Goals
The activity complements those in Unit 4, but pays closer attention to the geographic distribution patterns than to species diversity. The main goal is for students to understand that there are reasons for distribution patterns, rooted in the ecological requirements of individual species, in their interactions with the physical environment and other species, and in disturbance regimes that affect a particular habitat. A second goal is for students to recognize and critically assess the disturbance regime and its impacts on a particular species or habitat.

Learning Outcomes
After completing the activities associated with this unit, students should be able to:

• visually recognize biogeographic distribution patterns
• apply theoretical understanding of ecosystems to eco-logical explanation of patterns
• search and acquire data from local and regional resources
• do some informal interviewing
• critically assess human interactions with the environment
• creatively display species/habitat distribution patterns and human interactions with them

3.1 What Does It Take to Make a Pattern?	--Understanding and detecting patterns
3.2 Adopt a Biome! Adopt a Species!	--Data search and 2-3 paper on biogeographic patterns and their reasons
3.3 What if...? Thinking about Patterns of Fragility	--Determining local disturbance regimes

Suggested Readings

Unit 3, Background Information (provided)

Morse, Larry E., Lynn S. Kutner, and John T. Kartesz. 1995. Potential impacts of climate change on North American flora. In Our living resources: A report to the nation on the distribution, abundance, and health of U.S. plants, animals, and ecosystems, LaRoe et al., eds., 392-395. Washington, DC: Department of the Interior, National Biological Service (provided)

3.1 What Does it Take to Make a Pattern?

Goal
Students understand the concept "pattern" and recognize and explain the underlying processes and relationships that bring about patterns.

Skills

• brainstorming
• finding concrete examples for abstract concepts
• eco-logical thinking

Task
The activities suggested in this unit are good for use in pairs or groups. If you used some of the activities in Unit 1 (especially Activities 1.1 and 1.5) where students can choose to deal with one biome throughout the module, the activities here provide an opportunity for students to build on their initial work. This will lend cohesiveness to the module and give students a sense that their work matters.

Activity 3.1 helps students clarify the meaning of the term pattern and the underlying processes and relationships that bring them about. Ask students to read Student Worksheet 3.1, then have them either work in pairs, groups, or -- if the class is small -- all together to come up with the answers to the first few questions. If students work in subgroups, collect some answers from the entire class after a few minutes and discuss unresolved questions.

Then prepare students for Activity 3.2 (which they will do as a homework assignment.)

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3.2 Adopt a Biome! Adopt a Species!

Goal
Students apply what they learned in Activity 3.1 to a biome or a species of their choice. They recognize, describe, and attempt to explain biome or species distribution patterns by linking them to ecosystem processes and to relationships among species, ecosystem compartments, and components of the physical environment.

Skills

• analytical thinking
• map reading and interpretation
• search for biogeographic data (World Wide Web optional)
• geoecological/systems thinking

The instructor gives students one or several options of how to present this information to the rest of the class at a given date. Papers, posters, or slide shows with oral presentations are some examples.

Note: Activity 3.2 is a welcome occasion to use maps and enhance students' map reading and interpretation skills. If you plan to do both Activity 3.2 and 3.3, it is best to plan them together to avoid extra work.

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3.3 What if . . . ? Thinking About Patterns of Fragility

Goal
Students understand the concept of "disturbance regime" and see the connection between disturbance regimes and the development of spatial distribution patterns of species, habitats, or biomes. Especially if students use a local species or habitat, they have an opportunity to connect with their local environment and with the environmental groups that work to protect it.

Skills

• data search
• informal interviewing
• field observation
• analytical and systems thinking
• report writing (or writing in a different genre)

Time Requirement
Several days of out-of-class preparation, analysis, and preparation of a report
(In-class presentation optional)

Task
Ask students to read the short paper by Morse et al. to introduce them to the concept of disturbance and to get them thinking about the connection between disturbance regimes and the evolution of species or habitat distribution patterns.

The Student Worksheet includes step-by-step instructions for students on how and where to obtain the information they need to understand how disturbance regimes and spatial patterns are linked. The basic information needs are:

• biogeographical information about a habitat/biome/species (distribution patterns, ecological needs and relationships)
• list of potential disturbances
• list of disturbances presently occurring at the chosen site/region (and likely future disturbances)
• list of impacts of disturbances on species/habitat distribution
• list of realistic measures to restrict negative impacts on species distribution

Encourage students to be creative and allow them pretty much free range as to the kinds of resources they will use. This will allow them to engage with the subject. One of the positive side-effect is that students will care more about their immediate environment!

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