Species at Risk in the Classroom SCCP - The South Coast Conservation Program “The SCCP: A multi partner conservation program helping facilitate projects.

Species at Risk in the ClassroomSpecies at Risk in the ClassroomSCCP - The South Coast SCCP - The South Coast Conservation ProgramConservation Program

““The SCCP: A multi partner conservation program helping facilitate projects The SCCP: A multi partner conservation program helping facilitate projects and activities to restore and protect species and ecological communities at and activities to restore and protect species and ecological communities at

risk on the South Coast of B.C.”risk on the South Coast of B.C.”

• OutlineOutline

• About the SCCPAbout the SCCP

• Some background on “SEAR”Some background on “SEAR”

• Issues for the South CoastIssues for the South Coast

• Why the classroom?Why the classroom?

• SARitc materialsSARitc materials

• QuestionsQuestions

• OutlineOutline

• About the SCCPAbout the SCCP

• Some background on “SEAR”Some background on “SEAR”

• Issues for the South CoastIssues for the South Coast

• Why the classroom?Why the classroom?

• SARitc materialsSARitc materials

• QuestionsQuestions

•Established in 2005Established in 2005•Multi-partner or “joint venture” Multi-partner or “joint venture” approach (senior agencies, stewardship approach (senior agencies, stewardship groups, industry, academia, First groups, industry, academia, First Nations)Nations)•Facilitates implementation of sound Facilitates implementation of sound conservation and management tools conservation and management tools for species and ecosystems at risk.for species and ecosystems at risk.•Works at a landscape (‘eco-regional’) Works at a landscape (‘eco-regional’) level across the South Coast of British level across the South Coast of British Columbia.Columbia.•Public & private landsPublic & private lands

•Established in 2005Established in 2005•Multi-partner or “joint venture” Multi-partner or “joint venture” approach (senior agencies, stewardship approach (senior agencies, stewardship groups, industry, academia, First groups, industry, academia, First Nations)Nations)•Facilitates implementation of sound Facilitates implementation of sound conservation and management tools conservation and management tools for species and ecosystems at risk.for species and ecosystems at risk.•Works at a landscape (‘eco-regional’) Works at a landscape (‘eco-regional’) level across the South Coast of British level across the South Coast of British Columbia.Columbia.•Public & private landsPublic & private lands

SCCP history and SCCP history and objectivesobjectives

Red:Red: Includes any indigenous species or subspecies that have - Includes any indigenous species or subspecies that have - or are candidates for- Extirpated, Endangered, or Threatened or are candidates for- Extirpated, Endangered, or Threatened status in BCstatus in BCBlue:Blue: Includes any indigenous species or subspecies Includes any indigenous species or subspecies considered to be of Special Concern (formerly Vulnerable) in considered to be of Special Concern (formerly Vulnerable) in British Columbia. British Columbia. Yellow:Yellow: Includes species that are apparently secure and not at Includes species that are apparently secure and not at risk of extinction. Yellow-listed species may have Red- or Blue-risk of extinction. Yellow-listed species may have Red- or Blue-listed subspecies.listed subspecies.COSEWIC RankingsCOSEWIC Rankings these are generally the same as Species these are generally the same as Species at Risk Act (SARA) rankings*:at Risk Act (SARA) rankings*:E = ENDANGERED: E = ENDANGERED: A species facing imminent extirpation or A species facing imminent extirpation or extinction.extinction.T = THREATENED:T = THREATENED: A species that is likely to become A species that is likely to become endangered if limiting factors are not reversed. endangered if limiting factors are not reversed. SC = SPECIAL CONCERN:SC = SPECIAL CONCERN: A species of special concern A species of special concern because of characteristics that make it is particularly sensitive because of characteristics that make it is particularly sensitive to human activities or natural events. to human activities or natural events. XTXT = Extirpated taxa no longer exist in the wild in British = Extirpated taxa no longer exist in the wild in British Columbia, but do occur elsewhere. Columbia, but do occur elsewhere. NAR = NOT AT RISK:NAR = NOT AT RISK: A species that has been evaluated and A species that has been evaluated and found to be not at risk. found to be not at risk. DD = DATA DEFICIENT:DD = DATA DEFICIENT: A species for which there is A species for which there is insufficient scientific information to support status designation.insufficient scientific information to support status designation.

*COSEWIC ≠ SARA*COSEWIC ≠ SARA

South Coast Stats:South Coast Stats:Red: 98 includes XT: 3 Red: 98 includes XT: 3 WePT, Gopher Snake, PUOR WePT, Gopher Snake, PUOR (soon to be 4?)(soon to be 4?)

Blue: 177Blue: 177Ecosystems at Risk: 3 to start* Ecosystems at Risk: 3 to start* Coastal Sand Ecosystems, Coastal Sand Ecosystems,

Coastal Douglas Fir, WetlandsCoastal Douglas Fir, Wetlands

Identified Wildlife (under FRPA): 20Identified Wildlife (under FRPA): 20BC Wildlife Act: 0!!!!BC Wildlife Act: 0!!!!COSEWIC Ranked: 69COSEWIC Ranked: 69SARA Listed (T-E): 59SARA Listed (T-E): 59MBCA: 14 (5 are SARA listed)MBCA: 14 (5 are SARA listed)CITES: 17 (7 are SARA listed)CITES: 17 (7 are SARA listed)Number of SARA listed species on the South Number of SARA listed species on the South Coast with published recovery strategies: 17 Coast with published recovery strategies: 17 (includes XT) (includes XT)

*does not mean these are protected*does not mean these are protected

The region’s at risk The region’s at risk statisticsstatistics

Competition for space is Competition for space is tight!tight!

