The Importance of Biological Relationships:

Assessing issues with London’s Biodiversity using the Chimney SwiftPrepared by:Danielle Ward519-661-2500 ext. 2844dward@london.cawww.london.ca/teacher

Before you Begin:

The City of London has various resources available to you throughout this lesson including informational videos and webpages. If you have any questions about the material before or after the lesson please do not hesitate to contact us. If you have an idea for another lesson, or have connected this lesson to curriculum we have not, please let us know. We are always looking for feedback, ideas for improvement and new lessons.

Please modify the lesson plan, powerpoint, and resources to fit your students needs.

Resources:

The resources required for this lesson are those provided in the resource section they include population maps, and data sheets. There is also an extension activity provided to tie to the Grade 6 and 7 Writing Curriculum (persuasive writing/media literacy). This activity is optional and is provided to increase the students understanding of biodiversity and how exactly it impacts our lives in London, Ontario.

Field Trip Resources:

There are various field trips that are available to complement or enhance the lesson.Jaffa Environmental Education Centre: Grade 6:

1. Diversity of Wetlands: Students explore the diversity of a wetland habitat by dip netting and classifying collected organisms. Human impact on the biodiversity of the habitat is discussed.

2. Carolinian Forest Festival- Full day programming: The Carolinian Forest Festival is a three day even that teaches grade 6 and 7 students the importance of the Carolinian Life Zone, forest ecosystems, and species at risk, stewardship, conservation, and climate change through hands-on, interactive activities.

3. Survival of the Fittest: A high activity program where students learn about survival, adaptions, food chains, and food webs by becoming herbivores, omnivores, and carnivores. Human factors are introduced.

Grade 7: 1. Citizen Scientist: Students take part in a variety of different Citizen Science

projects that take them to the Jaffa Forest, the Carolinian exhibit, and the Yarmouth wetlands. Students learn about project Feeder Watch, Nest Watch, Frog Watch, Monarch and Marsh Monitoring.

2. Interactions in the Forest: Students investigate the roles and interactions of producers, consumers and decomposers, within a forest ecosystem. Students study the relationships between living organisms and the abiotic factors affecting them.

Vansittart Woods Environmental Education Centre

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Grade 6: 1. Survival Instincts: Student role play a forest food chain of carnivores, omnivores,

and herbivores and discover the complex interactions between organisms within an ecosystem.

2. Diversity within a Wetland: Investigate and observe a wetland by sampling, collecting, identifying, classifying, and recording all living specimens.

Grade 7: 1. L.O.S.T.: Losing our species today is the focus of this endangered species

program. The activity allows students to research and be actively involved in an activity that increases their understanding of how sensitive the species are.

London Environmental Education CentreGrade 6:

1. Biodiversity: participate in a hike and a variety of activities to learn about biodiversity and the importance of classification. Use a key to identify mammal skulls by observing their distinguishing characteristics

Grade 7:1. Birds and their Environment/Project Nest Watch: Using binoculars, mounted

specimens, and the citizen science program-Project Nest Watch, students will explore the lives of local birds. We will look at the bird design being key to their preferred habitat and monitor the success of nesting birds in nesting boxes on site. During our bird hike, we will discuss both positive and negative impacts of human activity on nesting birds and local habitats

Upper Thames River Conservation AuthorityFanshawe Outdoor Education CentreGrade 6:

1. Biodiversity 911: Cooperative group dynamic activities will help foster awareness of how human impacts and pressures endanger our local environment. Themes are habitat loss and degradation, population growth, pollution, invasive species, and over consumption.

2. Biodiversity Spice of Life: Explore aquatic and terrestrial communities to identify and classify a variety of plants and animals. Discover how ecosystem health depends on biodiversity at the genetic, species, and community levels.

Grade 7: 1. Wildlife Communities: Students discover basic ecological concepts by exploring

three communities in this experiential program. Species data is collected using tools necessary for field work.

2. Survival Game: Urban sprawl has claimed the natural habitat of all kinds of wildlife. In this game, students experience the challenges of survival when they take on the role of animals now common in our towns and cities. Survival will depend on meeting their individual needs while avoiding predators….and the “destroyer” Running shoes are required, eye protection is provided.

