ENV200H1S - 2025
Tutorial # 3 – Preserving Biodiversity – Challenges & Opportunities
(last updated Feb 20, 2025)
Introduction
Currently it is estimated that 25% of all species are threatened with extinction globally, almost
1,000,000 species of plants and animals (IPBES, 2019). This is on top of the many species that
have already gone extinct, including the dodo, the thylacine, and the passenger pigeon. However,
the number of species that have gone extinct in the lifetime of Homo sapiens is most likely
higher, as currently only 1.2 million species out of over 8 million have been described by
science. Extinction is a natural process, with 1 species going extinct every 100 years (on
average), however this rate of extinction is thought to be currently 100-1000 times higher, and it
is thought by many that planet Earth is currently experiencing a 6th mass extinction event, with
the last being over 66 million years ago where the dinosaurs became extinct. In response to the
alarming number of species threatened with extinction, with some taxa, such as the Lemurs of
Madagascar, having nearly 100% of species threatened with extinction (IUCN, 2022), global
conservation action is required.
IUCN Red List of Threatened Species

Conservation action on a global scale is not easy, it requires communication and coordination on
both an international, national and community level. Organisations such as the IUCN
(International Union for the Conservation of Nature) aim to bring together these different levels,
to better coordinate conservation action and responses globally. Sectors of the IUCN such as the
IUCN Red List for Threatened Species aim to increase understanding of the threatened status of
all species, assess the threats they face, as well as the actions/responses needed to conserve them.
Currently (as of Sept 2022) the Red List has assessed 147,517 species across all species groups
(IUCN, 2022), highlight conservation priorities and giving detailed action plans for these priority
species.

Challenge

A challenge with preserving biodiversity is that though it is relatively easy to generate interest
and funds for flagship charismatic species such as pandas and polar bears, it is often more
difficult to generate interest in the less charismatic and forgotten species.

This is where science communication can be improved. The science and research community
has been long criticized for being a locked or gated community with only those actively involved
with research/science having access. However, for true global conservation action to occur
everyone needs to have a ‘seat at the table’ and have access to the same information as those in
the scientific community. Nevertheless, for many, the way in which science is communicated
within the research/science community, i.e through journal articles and conferences etc, would
not be appropriate and messages would be misunderstood or lost.

Opportunities

Therefore, effective, and appropriate methods of science communication that target
audiences correctly with the right level of information is needed. This includes the
communication of messages surrounding global biodiversity loss and conservation action for
both fauna and flora. It is also key that the new generation of environmental professionals have
the tools to effectively communicate their messages to a wide variety of audiences, including the
scientific community, children/young adults, and the public. It is thought by many that only then
will we be able to effectively achieve global conservation action and/or halt the mass extinction
of species globally.

Tutorial Objectives
o To recognize the scope of biodiversity loss, the challenges species face, and the
importance of biodiversity conservation globally.
o To learn about the IUCN red list of species and how it can be used in setting
conservation priorities, education, and science communication.
o To learn about current conservation efforts for endangered species across the globe.
o To understand the importance of science communication and correctly targeting
audiences.
Tutorial Assignment

This assignment is due 11:59pm Sunday 9th March 2025.

The tutorial assignment consists of two parts.

Part 1: Create an interpretation board/infographic for display to the public on a ‘forgotten’
species that has been assigned to you. See the list of ‘forgotten’ species below. All the species
listed are listed as either Endangered or Critically Endangered on the IUCN Red List for
threatened species (https://www.iucnredlist.org). The aim of the infographic is to convince the
public that your species should be saved.

Examples of such interpretation boards/infographics can be found in the Tutorial 3 page on
Quercus. Additionally, the Zoo Institutes website (https://zooinstitutes.com/signage.html) has a
diverse database of zoo signage that you might useful for inspiration.

The interpretation board/infographic should include information on:
o The species ecology (e.g distribution, diet, etc)
o The threats it faces (e.g climate change, hunting, etc)
o Why your species should be saved (e.g. Its importance within the ecosystem, cultural
significant, etc)
o Images/figures (that are appropriate)

Your board is to be on display to the public in an exhibition on the importance of biodiversity
and species conservation efforts. Therefore, ensure all the information you include helps present
this message appropriately to the target audience (this could be adults and children of all ages).

You have been assigned a species based on the last digit of your student number (see below).
For example, if your student number is 1007851318, then your species is the Sunda Pangolin
(CR).

