Endangered Species

Answer the following questions:

1.       How many species were included when the Endangered Species Act of 1973 was put in place?

Enacted in 1973, the Endangered Species Act emerged as a result of concern about extinctions of “various species of fish, wildlife, and plants in the United States”.

2.       What are the steps for a species to be on the endangered list?

The Endangered Species Act was revolutionary in that it explicitly recognized that to protect species one must conserve “the ecosystems upon which endangered species and threatened species depend.” Specifically, “critical habitat” is the area occupied by a species requiring protection that contains the physical or biological features that are essential to the conservation of that species. A species can be listed in two ways. The United States Fish and Wildlife Service (FWS) or NOAA Fisheries (also called the National Marine Fisheries Service) can directly list a species through its candidate assessment program, or an individual or organizational petition may request that the FWS or NMFS list a species. A “species” under the act can be a true taxonomic species, a subspecies, or in the case of vertebrates, a “distinct population segment.” The procedures are the same for both types except with the person/organization petition, there is a 90-day screening period.

a.       If a petition presents information that the species is imperiled, a screening period of 90 days begins.

b.      If the information is substantial, a status review is started, which is a comprehensive assessment of a species’ biological status and threats, with a result of: “warranted”, “not warranted,” or “warranted but precluded.”

-          A finding of not warranted, the listing process ends.

-          Warranted findings means the agencies published a 12-month finding within one year of the date of the petition, proposing to list the species as threatened or endangered.

-          Comments are solicited from the public, and one or more public hearings may be held. Three expert opinions from appropriate and independent specialists may be included, but this is voluntary.

-          A “warranted but precluded” finding is automatically recycled back through the 12-month process indefinitely until a result of either “not warranted” or “warranted” is determined. The agencies monitor the status of any “warranted but precluded” species.

Essentially the “warranted but precluded” finding is a deferral added by the 1982 amendment to the ESA.

c.       Within another year, a final determination (a final rule) must be made on whether to list the species. The final rule time limit may be extended for 6 months and listings may be grouped together according to similar geography, threats, habitat or taxonomy.

3.       What are three general causes for endangerment of species?

The most prominent current cause is human activity, which brings about loss of habitat for species and also causes pollution and overharvesting.

4.       According to the Act, what happens once a species is listed as endangered?

Once a species becomes listed as “endangered” or “threatened,” it receives special protections by the federal government. Animals are protected from “take” and being traded or sold. A listed plant is protected if on federal property or if federal actions are involved, such as the issuing of a federal permit on private land. The term “take” is used in the ESA to include, “harass, harm, pursue, hunt, shoot, wound, kill trap, capture, or collect, or to attempt to engage in any such conduct.” The law also protects against interfering in vital breeding and behavioral activities or degrading critical habitat.

Part 2 Species

1.       Choose a species from this list by matching the first letter of its common name to the first letter of your last name. Some of you will have more choices than others!

Sea Otter

2.       State the scientific name of your organism in proper format.

Enhydra Lutris

3.       Write a four-sentence description of the species itself, not its endangerment.

Sea Otters are mammals and carnivores. They often float, laying on their backs, on the surface of the water. They even sleep that way. They are often seen in groups or in kelp beds. The sea otter can be seen  on their backs with a clam or a mussel and a rock. They will beat the shell with the rock on their chests, until it breaks open. Sea otters are the only otters to give birth in the water. They hold infants on their chest to nurse them, and quickly teach them to swim and hunt. Sea otters are also very clean little creatures. (http://animals.nationalgeographic.com/animals/mammals/sea-otter/)

4.       Include one photos one video (no more than two minutes in length) showing the organism in its natural setting. Do not use any material showing harm to this organism.

5.       State one specific cause of its endangerment (might match with the characteristics from Figure 9-3).

Sea otters were hunted for their fur to the point of near extinction.

6.       State and describe one specific conservation effort on behalf of this species. Name involved organizations, if possible.

