EVR-3013: PERSONAL WILDLIFE AUDIT

ENVIRONMENTAL STUDIES DEPARTMENT: F.I.U., DR. THOMAS PLISKE

Value: 100 points

INTRODUCTION:

"We cannot win this battle to save species and environments without

forging an emotional bond between ourselves and nature as well-

for we will not fight to save what we do not love" Steven Jay Gould

"In a cursory survey of indexes to biology texts, I found no mention

of the word love"

David W. Orr

As you walk around the FIU University Park campus and see the impressive buildings, spacious lawns and flowering trees it is hard to believe that only 100 years ago that the entire area was a thriving

sawgrass prairie dotted by tree islands, with 20 - 30 inches of standing water during the wet season. Equally hard to believe is that almost all of the "uplands", terrestrial communities that occupied the Miami oolite ridge, the sites now occupied by Downtown, Coral Gables, Miami-Dade Kendall Campus of the Community College, the University of Miami, Coconut Grove, North Miami and other familiar places, were a continuous mosaic rockland pine communities dotted with hardwood hammocks.

The local landscapes have been so altered by drainage, pollution, development and the introduction of exotic vegetation that clues about the original communities have all but vanished.

The construction of urban and agricultural communities (agroecosystems) usually devastates the natural communities that once occupied the area. Soil productivity, species diversity, food-chain dynamics and community structure are profoundly altered, so much so that most of the native flora and fauna become extinct or are forced into new often unbalanced patterns of abundance and distribution. The once continuous fabric of natural habitats through which animals could move and plants could disperse their seeds becomes a discontinuous collection of "habitat islands" with sharply reduced diversity. The exposed edges of habitat islands are vulnerable to pollution by trash, pesticides, noise and a host of invasive exotic plant species (e.g. Florida holly (Schinus terebinthefolius), St. Augustine grass (Stenotaphrum secondatum), melaleuca (Melaleuca sp.) and air potato (Diascoria sp.) which further destabilize these remnant environments. In August, 1992, we learned still another lesson about the fragility of small habitat islands as the 150 mph winds of Hurricane Andrew pushed the once abundant slash pine (Pinus elliottii) to the brink of local extinction in many areas of southeast Florida.

Throughout the United States, naturalists and nature lovers are urgently embracing projects to protect remaining wild habitats (conservation), repair damaged areas (mitigation and restoration) and reestablish native communities where they have been destroyed (habitat development). These projects range in size from backyard-sized habitats to the creation of new state and national parks. The F.I.U. Nature Preserve is a moderate-sized habitat development project that was begun almost 25 years ago and includes about ten acres. Some of these rescue missions are now mandated by local, state and national laws, while many others are undertaken voluntarily as educational experiences, especially to give children a taste of the wild things that the urban landscape all but denies them. Still more are done on the scale of private homes and gardens because people miss and need something of Nature's presence. It is revealing that surveys that we have made of undergraduates in our Department show that of the "intangible" things we need from wild Nature, the experiences of peace and beauty top the list for most of us. Here in south Florida, butterfly gardens have become one of the most popular types of habitat development because they can be done with modest expenditure and space; and, most happily, they can be done even with small children and bring results immediately.

There are some deep ethical questions that underlie the way we choose to interact with Nature. In our culture we are exposed to conflicting sets of values and worldviews. On the one hand science and industry have led us to believe that Nature is separate from humanity and serves an utilitarian or intellectual purpose (resources, food, scientific knowledge), but on the other it is equally clear that our lives are spiritually diminished and physically imperiled when we destroy and pollute the very Nature we need to serve those ends. This is the rivalry of homocentric and ecocentric worldviews, essentially a rivalry of matter and spirit.