Wildwood Outdoor Education CentreGrade 6:

1. Animal Survival Game: Role play and animal. Make sure to find a mate, locate food and water, and hide from enemies. Avoid the elements and disease that

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naturally occur in nature. Interact with the human who may be beneficial or detriment to survival.

2. Biodiversity Blast: Participate in team building activities to learn how to prevent loss of diversity. Be part of a wetland habitat that’s getting smaller. Watch out for alien invasions! Learn how an increasing population is decreasing biodiversity. Work together to keep biodiversity in balance.

Grade 7: 1. Interactions: Interactions are the focus of student investigations within various

ecosystems. Explore the stream, issues in the forest, and who eats what!

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Curriculum Connections

Grade 6: Science and TechnologyUnderstanding Life Systems: Biodiversity

Overall Expectations: 1. Assess human impacts on biodiversity, and identify ways of preserving biodiversity

1.1 Analyze a local issue related to biodiversity 1.2 Assess the benefits that human societies derive from biodiversity

2. Investigate the characteristics of living things, and classify diverse organisms according to particular characteristics .2.4 Use appropriate science and technology vocabulary 2.5 Use a variety of forms to communicate with different audiences and for a variety of purposes.

3. Demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans.3.1 Identify ad describe the distinguishing characteristics of different groups3.2 Demonstrate an understanding of biodiversity as the variety of life on earth,

including variety within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them.

3.3 Describe ways in which biodiversity within and among communities is important for maintaining the resilience of these communities

3.4 Describe interrelationships within species

Understanding Structures and Mechanisms: Flight

Overall Expectations: 2. Investigate ways in which flying devices make use of properties of air

2.3 Investigate characteristics and adaptations that enable living things to fly3. Explain ways in which properties of air can be applied to the principles of flight and

flying devices. 3.5 Describe ways in which flying devices or living things use unbalanced forces to

control their flight

Grade 6: Language Arts Oral Communication

Overall Expectations: 1. Listen in order to understand and respond appropriately in a variety of situations for a

variety of purposes 1.1 identify a range of purposes for listening in a variety of situations, formal and

informal, and set goals related to specific listening tasks

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1.2 Demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups.

1.3 Identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex oral tests.

2. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes 2.1 Identify a variety of purposes for speaking and explain how the purpose and

intended audience influence the choice of form. 2.2 Demonstrate an increasingly sophisticated understanding of appropriate speaking

behaviour in a variety of situations, including paired sharing, dialogue, and small and large group discussions.

2.3 Communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information

2.4 Use appropriate words and phrases from the full range of their vocabulary including inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intended audience.

2.6 Identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning.

2.7 Use a variety of appropriate visual aids to support or enhance oral presentations3. Reflect on and identify their strengths as listeners and speakers, areas for improvement,

and the strategies they found most helpful in oral communication situations. 3.1 Identify, in conversation with the teacher and peers, what strategies they found

most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills.

3.2 Identify, in conversation with the teacher and peers, how their skills as viewers, represents, readers, and writers help them improve their oral communication skills.

Grade 6: Math Data Management and Probability

Overall Expectations: 1. Collect and organize discrete or continuous primary data and secondary data and

display the data using charts and graphs, including continuous line graphs 2. Read, describe, and interpret data, and explain relationships between sets of data 3. Determine the theoretical probability of an outcome in a probability experiment , and

use it to predict the frequency of the outcome.

Grade 7: Science and Technology Understanding Life Systems: Interactions in the Environment

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Overall Expectations: 1. Assess the impacts of human activities and technologies on the environment, and

evaluate ways of controlling these impacts 1.2 Analyze the costs and benefits of selected strategies for protecting the environment

2. Investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem 2.3 Use scientific inquiry/research skills to investigate occurrences that affect the balance within a local ecosystem2.4 Use appropriate science and technology vocabulary, including sustainability, biotic, ecosystem, community, population, and producer in oral and written communication 2.5 Use a variety of forms to communicate with different audiences and for a variety of purposes.

3. Demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment. 3.1 Demonstrate an understanding of an ecosystem as a system of interactions between

living organisms and their environment. 3.2 Identify biotic and abiotic elements in an ecosystem and describe the interactions

between them. 3.3 Describe the roles and interactions of producers, consumers, and decomposers

within an ecosystem.3.6 Distinguish between primary succession and secondary succession within an

ecosystem. 3.7 Explain why an ecosystem is limited in the number of living things that it can support 3.8 Describe ways in which human activities and technologies alter balances and

interactions in the environment

Grade 7: Language Arts Oral Communication

Overall Expectations: 1. Listen in order to understand and respond appropriately in a variety of situations for a

variety of purposes1.6 Extend understanding or oral text including increasingly complex texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights, to other texts, including print and visual texts; and to the world around them. 1.7 Analyze oral texts in order to evaluate how effectively they communicate ideas, opinions, themes, or experiences and suggest possible improvements.

2. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.2.1 Identify a range f purposes for speaking and explain how the purpose and intended audience might influence the choice of speaking strategies. 2.2 Demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience

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2.3 Communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning accurately and engage the interest of their intended audience. 2.5 Identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning. 2.6 Identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences to help convey their meaning. 2.7 Use a variety of appropriate visual aids to support and enhance oral presentations

3. Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. 3.1 Identify what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills. 3.2 Identify how their skills as viewers, represents, readers, and writers help them improve their oral communication skills.

Grade 7: Math Data Management and Probability

Overall Expectations: 1. Collect and organize categorical, discrete, or continuous primary data and secondary

data using charts and graphs, including relative frequency tables and circle graphs. 2. Make and evaluate convincing arguments based on the analysis of data 3. Compare experimental probabilities with the theoretical probability of an outcome

involving two independent events

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Resources

Resource 1: Chimney Swift Map

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Resource 2: Information Sheet about Types of Ecosystem Relationships

Relationships within Ecosystems1. Biotic Relationships

Biotic Relationships: all relationships among organismsCompetition Competition: the use or defense of a resource by one individual that

reduces the availability of that resource to other individuals Intraspecific competition: occurs between organisms of the same

species. o Intraspecific competition is very keen because members of

the same species require the same food, space, and mates.o In a population the individuals best adapted to survive will

pass their genetic material onto offspring compared to less fit competitors.

Due to this fact, intraspecific competition is one of the driving forces of evolution.

Interspecific competition: occurs between organisms of different species

o Interspecific competition is often less intense than intraspecific competition because individuals of different species do not compete for exactly the same kinds of food, space, or mates.

o Competitive Exclusion Principle: exclusion that occurs when two or more species compete for the very same resource, and all but one eventually fails as a competitor

Two competitors cannot coexist on the same limiting resource.

Predation Predation: biotic relationship in which one organism feeds upon

anothero In any ecosystem, the relative numbers of predators and prey

vary from year to year.o Over time, however, a biological balance is established.o Predators and prey are part of a food web of an ecosystem, and

a change in their number affects the entire ecosystem.Symbiosis Symbiosis: a biological relationship in which two dissimilar

organisms live together in a close association.o Parasitism (+/-): a close, long-term symbiotic relationship in

which one organism (parasite) obtains its nutrition from another organism (host).

Example: parasitic worms in the digestive tract of a white-tailed deer

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o Commensalism (+/0): a form of symbiosis in which one organism benefits and the other neither benefits nor suffers harm.

Example: Epiphytes (plants that grow on other plantso Mutualism (+/+): a form of symbiosis in which both organisms

benefit from living together. Example: bacteria that live the digestive tract of cattle

2. Rhythmic Patterns Biological Rhythms: the periodic responses of organisms to periodic

changes in their physical environmento Example: daily alteration between periods of activity and

inactivity Diurnal: referring to an organism that is active mainly

during the day Nocturnal: referring to an organism that is active mainly at

night Rhythmic patterns are adaptations that often limit

competition, facilitate food gathering, or help organisms respond to changes in climate. Rhythmic patterns also allow different species to occupy the same habitat but to utilize it resources at different times.