The Monterey Bay Aquarium’s Sea Otter Research and Conservation program has been studying and trying to save the threatened southern sea otter since 1984. They rescue, treat and release injured otters, raise and release stranded pups through their surrogate program, provide care for sea otters that can’t return to the wild, and conduct scientific research. Although SORAC focuses primarily on the southern sea otter, SORAC staff and volunteers collaborate with the U.S. Geological Survey and other scientists to study sea otters from Russia, to Alaska, to southern California. (http://seaotters.com/research-conservation/)

7.       State this organism’s ecosystem role (foundation, keystone, indicator species, generalist, specialist, etc.)

Sea otters are considered a keystone species because of the crucial ecological role they play in maintaining the health and stability of the nearshore marine ecosystem. Without sea otters, sea urchins and other herbivorous invertebrates are left unchecked to graze through swathes of giant kelp forests, creating barren stretches of coastal habitat behind them that once served as nurseries for fish, seals, and hordes of other sea life. Despite their short lives by plant standards, kelps siphon huge amounts of carbon from the atmosphere – what scientists call “primary productivity.” They take carbon dioxide from the air and turn it into sugar fuel with the help of sunlight and water, releasing oxygen back into the air. Thanks to Sea Otters, Kelp Forests Absorb Vast Amounts of CO2. (http://seaotters.com/2012/09/07/thanks-to-sea-otters-kelp-forests-absorb-vast-amounts-of-co2/)

8.       State and describe at least one ecological service this organism provides for humans and other species.

By controlling sea urchin populations which feed upon the kelp, they help to protect habitat for many other species including fish, birds and other marine mammals. Because they spend their lives in the nearshore waters, sea otters also serve as an excellent sentinel for pathogens and pollutants entering the ocean from the terrestrial environment. Seeing sea otters as sentinels helps us to realize the importance of what we contribute to the oceans. Human activities have the potential to increase disease transmission and the flow of pollutants into the marine environment, but with the otters’ help, we are building our understanding of nearshore ocean health. Working together, citizens and scientists can make the land to sea connection a positive one. (http://seaotters.com/2012/03/24/helping-to-save-sea-otters-and-how-they-are-helping-to-save-us/)

9.       Include an Internet link to one recent scientific article or story about this organism written or produced in the last year. Suggestions for sources include

§  Audubon Magazine

§  Defenders

§  Endangered Earth

§  National Geographic

§  NPR

§  On Earth Magazine

§  Science Daily

§  Science News

§  Sierra Club Magazine

§  The Nature Conservancy

§  Other conservation group publication or news sites that give fair reporting on endangered species

State the name of the publication and the article date along with the link.

Lee Moran with the New York Daily News on Thursday, November 6^th, 2014 wrote an article about an orphaned baby sea otter getting a new home at the Chicago Aquarium http://www.nydailynews.com/news/national/orphaned-baby-sea-otter-new-home-chicago-aquarium-article-1.2001213

10.   State the Precautionary Principle in your own words. Be sure to do so with reference to ecology or biodiversity. This principle is applied to economics and all other sorts of other topics.

In the case of the sea otter, even though their fur is so valuable around the world we are not sure what will happen if we decide to not take action. The unknown is what is causing us to use the Precautionary Principle, because we are uncertain and it could be potentially dangerous.

Part 3 Costs-benefit Analysis

What to submit on your blog site

·       “Part 3” heading

·       Name of your “role” in the school debate

·       Answers to questions 4-7 (8 points)

A cost-benefit analysis is vital when determining whether or not to save an endangered species habitat or to follow through with urban development plans. They can be very complex, but ours is simple.

As you will read in the next web site, an urban-sprawling town of Tucson, Arizona has a school district on the northwest side of town with a high school that can operate effectively with just over 2,000 students. It now has over 3,000 students. The district bought a 40-acre parcel a few years ago to build a new high school to alleviate the overcrowding problem at the one high school; however, an endangered species might be living on the property.