Species list:
Species Name Last Digit of Student Number
California condor (CR)
https://www.iucnredlist.org/species/22697636/181151405
1
Livingstone’s Flying Fox (CR)
https://www.iucnredlist.org/species/18732/22081502
2
Aye Aye (EN)
https://www.iucnredlist.org/species/6302/115560793
3
Vaquita (CR)
https://www.iucnredlist.org/species/17028/214541137
4
Sand Tiger Shark (CR)
https://www.iucnredlist.org/species/3854/2876505
5
Ploughshare Tortoise (CR)
https://www.iucnredlist.org/species/9016/12950950
6
Hawksbill Turtle (CR)
https://www.iucnredlist.org/species/8005/12881238
7
Sunda Pangolin (CR)
https://www.iucnredlist.org/species/12763/123584856
8
Bonobo (EN)
https://www.iucnredlist.org/species/15932/102331567
9
Philippine Crocodile (CR)
https://www.iucnredlist.org/species/5672/3048281
0

Specifications:
o Use Microsoft PowerPoint or any other graphics software you prefer to create your
infographic.
o Slide size: Widescreen 16:9 *this can be changed in the design tab.
o Images should be high quality and not overly stretched or pixelated.
o Suggested Font: Times New Roman; Calibri; Arial or Verdana
o Suggested Font Size:
o Headings: No smaller than 35 point.
o Main text: No smaller than 18 point.
o Save and submit document as a Pdf.
o The following information should be included in the top left corner of your infographic:
o Student Name, Student Number, Species Name (common and scientific species
name)

Word limit: 250 words


Part 2: Write a 1-page double spaced justification/summary of why your assigned species
should be saved over others. This may include discussion on the species importance within the
ecosystem (e.g. is it a keystone species?), or its cultural importance etc., or other repercussions of
this particular species going extinct compared to others. Ensure within this section you are
linking to examples from the scientific literature to support your points.

Word limit: 500 words

Overall, your assignment must include at least 2 peer-reviewed citations.
Within your assignment you should:
 Use APA in-text citation method as appropriate, and for formatting the references used in
your Reference List at the end of part 2.
 Incorporate additional research as appropriate. There is a wealth of research and sources
on this topic.
 Provide any calculations or citations you use in support of your statements.
You will be graded on the following criteria:
 Do you effectively and accurately present key information/facts/figures on your chosen
species?
 Do you provide discussion on your chosen species, the threats the species faces and a
clear discussion on why your species should be saved?
 Is your interpretation board eye catching and appropriate for display at a public
exhibition?
 Do you provide an effective and thought-out justification/summary of your topic and its
presentation style? This includes proper formatting, paragraph structure, and grammar.
General Grading Rubric

Mechanics:
Assignment instructions are followed, including required components and word counts.



Development of Ideas:
Clearly present your species and a summary statement regarding why you deem it most
important. Your main arguments that back up this statement should also be introduced and then
developed throughout the subsequent paragraphs.
Arguments/main points are backed up by examples, citations, etc., and they are explained
effectively. Use of scientific research adds value to each point. Arguments and information are
presented in a fluid, organized manner.
Graphical Communication:
Graphics and text layout are visually appealing, easy to follow, and appropriate for the intended
audience. Ideas developed in summary paragraph are creatively and effectively presented on the
infographic.

Clarity/Editing:
Words and sentences are used effectively, particularly technical/scientific terms. Sentence
structure is clear and succinct (no incomplete or run-on sentences), and suitable for the intended
audience. Writing is error-free in terms of spelling/grammar.

Research/Referencing
Appropriate references are used in approved format to enhance arguments.

References
 IPBES. (2019). Summary for policymakers of the global assessment report on
biodiversity and ecosystem services of the Intergovernmental Science-Policy Platform on
Biodiversity and Ecosystem Services. S. Díaz, J. Settele, E. S. Brondízio E.S., H. T. Ngo,
M. Guèze, J. Agard, A. Arneth, P. Balvanera, K. A. Brauman, S. H. M. Butchart, K. M.
A. Chan, L. A. Garibaldi, K. Ichii, J. Liu, S. M. Subramanian, G. F. Midgley, P.
Miloslavich, Z. Molnár, D. Obura, A. Pfaff, S. Polasky, A. Purvis, J. Razzaque, B.
Reyers, R. Roy Chowdhury, Y. J. Shin, I. J. Visseren- Hamakers, K. J. Willis, and C. N.
Zayas (eds.). IPBES secretariat, Bonn, Germany. 56 pages.
https://doi.org/10.5281/zenodo.3553579
 IUCN. (2022). The IUCN Red List of Threatened Species. IUCN Red List of Threatened
Species. Retrieved from https://www.iucnredlist.org.