In the ecocentric worldview, which grows out of the precepts of ecology, all parts of the global fabric, both biotic and abiotic, become worthy of moral consideration and are seen and experienced in a very real sense as an extended self, inasmuch as the bottom line of all ecological thinking is that it is one system, indivisible. Beyond a formal intellectual recognition of this physical reality is a deeper intuitive understanding that the well-being of the part is no different than that of the whole. Given this framework of thought and feeling and the ability of most of us to strongly identify with domestic animals and pets, we are seeing an increasingly strong animal rights movement. Identification with animals in the human environment, especially with the emotional and physical characteristics they share with us, leads many of us to take stances as impassioned and morally grounded as when one human being defends another against injustice. Going a step further, if we believe that animals have rights when within the human domain, should they not also have those rights in their own domain, that of wild Nature? According to the Endangered Species Act of 1973, they do. The ESA is an unprecedented piece of legislation in the West, one which specifies the rights of non-humans in the shared environment. Importantly, it extends those rights no only to individual creatures, but also to the communities and ecosystems that support them. As you can imagine, the ESA is bitterly opposed by people whose understandings and livelihoods are locked into the homocentric, utilitarian mode of relating to Nature.

Although EVR-3013 is a science course and not a philosophy course, these ethical questions dog the objectivity or science and run out of its shirtsleeves. You will find it hard to escape them as you do this term project, and hopefully you will not escape them. As you explore the relationship you have with Nature and the earth, perhaps you will agree with (Zen) Roshi Philip Kapleau as he defends his commitment to vegetarianism by quoting a line from G.B. Shaw,

I don't eat animals because animals are my friends......

And I don't eat my friends!

DOING THE AUDIT

You will get a passing grade on the Audit simply by doing all the required pieces. However, to get a good grade, there needs to be some commitment and real effort. That equals time spent in observing, care in note-taking, attention to detail in writing, critical thinking in evaluating the information you generate or bring to bear on the Audit. These qualities can't be faked when your project is read by an experienced naturalist. Work that you are truly proud of will not go unrewarded.

I. Audit site

This project is designed to accommodate a "yard"-sized plot of an acre or less. You must do the audit on the area where you live, even if it is a scorched-earth condo development or the FIU campus dorms. Please do not try to do a larger area that appears more interesting and that is away from where you live. You have at least a marginal commitment to the ecosystem that you call "home" and may try to improve it, even against great odds, e.g. a condo's Association Board.

There is no penalty for not having many organisms to report because the skills of detailed observation and ecological analysis can be applied equally well to impoverished as rich communities. The only exception to this is for people taking the graduate version of the course, EVR-5061, where it may be appropriate to audit an entire school campus as part of a curriculum development plan. If you have any questions about the appropriateness of your audit site, see Dr. Pliske.

You cannot accomplish the audit in one or two days. You will need to make continuous

observations over several weeks to get the "feel" of the place and to meet its inhabitants, some of which are secretive and infrequently encountered. Students who have done audits over the years can tell you that doing the project at a leisurely pace over an extended time is relaxing, enjoyable and a nice break from some of the more stressful academic experiences we all have to endure.

COMPONENTS OF THE AUDIT

All audits must include the following in the writeup. Omitting any of these items will reduce your score on the project. When you have a draft done, check off all the requirements to be sure that everything is done.

A. INTRODUCTION

This part of the paper should include

1. Three maps. The first map should show the location of the audit area in relation to major south Florida landmarks such as the coastline, Everglades Basin, coastal ridge, etc. An outline map of southern Florida from a map website, a road map or some other source is a good starting point for this map. Clearly indicate where the audit area is with an arrow or cross. The second map should show a more detailed location of the site within the area such as a neighborhood map, or city map. On this map indicate the audit area and any significant features such as canals, parks, vacant lots, ponds, etc. that will affect the wildlife at the site. The third map should be restricted to the audit site alone. All maps must have

a. Titles that clearly and fully explain the map's content, e.g. Map #1: South Florida region in relation to audit site.

b. A scale that shows relative distances.

c. Directionals that show the compass points.

d. A key to any symbols, numbers, boundaries and abbreviations that might

not be clear to an reader unfamiliar with what you are doing. The key should

be on the same page as the map to which it refers.

If you're not clear on map-logic, consult a good road map as a model.