Circadian Rhythmso Circadian Rhythm: physiological or behavioral pattern of an

organism that occurs in cycles of about 24 hourso Circadian rhythms are affected by social needs and cycles of day

light, but the main control is an organism’s biological clock Biological Clock: an internal timing mechanism that

controls circadian rhythms The exact nature of this internal control is unknown,

but it may involve fluctuating levels of hormones. Annual Rhythms

o Annual Rhythm: a physiological or behavioral pattern that recurs in yearly cycles

Example: reproductive cycles of plants and animalso Hibernation: a state of severely reduced physiological activity

occurring during the winter This adaptation allows an otherwise active creature to

survive during the months when temperatures are extremely cold and food is scarce. This sleep like state can be maintained with the use of very little energy.

o Estivation: an annual rhythm characterized by severely reduced physiological activity during the summer

Migratory Rhythmso Migration: the movement of animals from one community or

biome to another with the change of seasons

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Migration is a behavioral adaptation that allows animals to

exploit the nutrients, climatic conditions, and habitats that are available only seasonally.

Tidal Rhythmso The position of the moon and sun causes tides.o Tidal Rhythms: occurs when cyclical changes in the physiology or

behaviour of an organism correspond to the rise and fall of the sea

Resource 3: Chimney Swift Community Habitat Availability Data

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Table 1- A summary of 2012 Ontario SwiftWatch Activities

CommunityNumber of Available Nest/Roost Chimneys for

HabitatBancroft 1Barrie 19Burlington 18Cambridge 2London 22Milton 5Oakville 19Parry Sound 1Peterborough 1Stratford 28

Resource 4: Types of Buildings with Chimney Swift Roosts

Table 2- Types of Buildings with chimneys being used by Swifts observed in 2012Church 37School 49Residence 49Apartment building 24Commercial 74Industrial 14

Resource 5: Communities with Chimney Swifts

CommunityNumber of Swifts

May June July AugustStratford 16 62 68 37London 320 828 239 XBarrie 24 118 134 55Bancroft 120 380 210 65Peterborough 75 186 X XCambridge 43 90 X XParry Sound 71 112 X XBurlington 158 505 X XMilton 3 42 72 37Oakville 108 275 262 102

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x- no data

Looking at the second data table (resource 4) determine the types of buildings being used by chimneys swifts more often. Graph the data using a pie graph.

Table 2- Types of Buildings with chimneys being used by Swifts observed in 2012Church 37School 49Residence 49Apartment building 24Commercial 74Industrial 14

Analyzing the Results: Looking at the two graphs and table answer the following questions.

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Table 1- A summary of 2012 Ontario SwiftWatch ActivitiesCommunity Number of Available Nest/Roost Chimneys for

HabitatBancroft 1Barrie 19Burlington 18Cambridge 2London 22Milton 5Oakville 19Parry Sound 1Peterborough 1Stratford 28

1. What is the overall average amount of chimney swifts in May, June, July, and August, for:

a. Stratfordb. Barriec. Bancroft d. Milton e. Oakvillef. Explain a reason why the average between cities could vary

CommunityNumber of Swifts

May June July AugustStratford 16 62 68 37London 320 828 239 XBarrie 24 118 134 55Bancroft 120 380 210 65Peterborough 75 186 X XCambridge 43 90 X XParry Sound 71 112 X XBurlington 158 505 X XMilton 3 42 72 37Oakville 108 275 262 102

2. What cities have the most available habitat; do you think this is contributing to them having more chimney swifts? Explain.

3. What is the most commonly used habitat structure? After learning about the Chimney Swift, use what you know about their habitat preferences to determine why some of these structures may be more preferred than others.

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4. Look at resource 1 (map of chimney swift population concentrations), consider and explain why you think populations of chimneys swifts are concentrated in certain areas. Consider all of the data provided when giving your answer.

5. Why do you think monitoring chimney swifts is important? Do you believe that chimney swift disappearance will affect London’s biodiversity in a negative way?

Resource 7: Developing your own “Case Study Animal”

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After learning about the chimney swift and analyzing the data associated with it, we learned the importance of the connections and relationships between species. One of the most important reasons to study animals and their behaviours is to understand their value within an ecosystem by determining, what services they use, what services they provide, and what will happen if they no longer exist within an ecosystem.

