make it possible for them to survive in the Gobi Desert. These traits are called adaptations. What adaptation might these animals have that help them live in their desert habitat?
Adaptations for the desert:Camels: •Threerowsoflongeyelashestoprotect their eyes from blowing wind and the sun.•Fatstoredinitshumpstohelpsurvive long periods without food.•Longlegskeepitsbodyfurtheraway from the hot ground.•Largeflathooveshelptowalkonsoft desert sand.
Sand Boa:•Eyespositionedontopoftheirhead allows them to see out of the sand without having their heads exposed.
Scorpion:•Hasastingertokillitspreyandprotect itself by injecting a toxin.•Clawstocatchandholditsprey.•Strongstickylegshelpthescorpion to climb trees and hold on when windy.•6-12eyeshelpitseeinthedark.•Finesensoryhairscanfeelsmallvibrations in the air.•Tipsoflegscansensevibrationsin the ground.
Lizard:•Smalleyes,narrowhead,countersunk lower jaws, smooth scales help the lizard to travel and breathe in loose sand.•Thinskindissipatesheat.
Jackrabbits:•Largeearswithmanybloodvessels release excess heat and help keep the rabbit cool.
See next page for more adaptations
34
This African Little Bee Eater has adapted to blend into the vegetation to hide from predators as well as having beautiful colors to attract a mate.
Dressed for Success
Using the costumes provided by your teacher and classmates dress like an animal of your choice. Think about what special adaptations you can dress for to help your animal survive in its environment. For example: a wolf has a thick fur coat to stay warm in the winter and an eagle has sharp talons to catch its prey.
35
Here are some pictures of the Gobi bear. Answer the questions about each picture.
Why does this animal have fur all over its body?
Why are the claws longer than your fingernails?
Eagles:•Eyeshave3eyelids;the3rdeyelid (nictitating membrane) cleans, moistens and protects the eyes.•Eyesightis8to10timesbetter than human eyesight for detecting prey.•Strongbeaksandtalonsarecurved to catch and hold their prey.
Bears:•Wintertorpor(hibernation)slows down metabolism and body temperature to conserve energy during the winter when food is scarce.
Birds:•Hollowbonesmakethebodylighterforflight.•Feathersarecurvedandtapered for gliding and lift. •Whileflying,somebirdscan shut down one half of their brain to save energy while the other half of their brain is alert (dolphins, seals, lizards, manatees are other examples).
Plant adaptations in the desert:•Manydesertplantsgrowcompactly and close to the ground and have small leaves that can be covered in wax or hair to reduce evaporation.•Desertplantsmayalsohavespines and prickles to deter animals from eating them.
36
Why is the animals nose bigger than yours?
Why does the bear have large k-9 teeth?
37
Great Gobi Strictly Protected Area A and the Distribution of the Gobi Bear
M O N G O L I A
1940-1960
1960-1970
Present
Gobi Bear DistributionHistoric range
GGSPA-A
Above: The Gobi bears’ current home range has decreased greatly from their historic range. The current Gobi bear range encompasses three mountainous regions occupying 25% of the protected area. The remaining terrain is primarily arid desert flats covered with sparse vegetation.
next Page (39): The Gobi Bear Project biologists have successfully captured and placed GPS (Global Positioning System) collars on Gobi bears since 2005. The colored dots represent bear locations downloaded from GPS collars. The colored outlines show each of the Gobi bears home range. GPS tracking helps biologists to understand the bears’ use of the landscape.
38
Satellite Photograph of the GGSPA-A
Noname 9 Noname 9 Home Range
MonduhaiMonduhai Home Range
MotherMother Home Range
Noname 8Noname 8 Home Range
AlaskaAlaska Home Range
TsagenTsagen Home Range
YokozunaYokozuna Home Range
Great Gobi Strictly Protected Area
Collared Gobi Bears
39
Concept Map of Biotic and Abiotic Threats to the Gobi Bear
Note: Animal husbandry or raising livestock in balance with the land, has been the foundation of the Mongolian economy for centuries. Approximately 30% of the Mongolian population still lives as semi-nomadic herders on the county’s vast and sparsely populated mountains, steppes and deserts. As long as these areas are taken care of and not spoiled, they will provide the resources to guarantee a stable, rural lifestyle.