2. A brief description of the audit site including the general setting of the school, house, apartment building, business or other site. You should briefly describe the surrounding community (suburbs, highrises, inner city, industrial) in which the area lies with special reference to other nearby habitats that could support wildlife. The presence of nearby parks, canals, wetlands or vacant lots may affect the types of wildlife you observe or for which you develop habitats. Also, mention any special negative conditions of the general environment such as noise, pollution or heavy traffic. Refer to your maps when you make these descriptions so that the reader is clearly oriented.

B. ORIGINAL COMMUNITY

Do a bit of sleuthing to find out what the original wild community of the audit site was before any drainage or development(e.g. wetland, pinelands, hammock, mangrove swamp, etc.) Cite the evidence you used to draw your conclusion. Be careful! Just because you have a park nearby with lots of large trees, it does not necessarily mean that the original community was terrestrial.

It may have been a wetland which was drained sixty years ago. Trees grow fast in our climate!

Cite whatever evidence you have gathered to support your conclusion.

C. HABITAT/COMMUNITY ANALYSIS

On your map of the audit area (Map #3) locate all of the following:

1. Natural Habitats: pinelands, hammocks, sawgrass prairies, coastal scrub, mangroves, intertidal mudflats, etc. If there are no natural habitats, omit this part.

2. Modified Habitats:

a. Turf b. Trees c. Shrubs d. Wetlands e. Flower beds

f. Ponds/canals g. Pavement h. Exterior surfaces of buildings

i. Habitat developments j. Other (describe)

3. Soils. Indicate which areas are covered in exposed limestone, peat, humus, sand, etc.

Dig down to see the depth and consistency of the soil. How far down is the bedrock? Humus

on the surface of a lawn may not indicate an organic soil. It may simply represent sod laid on top of exposed limestone.

Make a table to accompany the map which gives the areas (in square meters) and % of total audit area for each habitat, whether natural or modified. Use footnotes to give additional significant details about individual habitats. For example, a group of shrubs may have an accumulation of leaf litter beneath which is used as cover by insects, earthworms and reptiles.

Fruits and flowers of various plants may serve as food for birds, butterflies, etc. A Compost pile may be home to ants, snails, centipedes, glass lizards and other animals; or a garage wall may provide a place for spiders to spin their webs or mud-wasps to construct nests. If you have already developed habitats for wildlife, include these areas in your habitat analysis.

D. BIODIVERSITY ANALYSIS/IDENTIFICATION OF SPECIES

Using the habitat analysis above, to the best of your ability and given the training you are receiving in this course, catalogue the diversity of fungal, plant and animal species found in the audit site. To do this it will be necessary to make observations over several weeks and at different times of the day and night. If you really get into night prowling, buy a headlamp, the kind that has an elastic band that goes around your forehead and a pocket battery pack. This leaves hands

free to take notes and/or grab critters for identification.

Arrange the results in a table (that will almost certainly require several continuation pages)

that gives the following information

1. Native vs. Exotic species. There are some grey areas here. If you aren't sure, bring the specimen into class or lab for expertization.

2. Breeding vs. Transient species. This will apply primarily to birds but occasionally to

mammals and insects.

3. Habitat preference/Activity Period: Here, give not only the general habitat where a

species occurs but also, if necessary, the microhabitat. For example, many insects are only found in association with rotting fruit or under bark. Note whether a particular species is diurnal or

nocturnal.

4. Rank in abundance: Use an estimation of abundance by ranking species as

1 - abundant 2 - common 3 - occasional 4 - rare

5. Naming and categorizing organisms: No part of the audit scares students more than

this part. Don't worry. You are not penalized if you audit site doesn't have many species, only if you fail do take time to observe carefully. Neither are you penalized for failing to have an exact name for each organism. You may use three systems for naming, depending on your resources and access to experts (Dr. Pliske, lab TA's or biology faculty that you corner for ID's) and literature.

a. Formal Latin names, e.g. Danaus plexippus, the name for the monarch butterfly. Note that the genus is capitalized while the species is small case. Both words are italicized or underlined to denote words of a foreign language (Greek or Latin). b. Accepted common names, e.g. gumbo-limbo tree, monarch butterfly, mosquitofish or grey squirrel. These names are not capitalized, italicized or underlined. c. Code names. While we expect you to make a reasonable effort to find the names of your critters, there will be many occasions when no name is forthcoming. In this case, simply give it a name such as "Butterfly #3", "Bird #2" or "Beetle #227"

This is what professional wildlife biologists do when they encounter an unknown species.