1.       Read the story, "Owl Play," below.

2.       Find your name on the list below. This is the group you will represent at an arbitration hearing.

·       Students at the overcrowded high school                                         - Toni, Ben

·       Parents of students at the overcrowded high school                                    - Linda, Allison

·       Neighborhood residents opposed to building the high school       - Brody, Hailey

·       Neighborhood residents in favor of building the high school                      - Jessica, Jamie

·       School board members                                                                         - Angel, Renee

·       Defenders of Wildlife lawyers (http://www.defenders.org)        - Jennifer, Laney (Kaitlyn)

·       Construction workers in line to build the school                             - Jeremy, Corina                           

·       US Fish and Wildlife ecologists                                                            - David (just worked out for you                                                                                                                             to work solo)

3.       Instead of examining the impact of the endangered owl that is the subject of the "Owl Play" article, imagine that the endangered species that you researched above is the resident on school property.

4.       Create a list of at least three costs or three benefits or a combination of both for building the school from your group's point of view.  (2 points)

The hardest part about working as a construction worker in this day and age, especially in the heat of Tucson, is finding a home for these Sea Otters. How these Sea Otters got here, I have no idea, but we can’t start our job until we find these creatures a home.

- One nice thing I will give is that the cost to move these Sea Otters will probably benefit them more than hurt them. Tucson is far too hot for the otters and they need to be around fresh ocean water. It looks like this could have been the start of something that never got finished. They don’t live here naturally but they’ve made this their home. Luckily enough Sea Otters seem to adapt to new surroundings well and although this is far from their natural habitat, I feel that they will settle in nicely in the Ocean or at Sea World.

- To move these creatures, however, it’s going to take a lot. First we have to find out how they got here. Then we will need a vet to come examine the otters to make sure they’re healthy. Then we need to figure out whether or not we should release them into the ocean or whether it’s more beneficial for them to go to a wild life zoo. If it’s a zoo, what zoo would take them and would it be the best place for them. This cost alone is far from easy.

- One nice thing is that the students of the school can use these animals for research and as a mascot. They could, possibly, adopt them and take care of them. That way the otters don’t have to move and the school gets built. Not to mention, we construction workers, won’t be out of a job. It’s a win, win, win situation.

5.       Write at least two sentences in defense of each point. For each item in your list, identify the timing of each. For instance, does a particular benefit or loss occur immediately, or does it lie in the distant future? (4 points)

- One thing that is for sure is that we have to do something about the sea otters. If we leave them where they are and do nothing, they could end up worse off than they already are. Finding a safe home for them has to be a valuable option. Sea Otters don’t live in the desert naturally, and they need to be near their own kind. How they survived here this long is remarkable.

- Moving these creatures, regardless of how much it will cost, will benefit them far more than hurt them. Cost shouldn’t be an object, so long as they get taken care of. We’re not going to see them populate into a new species, if anything something worse can eat them. We can move them, with little harm, and they will be happier. So what if it costs and extra $50,000. Isn’t that worth saving these otters?

- Lastly, the win, win, win scenario is probably the best option that could come up. If we give these otters a new home, why not make the school the Tucson Amphitheater Sea Otters? Voila there’s a mascot. Need to figure out who can take care of them? Kid’s need a science department, build a salt water tank like at sea world and have the students take care of them. There’s the cost right there for “maintaining them”. Not to mention the students will love learning about Sea Otters and having these live animals on site will benefit the learning pattern and possibly create new marine biologists.

6.       Explain the meaning of “If you hear a hoot, this site is kaput.” (1 point)

“If you hear a hoot, this site is kaput” is referencing that building a school on an owl habitat is wrong. That the school district should find a better location, rather than building there.

7.       Describe a “404 permit.” (1 point)

A 404 permit is needed when a plan is in place to possibly put something into the clean water system. In this case the wash that was on the property, they were going to fill it and move it. But the plans changed so they won’t have to touch the wash. Therefor putting some sort of materials into the water wasn’t going to happen.