It is now your turn to become a conservation biologist and choose a species at risk in Ontario to research, and analyze. For this specific project you will select a species on the Species at Risk in Ontario List and independently gather, analyze, and present data about this species to the class. Your presentation will last for 3-5 minutes and will be graded using the attached rubric. You will also create a profile page of your selected species to be posted outside the classroom on the bulletin board to inform other students of the importance in preserving and protecting the biodiversity in Ontario.

When presenting the information you are encouraged to develop a creative presentation using either:

A PowerPoint A Video A Dramatization/Acting Piece Poster board presentation Combination

Design your own inquiry. Some aspects that you may want to consider in developing your question are:

What your chosen species is (characteristics, notable habitat, unique identification features)

How the species is beneficial to the surrounding ecosystem (what services they preform, what services they use)

Relationships with other species and the surrounding environment The current situation with their status in Ontario (their status on the Ontario Species

act, the amount of individuals in the species last documented, conservation efforts) What is causing their numbers to decline (urbanization, lodging, hunting etc.) Current conservation methods and their success rates Suggestions/Professional opinions on increasing/preserving the population of the

selected species in the future

Follow this web address to access the Species at Risk in Ontario List and choose a species: http://www.ontario.ca/environment-and-energy/species-risk-ontario-list

Presentation Rubric: 1 2 3 4

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Structure (10) Little to no structure to the presentation, slides are out of order, poster board is only half completed.

Some structure to the presentation however slides do not flow throughout the presentation, or poster board presentations are poorly laid out.

Structure to the presentation with good flow between topics, poster board has specified areas for specified topics of the presentation.

Great structure and flow throughout the entire presentation, poster board and slides have titles and sub-titles to help identify each aspect of the presentation.

Creativity (10) Little to no creativity, presentation has no images or changes in text on PowerPoint, or poster board is lacking pictures and creativity.

Some creativity in presentation, PowerPoint has some pictures and colour, poster board has some images however is not full or creatively placed.

Creativity throughout presentation with many photos, graphs, and other forms of information on both the PowerPoint and poster boards.

Excellent creativity throughout the presentation using a different tone of voice to interest the audience, introducing acting or drama to the presentation, while using visual creativity throughout the PowerPoint or poster board.

Information (20)

Presentation lacks information about the outlined areas of focus. Presentation also has little to no information on PowerPoint slides and poster board.

Presentation has some information about the outlined areas of focus. Presentation has some information on the PowerPoint slides and poster board.

Presentation has good information and covers all of the outlined areas of focus. Presentation has answered the outlined questions throughout the PowerPoint and poster board.

Presentation has information above and beyond what was outlined. The presentation has answered outlined questions as well as provided ample information and data to support their answers throughout the PowerPoint and poster board.

Speaking (5) Speaker has little to no presentation points memorized and concludes the presentation within 1 minute.

Speaker has some of the presentation points memorized but is hesitant throughout the presentation

Speaker has most of the presentation points memorized and when hesitant refers to cue cards.

Speaker has all of the presentation points memorized and speaks without apprehension.

Preparedness (5)

Individual is unprepared for the presentation i.e.; forgot presentation or poster board, has no presentation points

Individual is somewhat prepared for the presentation i.e.; presentation board is present but incomplete.

Individual is prepared for the presentation i.e.; poster board is prepared and completed.

Individual is extremely prepared for the presentation i.e; presentation is memorized and poster board/ PowerPoint is completed.

Species Profile

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After choosing and researching a species at risk in Ontario, you have learned the many reasons why the elimination of a species from an ecosystem affects the biodiversity of the entire area. Not everyone is aware of the issues with species disappearing from the various Ontario ecosystems, therefore we need to develop a way where individuals of the public (such as our parents, friends, relatives, government, and other researchers) can easily be informed of the issues and how to help save or preserve a species at risk.

Using the species you chose, develop a profile that outlines its key aspects on one page. The page you create should be creative and easily catch the eye of the public. Consider adding photos and using contrasting/ matching colours to use your profile.

Some of the information you may want to share on your species profile page: Status on the Species at Risk Act (date added)? What the species looks like? Where the species lives/ habitat characteristics? Where the species has been found? What is threatening the species? Current actions for protecting them? What can the public do?

Your profile will be graded using the rubric below:

1 2 3 4Creativity (20) Profile is basic and

lacks pictures and creative titles.

Profile has some creative features such as pictures however, lacks language creativity.

