BA Seminar: Fauna of wetlands and aquatic biomes: biology, ecology and conservation WF-OB-SLFSW

A. Learning outcomes:
1.Knowledge:
EK 1 - the student understands and explains the importance of factors responsible for the distribution and diversity of wetland fauna and flora; interprets the importance of the various factors influencing the status of selected species;
EK -2 – the student recognizes and characterizes fauna of selected types of wetlands
EK 3 – the student identifies, classifies, and analyzes disruptions and threats affecting the distribution of wetland fauna and its diversity; presents forms of protection measures for endangered vertebrates and invertebrates inhabiting wetlands
2. Skills:
EK 4 – the student uses a computer and the relevant software to search for information, for communication and to prepare presentations
EK 5 - the student uses different source of information in Polish and English (for example, maps, photographs, interview, Internet, professional journals) makes the analysis, synthesis, summary, critical evaluation and correct conclusions
EK 6 – the student puts the correct hypotheses about the causes of the threats
EK 7 – the student is able to prepare Oral presentation of specific issues in the ecology of wetland animals and participate in focused discussion, using scientific language
3. Competences:
EK 8 – the student knows the scope of his/her interdisciplinary knowledge and abilities, understands the need for continuous training;
EK 9 - the student demonstrates caution and criticism while studying and communicating information on the ecology of wetland animals from the scientific literature, the Internet, and particularly available in the mass media
EK 10 – the student understands the need for continuing to deepen his/her language skills and can independently use of the variety of sources. Able to read and understand general and specialized texts
B. ECTS
Activity hours of student work
Participation in the seminar30
Preparation of the presentation10
Preparation for quizzes40
Preparation of seminar paper40
Total of 120 hours [120/30 (25) = 4]
Number of ECTS - 4

Assessment criteria:
Knowledge (EK 1-3)
Grade 2:
EK 1 - the student does not understand and cannot explain the importance of factors responsible for the distribution and diversity of wetland fauna; cannot interpret the meaning of various factors influencing the status of selected species
EK 2 – the student has difficulties with recognizing and characterizing fauna of selected types of wetlands
EK 3 – the student cannot properly identify, classify and analyze the disturbances and threats affecting the distribution of wetland fauna and its diversity; cannot present forms of protection measures for endangered vertebrates and invertebrates inhabiting wetlands
Grade 3:
EK 1 - the student understands correctly and is able to explain the importance of some of the factors responsible for the distribution and diversity of wetland fauna and flora; correctly interprets the importance of certain factors affecting the status of selected species
EK 2 – the student correctly recognizes and characterizes the fauna of selected types of wetlands
EK 3 - the student correctly identifies and classifies some of the disruptions and threats affecting the distribution and diversity of wetland fauna and flora, but has problems with a proper analysis of the causes of their occurrence and does not know how to prevent them; can only mention the basic forms of protection measures for endangered wetland vertebrates and invertebrates
Grade 4:
EK 1 – the student understands and is able to explain the importance of most factors responsible for the distribution and diversity of wetland fauna and flora; well interprets the importance of the various factors influencing the status of selected species
EK 2- the student correctly recognizes and characterizes most species of fauna of selected types of wetlands
EK 3 - the student identifies, classifies, and correctly analyzes the disturbances and threats affecting the distribution of wetland fauna and its diversity, knows some ways to prevent these disruptions; is able to list most of the forms of conservation action for endangered vertebrates and invertebrates inhabiting wetlands
Grade 5:
EK 1 - the student understands and comprehensively explains the importance of factors responsible for the location and diversity of wetland fauna and flora; exhaustively interprets the importance of various factors influencing the status of selected species
EK 2 - the student excellently recognizes and characterizes most species of fauna of selected types of wetlands
EK 3 – the student correctly identifies, classifies and exhaustively analyzes the disruptions and threats affecting the distribution and diversity of wetland fauna and knows how to prevent them; lists and discusses exhaustively the forms of protection measures for endangered vertebrates and invertebrates inhabiting wetland