The South Coast – The South Coast – nearly 2 million nearly 2 million people and risingpeople and rising

Understanding Understanding threats!threats!

Getting the word Getting the word outout

Why the Why the Classroom?Classroom?Increasing disconnect of youth from the natural world (“Nature Deficit Increasing disconnect of youth from the natural world (“Nature Deficit Disorder”)Disorder”)

Lack of available tools and resources to BC educators on local Lack of available tools and resources to BC educators on local endangered species education. endangered species education.

No rules or guidelines within formal education system over use of live No rules or guidelines within formal education system over use of live animals for curriculum.animals for curriculum.

Many schools have complementary programs (e.g. Salmonids in the Many schools have complementary programs (e.g. Salmonids in the Classroom) but not a focus on biodiversity or SEARClassroom) but not a focus on biodiversity or SEAR

Connections to local conservation, greening and restoration efforts Connections to local conservation, greening and restoration efforts (Streamkeepers or naturalist groups), invasive plant management (Streamkeepers or naturalist groups), invasive plant management programs already exist. programs already exist.

Increasing disconnect of youth from the natural world (“Nature Deficit Increasing disconnect of youth from the natural world (“Nature Deficit Disorder”)Disorder”)

Lack of available tools and resources to BC educators on local Lack of available tools and resources to BC educators on local endangered species education. endangered species education.

No rules or guidelines within formal education system over use of live No rules or guidelines within formal education system over use of live animals for curriculum.animals for curriculum.

Many schools have complementary programs (e.g. Salmonids in the Many schools have complementary programs (e.g. Salmonids in the Classroom) but not a focus on biodiversity or SEARClassroom) but not a focus on biodiversity or SEAR

Connections to local conservation, greening and restoration efforts Connections to local conservation, greening and restoration efforts (Streamkeepers or naturalist groups), invasive plant management (Streamkeepers or naturalist groups), invasive plant management programs already exist. programs already exist.

Species at Risk in the Species at Risk in the ClassroomClassroom

‘‘Guidebook’ is the Guidebook’ is the anchor documentanchor document

•Background on legal Background on legal and public efforts for and public efforts for SEAR conservationSEAR conservation•First Nations First Nations perspectives on perspectives on SEARSEAR (i.e. Stó:lō peoples as part of broader (i.e. Stó:lō peoples as part of broader

Coast Salish historyCoast Salish history

‘‘Guidebook’ is the Guidebook’ is the anchor documentanchor document

•Background on legal Background on legal and public efforts for and public efforts for SEAR conservationSEAR conservation•First Nations First Nations perspectives on perspectives on SEARSEAR (i.e. Stó:lō peoples as part of broader (i.e. Stó:lō peoples as part of broader

Coast Salish historyCoast Salish history

First module to accompany the guidebook has been First module to accompany the guidebook has been developed: Amphibians and Reptilesdeveloped: Amphibians and Reptiles

First module to accompany the guidebook has been First module to accompany the guidebook has been developed: Amphibians and Reptilesdeveloped: Amphibians and Reptiles

Linkages to present provincial curriculum is provided as Linkages to present provincial curriculum is provided as well as information on where to go for further information well as information on where to go for further information on other related resources and organizationson other related resources and organizations

Linkages to present provincial curriculum is provided as Linkages to present provincial curriculum is provided as well as information on where to go for further information well as information on where to go for further information on other related resources and organizationson other related resources and organizations

Next Steps:Next Steps:Funded for continued work on modules and literature resources Funded for continued work on modules and literature resources for 2013-2015 (Federal Habitat Stewardship Program funding)for 2013-2015 (Federal Habitat Stewardship Program funding)

2013 (underway):2013 (underway):•Module #2 (multi-species)Module #2 (multi-species)•Second Storybook Second Storybook •Pilot with formal and informal education partners to implement Pilot with formal and informal education partners to implement in education and conservation/stewardship networks locally.in education and conservation/stewardship networks locally.•Get storybooks available through POD system online.Get storybooks available through POD system online.•Apply for funding to supplement concept implementation and Apply for funding to supplement concept implementation and work with a handful of schools to undertake a complementary work with a handful of schools to undertake a complementary restoration project with a SEAR focusrestoration project with a SEAR focus

2014:2014:Module #3 - theme will potentially focus on ecological Module #3 - theme will potentially focus on ecological communities at risk communities at risk

We share our neighbourhoods with an We share our neighbourhoods with an incredible diversity of endangered species – incredible diversity of endangered species – the best way to protect them is to know the best way to protect them is to know they are there in the first place!they are there in the first place!

QuestionQuestions?s?QuestionQuestions?s? Learn More at:Learn More at:

www.sccp.cawww.sccp.ca

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Check out our Check out our factsheets at:factsheets at:

http://http://www.geog.ubc.www.geog.ubc.ca/ca/biodiversity/biodiversity/factsheets/ factsheets/