Profile is creative and features pictures and creative titles for information.

Profile is written creatively, keeping the audience in mind and also includes pictures, and data charts.

Organization (10) Profile lacks organization and is difficult to read.

Profile has some organization, however lacks titles to identify specific information or images.

Profile is organized and uses subtitles, pictures, and borders to organize data.

Profile uses text boxes, titles, subtitles, pictures, and borders to organize data in an effective and easy to read profile.

Information (10) Profile lacks information about the species and therefore leaves the audience confused, or without important information

Profile has some basic information about the species however does not elaborate on important information to the public.

Profile presents the outlined areas of interest in an organized and professional manner.

Profile presents the outlined areas of interest in an organized and professional manner while also using a creative way to add more information throughout the profile. i.e.; info graphs/data charts

Resource 8: Example of Specie Profile Chimney Swift 19

Lesson Notes:

Status: Threatened Added to the Species at Risk Act: Sept. 10 2009

What it looks like: A small bird about 12-14 cm long with a sooty brown cigar shaped body. It has long slender wings and a lighter throat

What distinguishes it from other birds? It has an acrobatic and erratic flight pattern

Family: ApodidaeGenus: Chaetura

Species: C. pelagica

Where does it live?Originally the Chimney Swifts nested on cave walls and in hollow trees or tree cavities in old growth forests. Today Chimney Swifts are likely to be found in urban settlements where they nest and roost in chimneys and other manmade structures.

Where can they be found?Chimney Swifts stay close to water as this is where flying insects often congregate. The Chimney Swift breeds in North American, it is most concentrated in areas within the Carolinian zone in the south of the province. Chimney Swifts winter in northwestern South America.

What threatens it? Chimney swifts are most notably affected by limited suitable nesting sites such as tree cavities and old chimney stacks. The Swift is also affected by the use of pesticides contributing to less flying insects. Actions being takenHabitats are currently being documented and preserved. Chimney Swift Box towers are also being created. What can the public do?

1. Report a sighting to the Natural Heritage Information Centre 2. Volunteer to participate in initiatives such as surveys or stewardships3. Be a good steward to aid in species recovery on your property by recovering habitats in your

yard.

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Slide 1: Introduction Slide Explain to the students that the lesson outlines information regarding biological relationships. Pose the question “What is a biological relationship?” ask them if they can provide an example of a biological relationship, and then ask why they think biological relationships are important.

Slide 2: Biological Relationships within EcosystemsExplain to students that there are several biological relationships within ecosystems, and that these relationships are important in maintaining an appropriate balance in nature. Ask the students if they understand what a natural balance refers to, if not ask them to imagine a world with only humans, no trees, no birds, no bees, no cows, or pigs. Ask them to imagine a world without these species. Ask them what they think the world would be like? Remind them that trees and plants give us air to breathe, birds and bees carry seeds and pollinate plants that give us fruits and vegetables, and cows and pigs provide us with meat. Explain that the balance is critical to the survival of all species, including our own.

Explain that there are several different relationships within ecosystems, give students resource 2 so that they can follow along. Explain the three major relationships in ecosystems:

o Biotic relationships (ask a student to read and provide an example of a biotic relationship ex; cats have a predation relationship with birds and mice. Explain that there are 3 types of biotic relationships. The first being competition, where species members compete for the same resources, it can be intraspecific (ex; two lions fight for a mate) or it can be interspecific (ex; a chipmunk and a squirrel)

o Rhythmic patterns and relationships (ask a student to read and provide an example of a rhythmic pattern ex; birds flying south each winter)Explain that rhythmic patterns have a large effect on forming relationships, for example species which are diurnal are active during the day and therefore interact with other diurnal species, whereas nocturnal species interact with other species that are active at night. Hibernation and migration also have their own implications on diversity, for example migrating birds may bring back viruses such as avian flu and give it to overwintering birds, eliminating them from the ecosystem. Hibernating species disappear from the ecosystem for months at a time, when winters become warmer and species begin to hibernate for less time, this affects the natural cycle and balance.