If you aren't taking the lab, you are cordially invited to take specimens into our lab in OE-161 and use the literature there to identify species. Please check first with the TA to be sure that you won't be disrupting any class activities. Everyone is also invited to bring specimens to class for Dr.Pliske to expertise. He's nearly infallible with vertebrates and bugs and fair-to-middling with plants. If you intend to bring live animals into class, check with Dr. Pliske or your TA about techniques for transporting them without injury.

Use the following phylogenetic system for organizing your table:

I. ANIMALS

VERTEBRATES

Phylum CHORDATA:

Mammals

Birds

Reptiles (snakes, lizards, crocodilians)

Amphibians (frogs, toads, salamanders)

Bony Fish (bass, minnows, snook, tarpon, sunfish, etc.)

Cartilagenous Fish (sharks, rays)

INVERTEBRATES

Phylum ARTHROPODA

Insects:

Lepidoptera (butterflies, moths)

Coleoptera (beetles)

Odonata (dragonflies)

Diptera (flies, mosquitoes)

Hymenoptera (ants, bees, wasps)

Orthoptera (grasshoppers, katydids, crickets, roaches, walking sticks

Other insects

Spiders

Crustacea (crabs, shrimp, pillbugs)

Other Arthropods (Centipedes, Millipedes, Mites)

Phylum ANNELIDA (earthworms, marine worms)

Phylum MOLLUSCA (snails, slugs, clams, chitons)

Phylum ECHINODERMATA (starfish, sea cucumbers, sea urchins, sand dollars)

Phylum CNIDARIA (corals, whip corals, anemones, jellyfish)

Phylum PORIFERA (sponges)

Other Animals

II. PLANTS

TERRESTRIAL

Trees

Shrubs

Turf Plants (plants that grow in lawns)

Annual Plants (fast-growing non-woody plants, mostly "weeds"

Epiphytes (orchids, some ferns, spanish moss, air plants)

Ferns

Other terrestrial plants

FRESHWATER

Submerged plants

Floating plants

Rooted emergents

Others

MARINE:

Green algae

Red algae

Brown Algae

Seagrasses

III. FUNGI

Lichens

Other fungi

IV. MICROORGANISMS (optional). See Dr. Pliske if you want to do this.

A sample page of a biodiversity table is included as an appendix to these instructions.

E. PRESENT MANAGEMENT TECHNIQUES

Here you describe how your audit area is managed, or how some maintenance company

manages it for you. Include the following:

1. Turf management: Is the lawn mowed, sprayed with pesticides or herbicides, fertilized? How often and with what chemicals? If you aren't sure, ask.

2. Other pesticide use or pest management: What chemicals? How toxic? How often? What is the half-life of the pesticide (a measure of persistence in the environment). Try to see a bottle or container of the chemical so you can read the label.

3. Vegetation management: Are the trees pruned? Are beds weeded? Are new plants being planted? Give details.

4. Soil management: Do you mulch, compost, use organic agricultural principles? Give details.

5. Other management practices that affect wildlife

F. PROPOSED IMPROVEMENTS OF AUDIT AREA FOR WILDLIFE

Taking into account the descriptions and analyses in parts A - E, describe how you are going

to make the audit area more wildlife-friendly. List each type of activity and how it will attract or support wildlife. If you are already engaged in habitat developments or attracting wildlife, summarize these here as well. Even if you live in a condo, make the recommendations anyway.

Hopefully, you will be brave and concerned enough to challenge the anti-life policies of many of these places. There is material available in the lab, OE-161, and on reserve in the library if you need inspiration on where to begin. Dr. Pliske also has extra materials he will be glad to share with you.