Human Disturbance
Habitat Declines
Arid Conditions (Draught)
Fragmented Landscape
Oases water supply
Ground Water Levels
Reduced Availability
Separates the population
Competition for food and water
from other wildlife
Bear Collapse
Change in bear behavior and
dependency on food supplies
Isolated populationDensity
Bottleneck reducing genetic
diversity
number of individuals in a
population
Supplemental Feeding
cover for natural nesting
and denning sites
Nutritive value
40
Some Suggested Conservation Measures and Possible Problems: Some conservation measures may help save Gobi bears from extinction. At the same time, some well-meaning conservation actions could cause other problems and not help Gobi bears.
Biological:• Scientists propose to bring bears into captivity to increase cub survival. Cubs will
be released back into their habitat in the future. Presently, there are no bears in captivity. Problems: 1) In other places in the world, bears in captivity have fewer cubs than if they were born in the wild, and those cubs that are born are more likely to die. 2) Bear cubs need to stay with their mothers for 2 or 3 years, so that they can learnhowandwheretofindfoodintheirnaturalwildenvironmentduringdifferentseasons of the year. If they grow up in a cage they cannont learn these things. 3) If bears get used to being fed by humans, it is much less likely that they will be shy around people and livestock herds if released into the wild.
• With just 22-31 remaining, translocating Gobi bears into former ranges is not an option. Augmenting the Gobi bear population with bears from other regions closeby is an option but dilutes the genetic integrity.
• After determining bear plant foods, develop experimental programs to collect seeds and grow more of these plants throughout the area.
• Providing supplemental feed at some locations in the Great Gobi Strictly Protected Area has probably helped the bears survive. This has been especially true during periods of drought when food plants fail to grow. Improving the quality of the supplemental feed to make it more nutritious may also help the bears.
Social: • Provide incentives and perhaps compensation for herders who manage their grazing
land in ways to encourage bears to use the land. This might require restricting use on fragile land.
• Return to the nomadic practice of rest-rotation grazing that allowed the land to recover between periods of livestock use. This can result in increased weight and physical well-being of herds.
41
The Gobi desert during a dust storm. 42
Gobi Bear ecologyLet’s think about what we have learned. Individuals, populations and communities all play a role in the health of the ecosystem. Change anywhere in the food chain will affect all of the individuals in the ecosystem.
The Gobi Desert region has seen a lot of change over the past few years. These changes have affected the survival of many living organisms in the region.
One of the animals struggling is the Gobi bear. Decreasing precipitation has made it harder for the Gobi bear to find food. This is an example of how one change affects many populations in the ecosystem.
43
Using your knowledge of ecosystems, what could be done to help the Gobi bear survive and what might happen to the rest of the ecosystem if the bear were to disappear?
As a class discuss what would happen to your ecosystem and culture if the Gobi bear were to disappear. What would change?
Record your thoughts, questions and theories.
Reflections
44
45
Velcro ecosystemTogether with your classmates create a pin board or velcro wall of interacting organisms. For example: goats, grasses, water, birds, insects, wolves, bears, lizards, worms, rabbits and snakes, camel, horses and the sun. Take turns removing or adding different parts to the ecosystem. What happens to the rest of the abiotic features and biotic organisms when pieces are removed or added? Use the following page to record your thoughts and questions.
The Gobi bears live inside the Great Gobi Strictly Protected Area (GGSPA). As a class, discuss what would change for the Gobi bear if new roads were built into this protected area.
Think about the important resources that this bear needs to survive.
46
Field Notes
Activity: Community Mural
As a class, design and create a mural of the ecosystem of the Gobi Bear. Encourage students to incorporate both abiotic and biotic parts of the ecosystem as well as the threats to the habitat discussed previously. This mural will tell a story of the ecosystem and illustrate how fragile it is. Students can also include imagery of potential conservation measures. If possible, include the community at large in this activity.
47
48
Glossary of terms
Adaptations: The progression over time of physical attributes and behaviors that aids the organism in its environment.
Atmosphere or Air: The gaseous envelope that surrounds earth.
Biology: The study of living things.
Classification: The process of giving names to groups of living things that share common traits. Called a taxonomic group. These traits can be how they look, what they eat and where they live.
community: More than one species living together in an area.
conservation: The process of protecting Earth from damage or death.
consumers: Organisms that eat producers to grow.
cultural Artifacts: Any object created by humans.For example: cooking pots, clothing or woodcarvings.
49
cycle: A repeating event over a given amount of time, such as snow falling during the winter season. (The oxygen cycle is the conversion of oxygen to carbon dioxide in animal respiration and then regenerated by green plants in photosynthesis).
Data: The information that you collect while conducting research.