Slide 3: Relationships Explain to the students that this picture illustrates the effects of the delicate balanced relationships in nature. Ask the students what they think would happen if the Marmot went extinct, if the grizzly bear went extinct, or if the berry bushes and flowers were never pollinated by the butterfly.Explain this is why diversity within and between species is very important to enforce and maintain. Explain that this is what developed the field of research called biodiversity.

Slide 4: Biodiversity

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Ask the students if they know what biodiversity is? Biodiversity is the variety of life in a specific ecosystem. Explain that it can be studied at a large scale and at a small scale, ask the students to provide an example of small-scale biodiversity studies and of large-scale studies. Some examples of small and large-scale biodiversity studies are: Small-scale projects include: those such as studying the different species in the park, how goldfish are impacting the Sifton bog, how an increase in coyotes has lead to a decrease of rabbits in London. Large-scale projects include: studying how climate change is affecting mammals, how migration patterns are influencing the spread of Avian flu, and the origin of mammals.

Slide 5: Biodiversity matters Biodiversity is one of the most difficult areas to study as the relationships within nature are extremely connected and delicate. It is difficult to identify where relationships begin and end and which species affect one another.Ask students to image themselves at a friends family reunion, ask them how difficult it would be to identify various family members and who is related to who. This is similar to how scientists feel when they are assessing relationships in nature.

Slide 6: Why does biodiversity matter?Explain to the students that without biodiversity a variety of organisms, ecosystems, and processes would not exist, including our current civilization. Explain that even though it seems that a variety of the services we get are manmade and are run and controlled by humans, we are a component and therefore a dependent on ecosystems and the diversity that they are influenced by. For example less diversity in poultry for meat, has led to poor immune function in chickens and turkeys, and therefore has left them susceptible to bacteria such as salmonella and avian flu, both can be transferred to humans.

Slide 7: Why does biodiversity matter? Biodiversity between and within species is important. Explain to students that diversity within species is the amount of differences in both the physical and behavioural aspects of individuals within the same species, whereas diversity between species is the physical and behavioural differences between individuals from other species. Explain that biodiversity is very important for the following reasons:

• Biodiversity is very important for the following reasons: Species are:

1. Less likely to suffer from genetic diseases.2. More resistant to viral and bacterial infections3. More likely to be adaptable to environmental change

Ecosystems have: 1. A greater ability to provide further ecosystem services2. The ability to increase diversity between and among different species

Slide 8: Biodiversity in London

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Explain that within the city and surrounding are that there are a lot of different ecosystems, which range from small neighbourhoods to large conservation areas. It is important to note that London has 8 environmentally significant areas, which are home to many diverse species and a variety of unique ecosystem dynamics. Ask the students if they can list the 8 Environmentally Significant Areas: London’s Environmentally Significant Areas include:

1. Kains Woods 2. Killaly Meadows 3. Meadowlily Woods4. Medway Valley Heritage Forest 5. Sifton Bog 6. Warbler Woods 7. Westminister Ponds 8. Coves

Slide 9: London’s Biodiversity StatusAsk the students what they think London’s biodiversity status is (on a scale of good, okay, or bad). Tell them to keep in mind that London has a high population growth rate, which has led to a large amount of urbanization in recent years. Explain that urbanization is the rapid and massive growth of and migration to large cities. Ask the students if they know of any negative consequences of urbanization, explain that there are many, such as higher populations (leading to more interactions with undisturbed areas), higher energy consumption, negative interactions with surrounding environments (such as land clearing), pollution, heat islands (where the metropolitan/downtown areas are a higher temperature than other areas), flooding (do to the increase rate of pavement/ impermeable surfaces), destruction of natural ecosystems (due to lack of interactions and fragmentation of environment), and a decrease in biodiversity within the surrounding ecosystem.

Slide 10: A Local Biodiversity Issue Explain that the chimney swift is one local species that is affected by London’s increased urbanization, and pollution.

Slide 11: The Chimney SwiftThe chimney swift is a small slender bird with long narrow winds that is 12-15 cm tall with a wingspan of 27-30. The Swifts colour pattern is mostly grey on the back, head, and wings, with a light underbelly, and a grey throat. Swifts are highly acrobatic and are able to catch insects during flight making them “aerial insectivores” (in flight insect catchers).