Some of the things you might want to consider are planting more native plants; creating animal shelters/cover with branches, leaf and compost piles, shrub islands, etc.;eliminating or sharply reducing the use of pesticides and introducing species that might not be able to colonize your area on their own.

G. EVALUATION OF THE AUDIT

On the last page of these instructions is an evaluation form for the audit project. Please complete the form after you have finished the audit. We are sincerely interested in how you feel about the experience that you had, and your comments will help us improve the audit as an educational tool. The evaluation is anonymous and will not affect your grade. Thanks for taking time.

WRITING THE AUDIT

1. Due Date: Tuesday, Apr. 2, 2002, by 5:00 P.M.. This is a hard deadline. There are no extensions to anyone for any reason. We give ourselves just enough time to read the audits and get them back to you at the final exam.

2. Late Papers: 5 points per day including weekends to a maximum of 30 points.

3. Format: All papers must be printed by word-processor or typewritten. Handwritten papers are not acceptable. You may use your manual artistic talents to do illustrations and maps if you wish, but everything else, including tables, should be formally presented. Please do not use

plastic binders, page holders or other "presentation" materials for the audit. Simply staple or clamp the pages together firmly and use a simple title page that includes the following information:

A. Your name

B. Your SS#

C. The name of your Laboratory (EVR-3013L) instructor. If you aren't taking the

Lab, simply write "NO LAB".

4. Length of Paper: Maximum of 7 pages of text, double spaced with conventional margins,

excluding tables, maps and diagrams. A great deal of the information you generate will be in the biodiversity table, and many odd bits of information can be added as footnotes or commentary there. Take time, however, to make careful, precise descriptions that use the language of ecology and wildlife management that we use in class and in your texts. Overly brief or vague descriptions diminish the value of your study (and your grade).

5. Maps, tables and illustrations/photos: Each must have a title which clearly describes the content. Please number these materials consecutively, e.g. Map #1: Location of Audit Area in southern Florida. Don't assume that the reader is familiar with what you did or your audit area. It is your job to provide complete information.

6. Padding/BS: Please do not discuss local, state, national or global wildlife problems to pad the text. This will be covered in class and in lab. The only subject you should discuss is the wildlife in your study area and topics that relate specifically to the study area.

7. Writing skills: We expect a paper of professional standards in terms of writing skills. Your paper will be read very carefully either by me or by your TA. You will be allowed five free errors in spelling, punctuation, sentence structure, subject-verb agreement and grammar. After the grace period, each error will cost one point each. Proofread your manuscript carefully, or have it read by someone who has good writing skills. Please take this part of the audit very seriously. More students lose points or fail the audit because of poor writing than for any other reason. If you need help with writing, go to the Learning Center in PC-247.

8. Outside references: You do not have to cite outside references for this report, but if you decide to visit wildlife/conservation websites or use any other material which isn't your own, be sure to cite these sources alphabetically by author at the end of the report. Copying from outside sources without giving credit is plagiarism and violates FIU's academic honesty policy.

9. Doing it. Failure to complete and hand in an audit will result in a score of zero for 25% of your grade.

10. The audit will not substitute for a missed exam.

11. Working together: We encourage you to help one another in doing the audit.

Lots of hands and brains are often better than one set. Nonetheless, each of you must write your own paper in your own words once all the information is collected. If you have collaborated with other students in generating information in the Audit, state this clearly somewhere in the report to avoid any misunderstanding by the person grading your report.

12. Your audit will be returned to you at the final exam session. Any papers which are not

spoken for by two weeks into the following term will respectfully be terminated in the recycling bin.

Rev. Jan., 2001

ANONYMOUS EVALUATION OF WILDLIFE AUDIT

1. What part of the audit did you like most? Least? Why?

2. Which part of the audit was most difficult? Why?

3. What was the most significant thing you learned/experienced by doing the audit?

4. What changes would you make in the design of the audit to improve it as an educational

tool in an undergraduate science class?