Skills (EK 4-7)
Grade 2:
EK 4 – the student cannot use the computer and the relevant software to find necessary information and make presentations, can communicate with the computer;
EK 5 - the student uses source information only in the Polish language (e.g. maps, photographs, interviews, Internet, professional journals), cannot conduct analysis, synthesis, summary, critical evaluation and correct reasoning based on sources;
EK 6 – the student cannot put the correct hypothesis about the cause of the existing threats;
EK 7 – the student cannot properly prepare an oral presentation concerning biology, ecology and conservation of wetland fauna and does not participate in a targeted discussion using the scientific language.
Grade 3:
EK 4 - the student usually correctly uses the computer and the relevant software to the extent necessary to find information, communicate, and make presentations
EK 5 - the student uses source information only in the Polish language (e.g. maps, photographs, interviews, Internet, professional journals) conducts summaries, has problems with proper analyzes and especially conclusions based on sources
EK 6 – the student is trying to put the correct hypothesis the cause of the existing threats, usually, however, they raise the logical and substantive doubts (cause-and-effect relationships);
EK 7 – the student is able to prepare a correct oral presentation concerning biology, ecology and conservation of wetland fauna, but does not participate in targeted discussions using the scientific language, uses common and imprecise language
Grade 4:
EK 4 - the student efficiently uses the computer and the relevant software to the extent necessary to search for information, communicate, presentations, but does not always properly select the sources
EK 5 – the student is able to use source information in Polish and basic English (e.g. maps, photographs, interviews, Internet, professional journals), makes analyzes, syntheses, summaries, critical evaluations, and correct conclusions based on sources;
EK 6 - the student puts correct hypotheses about the causes of the existing threats;
EK 7 – the student is able to prepare an oral presentations concerning biology, ecology and conservation of wetland fauna on his/her own and is trying to participate in targeted discussions; is lacking of the proficiency in the use of the scientific language
Grade 5:
EK 4 - the student effectively uses the computer and the relevant software to find the right information, communicate, make presentations
EK 5 – the student uses source information in Polish and English (e.g. maps, photographs, interviews, the Internet, professional journals), excellently makes analyzes, syntheses, summaries, critical evaluations; the reasoning based on sources conducted by the student is insightful and creative
EK 6 – the student puts correct hypotheses about the causes of the existing threats, can find solutions
EK 7 – the student is able to prepare an independent oral presentation concerning biology, ecology and conservation of wetland fauna topics and participate in targeted discussions using the scientific language

Competences (EK 8-10)
Grade 2:
EK 8 – the student does not know the extent of his/her interdisciplinary knowledge and skills, does not understand the need for continuous learning.
EK 9 – the student does not show any caution or criticism while studying and communicating information about the ecology of wetland animals from the scientific literature, the Internet, and especially the mass media; does not appreciate the comments and comments of colleagues; lack of openness and creativity in expressing his/her own opinions, often late and/or permanently leaves classes.
EK 10 - the student does not understand the need to improve constantly language skills, so he cannot use the resources available. He has difficulties reading and understanding general and specialized texts in Polish and English
Grade 3:
EK 8 – the student does not always know the extent of his/her interdisciplinary knowledge and skills, often does not see the need for continuous learning.
EK 9 – the student is not care actively about the reliability and credibility while studying and communicating information on the ecology of wetland animals, from the scientific literature, the Internet, and especially the mass media; is often uncritical of information obtained from the literature and the internet, usually does not participate in the discussion; has difficulties to appreciate comments of his colleagues; is not punctual, is not conscientious
EK 10 - the student understands the need to improve language skills continually but is not actively working in this direction - as a result, has problems with self-using of available sources; can usually read general and specialized texts, but only in Polish
Grade 4:
EK 8 – the student knows the extent of his/her interdisciplinary knowledge and skills, understands the need for continuous learning
EK 9 - the student usually shows caution and criticism while studying and communicating information on the ecology of wetland animals, from the scientific literature, the Internet, and particularly from the mass media; appreciates the comments of his colleagues; tries to discuss in an open and creative way; is punctual, and rarely leaves classes
EK 10 - the student understands the need to improve language skills constantly and is able to use the available resources; usually has no problems does not have problems with reading comprehension of general and specialized texts in both Polish and English
Grade 5:
EK 8 – the student is very familiar with the scope and value of his/her interdisciplinary knowledge and skills, understands the need for continuous learning; enthusiastically undertakes implementation of the tasks during the course
EK 9 - The student always shows caution and criticism while studying and communicating information on the ecology of wetland animals from the scientific literature, the Internet, and especially from the mass media; can fully appreciate the comments of colleagues, using them for subsequent actions; is open, thoughtful and creative in expressing his own opinion; is diligent and responsible
EK 10 - student actively enhances language skills and can use the available resources; has no problems with reading comprehension of general and specialized texts in both Polish and English

Methods of assessment
The final grade is composed of:
The evaluation of the presentations prepared by the student (1) on the subject of the seminar and (2) the prepared thesis. The evaluation will assess the form, content and presentation, and the ability to find suitable material for presentation
The assessment of quizzes on the recognition of the Polish wetland fauna.
Mode of assessment: <51% point of the quiz - score 2; 51,1-55,0% - score 2 +; 55,1-60,0% - score 3 -, 60,1-65,0% - score 3 , 65,1-70,0% - 3 + score, 70,1-74,9% - score 4 -; 75,0-80,0% - score 4; 80,1-85,0% - score 4 +, 85,1-90% - score 5 -,> 90% - score 5
The evaluation of the thesis (winter term). The evaluation will assess the form, content and independence in the search and selection of an appropriate literature for the review
Evaluation of the activity during the course (participation in a discussion)
The number of absences and lateness