Slide 12: The Chimney Swift Chimney swifts live in both rural and urban areas as they enjoy roosting/nesting in vertical structures like chimneys, air vents, wells, and caves. The swift migrates each winter to Brazil, Peru, and Chile, and spends its summer in Southern Canada.

Slide 13: The Chimney Swift

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The Swift forms a bonding pair (meaning the male and female spend the entire breeding season together), and raise 3-5 nestlings during their breeding season. The adults use sticks and their glue like saliva to create nests for their young in vertical structures. The eggs take 16-21 days to hatch and then stay in the nest till they are 14-19 days old.

Slide 14: The Chimney SwiftThe acrobatic movement of the chimney swift is similar to how fighter jets move. The chimney swift has curved wings at the top, causing air to move faster overtop the wing and slower underneath. The fast moving air is considered low pressure compared to the slower moving air, which is higher pressure. The wing works by using the differences in pressure which forces air to want to move from high pressure under the wing to low pressure above the wing. The air moving from high to low pressure generates a lifting force that allows the bird to fly. Long tail feathers and a light skeletal frame with air sacs allow the Chimney Swift to move acrobatically through the air.

Slide 15: How to identify a chimney swift. To identify a Chimney Swift in the wild there are 4 pieces of information that you need.

1. Size and shape 2. Colour pattern 3. Behaviour 4. Habitat

You can also identify a chimney swift by its unique song (play the song using the provided link), as the students if they have ever hear a bird sound like that.

Slide 16: Why are we studying chimney swifts? Explain to the students that they are studying a species similar to how an ecologist or biologist would. The reason we are studying the Chimney Swift is because it is one of London’s many native species that is an important feature of biodiversity. The Chimney swifts have undergone a 2.2% annual population decline from 1955-2000, meaning they have a total population decline of 65%. Of the entire population, only 1% of the population now lives in Canada. The Chimney swift is currently on the Species at Risk in Ontario list and is listed as “threatened” since 2009.

Slide 17: Why is the Population declining? Ask the students if they wonder why the Chimney Swift population is declining so greatly in the London area. Remind them of the characteristics of chimney swifts (their habitats, what they eat, etc.) Introduce the points (on-click) along with images of what causes the chimney swift decline.

Slide 18: Why is the Chimney Swift Important Ask the students why they think the chimney swift is important to London. Explain that the chimney swift is one of many essential species in London’s ecosystems. The chimney swift contributes to an increased rate of biodiversity. Explain that chimney swifts are also known for eating flies, mosquitoes, bees, mayflies, and many other insects, which we

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consider to be pests. Their decline also affects other species, as they are an important link in the food chain and in the ecosystem.

Slide 19: Analyzing Chimney Swift Data Using the handout (resource 6), and resources 1,3,4,5 have students analyze Chimney Swift Data Collected by “Swift Watch” which is a government-funded program where biologists and ecologists monitor the Chimney Swift Population in Ontario. Have them follow the instructions on the provided worksheet for homework.

Slide 20: Have students use Resources 7 and 8 to complete a larger project, which involves developing a creative Species at Risk profile along with a presentation about their chosen species. Have them follow the instructions on the handouts provided (resources 7 and 8, and use the rubrics provided to evaluate their work).

Slide 21: What did you think? Provide the students a minute to talk about what they thought about the lesson and its resources. Ask them what they would have done and how they would have done it, or if they found one part of the lesson to be more interesting than other parts. Through asking students what they think about the lesson the City of London can continue to make more appropriate and intriguing lessons for school groups.

Additional Resources

For students interested in volunteering or getting involved with preserving London’s Chimney Swift, they should visit the Birds Canada Ontario Swift Watch link: http://www.birdcanada.com/ontario-swift-watch/

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Chimney Swifts at South Secondary School in London Ontario: https://www.youtube.com/watch?v=73K71A0_0sw

An Incredible Journey for Three Young Chimney Swifts: http://paulroeddingphotography.com/2014/09/12/an-incredible-journey-for-three-young-chimney-swifts/

If interested in a school eco-project to qualify for eco-schools consider building a chimney swift tower. Check out http://www.chimneyswifts.org/page6.html. You could also use this opportunity to use creative and persuasive writing so students can raise awareness and money for the project. You can also apply to Learning for A Sustainable Future’s eco-league action funding program.

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