Recommended Readings
 Bolam, FC, Mair, L, Angelico, M, et al. (2011). How many bird and mammal extinctions
has recent conservation action prevented? Conservation Letters. 2021; 14:e12762.
https://doi.org/10.1111/conl.12762
 Curtin, P., & Papworth, S. (2018). Increased information and marketing to specific
individuals could shift conservation support to less popular species. Marine Policy, 88,
101-107.
 Maxwell, S. L., Fuller, R. A., Brooks, T. M., & Watson, J. E. (2016). Biodiversity: The
ravages of guns, nets and bulldozers. Nature, 536(7615), 143-145.
 Pullin, A. (2002). The human impact. In Conservation Biology (pp. 53-75). Cambridge;
Cambridge University Press. Doi:10.1012/CBO9781139051927.004




Submission of assignments:
We will be using a plagiarism detection program within the online assignment function in
Quercus for submission of the written assignments in this course. Normally, students will be
required to submit their course essays to the University’s plagiarism detection tool website for a
review of textual similarity and detection of possible plagiarism. In doing so, students will allow
their material to be included as source documents in the University’s plagiarism detection tool
reference database, where they will be used solely for the purpose of detecting plagiarism. The
terms that apply to the University’s use of the University’s plagiarism detection tool service are
described on the Centre for Teaching Support & Innovation web site (https://uoft.me/pdt-faq).

If a student does not wish to submit to the online plagiarism tool, the student MUST advise the
head TA immediately as alternate arrangements for screening the assignment must be arranged.

To avoid late penalties, assignments must be submitted to the Quercus Assignment function
before midnight on the posted due date.

When submitting your assignment on Quercus, the file should be saved in a single file, with an
extension of .doc, .docx, .rtf, or .pdf. The title of your file should follow the format:
“LastnameFirstname*.doc”

It is the students’ responsibility to ensure a readable version of the correct final draft of their
assignment is uploaded by the due date. Errors in draft submissions or unsuccessful uploads are
not acceptable grounds for deadline extension and late penalties will be accrued until a correct
version is uploaded.
In formatting your assignment it should:
 Include the following information on the front page: the assignment title (feel free to be
creative, but representative), the course title and number, the instructor’s name, the TA’s
name, your name and student number

Late penalties
The late penalty on all assignments will be 2.5% of the assignment grade per day late, including
weekends and will only be waived with the Absence Declaration Tool on ACORN.

As of Fall 2023, students may submit one absence declaration per academic term. If
additional absences occur within the term, students may need to contact their College Registrar
or submit a UofT Verification of Illness Form. More detailed information on the absence
declaration guidelines and eligibility can be found at:
https://www.artsci.utoronto.ca/current/academics/student-absences

Please note the declaration must cover the period of time you missed, e.g. the week before the
assignment/essay is due, etc.

Requests for extensions or queries about assignment should be sent no later than Friday @ 5pm
before the due date on Sunday.

Assignments will NOT be accepted one week past the due date even if accompanied by an
absence declaration form unless prior approval has been obtained from your TA, the head TA, or
the course instructor.



Academic Integrity

The following is taken from the Faculty of Arts and Science Academic Integrity website
(http://www.artsci.utoronto.ca/osai/students):

Academic integrity is fundamental to learning and scholarship at the University of Toronto.
Participating honestly, respectfully, responsibly, and fairly in this academic community ensures
that the U of T degree that you earn will be valued as a true indication of your individual
academic achievement, and will continue to receive the respect and recognition it deserves.

Familiarize yourself with the University of Toronto’s Code of Behaviour on Academic Matters
(http://www.governingcouncil.utoronto.ca/policies/behaveac.htm). It is the rule book for
academic behaviour at the U of T, and you are expected to know the rules. Potential offences
include, but are not limited to:

In papers and assignments:
 Using someone else’s ideas or words without appropriate acknowledgement.
 Copying material word-for-word from a source (including lecture and study
group notes) and not placing the words within quotation marks.
 Submitting your own work in more than one course without the permission of
the instructor.
 Making up sources or facts.
 Including references to sources that you did not use.
 Obtaining or providing unauthorized assistance on any assignment including
o working in groups on assignments that are supposed to be individual work,
o having someone rewrite or add material to your work while “editing”.
 Lending your work to a classmate who submits it as his/her own without your
permission.

On tests and exams:
 Using or possessing any unauthorized aid, including a cell phone.
 Looking at someone else’s answers
 Letting someone else look at your answers.
 Misrepresenting your identity.
 Submitting an altered test for re-grading.

Misrepresentation:
 Falsifying or altering any documentation required by the University, including
doctor’s notes.
 Falsifying institutional documents or grades.


No outside assistance, such as generative AI systems, previous copies of assignments, or having
someone other than yourself write the assignment, are permitted in the completion of your
assignments in this course.

The University of Toronto treats cases of academic misconduct very seriously. All suspected
cases of academic dishonesty will be investigated following the procedures outlined in the Code.
The consequences for academic misconduct can be severe, including a failure in the course and a
notation on your transcript. If you have any questions about what is or is not permitted in this
course, please do not hesitate to contact me. If you have questions about appropriate research and
citation methods, seek out additional information from me, or from other available campus
resources like the U of T Writing Website. If you are experiencing personal challenges that are
having an impact on your academic work, please speak to me or seek the advice of your college
registrar.
See also the handout “How Not to Plagiarize,” Margaret Proctor, 2009, available online at
http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize



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