Decomposers: Organisms that break down dead plants and animals, such as fungi and bacteria.
ecosystem: A system formed by the interaction of a community of organisms (biotic) with their physical environment (abiotic). These can range from huge places, such as the steppe, or small places such as a farm or a water spring. The key to an ecosystem is that the organisms that live there share resources, such as water, air and food.
endangered: When there are so few individuals of a species that they are at risk of dying off completely.
energy: The ability to do work or produce change. For animals, food provides energy for growth. For plants, sunlight provides energy for growth.
environment: The area that surrounds you; natural features, manmade features and the surrounding conditions.
erosion: The process of rocks and soil being broken down into smaller pieces by the action of wind and water.
extinct: When all of the species of a certain plant or animal die off completely. They can never return, as there are no individuals left to reproduce.
Food chain: The process of one species characteristically feeding on another within a community of plants and animals.
Food Web: A diagram or description of the complex nature of all possible food chains within a community.
50
GiS (Geographic information System): A computer mapping program that helps to visualize geographic information and let’s people map the specific features of interest. For example, we could map the home range of a Gobi bear in relation to springs, villages and roads together on one map.
Glaciers: A large body of ice that moves very slowly downhill.
Habitat: The place or environment where a plant, animal or organism grows and lives.
Home Range: The area that an animal might use while looking for food, water and shelter.
individual: One organism; one person, one animal or one plant.
Living (Biotic): Referring to living organisms; having life. Organisms need food, water and air to be alive.
Mongolian Red Book: This book is made by Mongolian experts and lists the species in Mongolia that are endangered, rare, or at risk of becoming extinct.
non-Living (Abiotic): Not living, such as sunlight, rocks, soil, water and air.
organism: Any living individual; a single independent plant, animal, fungus or microorganism.
Population: A group of individuals of the same species who live in the same area.
Precipitation: The process of rain, snow or moisture falling from the sky.
Producers: Organisms that make food from sunlight, such as plants.
Radio collar: A collar with a radio transmitter placed around an animal’s neck. A radio receiver allows scientists to follow, record and map the animal’s movements.
51
Reproduce: When animals and plants create offspring or a copy of themselves.
Research: The process of examining and gathering information to better understand the world around us. An example would be to find an answer to the question: what is the population of Gobi bears in Mongolia?
Resources: The things that one might need to live, such as water, food, minerals and air.
Science: The system of acquiring knowledge by using observation and experimentation to describe and explain natural facts or events.
Soil: Formed when rocks break down into sand and dust. One of its components are minerals which are a necessary part of an organisms diet. Soil may become mixed with biotic debris from decomposition forming a fertile place for plants to grow.
Species: A group of organisms that have the same body, appearance and genetic makeup. These organisms can reproduce together.
threatened: A species that is vulnerable to becoming endangered.
Water: A very important component (molecule) of our planet. All biotic organisms need water to grow and survive. Depending on the temperature, water may be a gas, liquid or a solid.
Water Spring (U.S.): A natural area where freshwater comes up from the ground. It then becomes available for animals and plants to use.
52
Field Notes
53
Gobi Bear Food Plants
Wild Rhubarb
Wild Onion
Ephedra
Gobi bear’s foraging for food
Rhubarb Root
54
Animal Identification
Bactrian Camel
Kulan, Asiatic wild ass
Mongolian Gerbil
Long-eared Hedgehog
Red Fox
Eagle Owl
Bearded Vulture Gobi Racerunner
55
Map of the World
56
Tundra
Taiga
Alpine
Deciduous Forest
Temperate Rainforest
Grassland
Desert-scrub
Desert
Chaparral
Rainforest
Savanna Montaine
Biomes of the World
57
History of The Gobi Bear Project
This book was created by Craighead Beringia South and the Gobi Bear Project. The Gobi Bear Project started in 2005 by a team of bear specialists. The goal of the project is to save the Gobi bear from extinction. Today there are only 22-31 Gobi bears left in the world. There have been many changes to the bears’ environment over the years. Decreased precipitation has caused desert springs to dry up. This makes it more difficult for the bears to find water. Less water also means fewer plants for the bears to eat. Human activity has reduced the bears usable habitat. Since the study started in 2005, the team has learned the bear’s estimated population size, its current range and identified plants that are the source of food for the bears.
The Gobi Bear Project will continue to monitor the Gobi bear population and try to find ways to help this unique bear to survive into the future.
58
Field Notes
59
Field Notes
60
Field Notes
61
Reynolds AlAskA Wildlife institute
inteRnAtionAl AssociAtion foR BeAR ReseARch And MAnAgeMent
BiRchdAle ecologicAl
PRoduced By:
2013the tRiButARy fund
62