Semester score (winter) is the result of the final assessment (arithmetic mean) of two factors: the assessment of the multimedia presentation of the outline of the thesis and the thesis evaluation; in the summer semester it is the arithmetic mean of the presentation evaluation and the average of the ratings of the quizzes. To pass the course it is necessary at least satisfactory grade for both quizzes, presentations and the thesis.
Absences reduce final assessment in accordance with the principle: for the third and each subsequent absence semester assessment is reduced by 0.5, 6 or more absences will result in failure of the seminar.
Final version of the Bachelor’s Thesis must be prepared within a period specified by the lecturer, in exceptional cases, at least four weeks before the deadline in the dean's office, the work completed later cannot be assessed in the first term. Within a correction term a paper will be accepted for evaluation no later than four weeks before the deadline for submission of work in the dean's office. After this deadline, the work will not be assessed, which means no completion of the seminar.
Further detailed assessment criteria will be given to participants during the course.

Dobrowolski K.A., Lewandowski K. (red.) Ochrona środowisk wodnych i błotnych w Polsce IE PAN, Dziekanów Leśny 1988
Dombrowski A., Głowacki Z., Jakubowski W. i in. (red.)Korytarz ekologiczny doliny Bugu. Stan – Zagrożenia- Ochrona. IUCN, Warszawa 2002
Gacka-Grzesikiewiecz E. (red.) Korytarz ekologiczny doliny Wisły. Stan – Funkcjonowanie – Zagrożenia. IUCN, Warszawa 1995
Głowaciński Z. (red.) Polska czerwona księga zwierząt PWRiL Warszawa 2001
Jankowski W., Świerkosz K. (red.) Korytarz ekologiczny doliny Odry. Stan – Funkcjonowanie – Zagrożenia. IUCN, Warszawa 1995
Kot H. i Dombrowski A.(red.) Strategia ochrony Fauny na Nizinie Mazowieckiej. MTOF, Siedlce 201
Krogulec J. (red.) Ptaki łąk i mokradeł Polski. Stan populacji, zagrożenia i perspektywy ochrony. IUCN, Warszawa 1998
Nowicki M., Sitnicki S. Ochrona środowiska w praktyce. EkoFundusz, Warszawa 2007
Poradniki ochrony siedlisk i gatunków Natura 2000 – podręcznik metodyczny (tomy 1-6) http://natura2000.mos.gov.pl/natura2000/pl/poradnik.php
Sidło P.O., Błaszkowska B., Chylarecki P. Ostoje ptaków o randze europejskiej w Polsce. OTOP, Warszawa 2004

Literature: Recognition of fauna of different taxonomic groups:
Blab J., Vogel H. Płazy i gady Europy Środkowej. Multico. Warszawa 1999
Dzwonkowski R. Poznajemy owady. MULTICO. Warszawa. 2007
Gerstmeier R., Romig T. Przewodnik. Słodkowodne ryby Europy. Multico. Warszawa 2002
Hecker F., Hecker H. Atlas Ptaków. Poradnik Obserwatora.RM 2011
Hereczek A. Gorczyca J. Płazy i gady Polski. Wyd. Kubiak. Warszawa 2004
Hutchinson M. Gady i Płazy. Mały przewodnik. Arkady 2007
Jonsson L. Ptaki Europy i Obszaru Śródziemnomorskiego. Wyd. Muza. Warszawa 2006
Polska. Gady, Płazy i ryby. Encyklopedia ilustrowana. Carta Balnca 2010
Polska. Owady i inne bezkręgowce. Encyklopedia ilustrowana. Carta Balnca 2010
Polska. Ssaki. Encyklopedia ilustrowana. Carta Balnca 2010
Rudnicki A. Atlas. Ryby wód polskich. Warszawa 1989
Sielezniew, M., Dziekańska, I. Motyle dzienne. MULTICO. Warszawa. 2010
Stichmann w., Kretzschmar E. Spotkania z przyrodą. Zwierzęta. Multico. Warszawa 2006
Trepka A.Ilustrowana Encyklopedia Gadów. Wyd. Arystoteles. Warszawa 2007
Trepka A. Ilustrowana Encyklopedia Płazów. Wyd. Arystoteles. Warszawa 2007
Zahradnik J. Przewodnik owady. Multico. Warszawa 1996
Wąsik S. Ssaki Polski od Ado Ż. MULTICO. Warszawa. 2011
Wąsowski R., Penkowski A. Ślimaki i małże Polski. MULTICO. Warszawa. 2003

Additional sources: Scientific and popular science journals in Polish and English in the field of biology, zoology, ecology and nature conservation: Przegląd Zoologiczny, Przyroda Polska, Kosmos, Notatki Ornitologiczne, Acta Ornithologica, Chrońmy Przyrodę Ojczystą, Wiedza i Życie, Świat Nauki, The American Naturalist, Trends of Ecology and Evolution, Conservation Biology

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of WF-OB-SLFSW in USOSweb