Endangered fauna of Poland and in the world WF-OB-ZFPS

1. Knowledge:
EK 1 – the student predicts the effects of human intervention on the natural environment; explains the causes and effects of environmental degradation including the extinction of plant and animal species; recognizes and distinguishes selected species of disappearing fauna of different habitats; recognizes basic terms in a foreign language in the field of ecology and nature conservation, including species protection
2. Skills:
EK 2 – the student creates an original multimedia presentation on a selected topic in the field of animal ecology and nature conservation (individually or in a team), is able to plan the presentation time and decide on the selection of the content and form
EK 3 - the student while planning a multimedia presentation uses a wide spectrum of knowledge and information sources, including studying science publications, the Internet and mass media, and direct consultations with specialists.
EK 4 - the student analyses and interprets the scientific text, is able to critically evaluate the source information on the nature and environmental protection and find the causes of the existing threats and /or situations, can criticize and evaluate the submitted presentations
3. Competences:
EK 5 – the student is able to work independently and in a team; can discuss, is open and creative in expressing own opinions; appreciates the comments of colleagues; is responsible by taking part in activities in accordance with accepted principles of attendance and punctuality

Assessment criteria:
Knowledge (EK 1)
Grade 2: The student does not know the forms of rescuing an endangered fauna or restoring an extinct fauna and is not able to identify the similarities and differences between them; student is not able to recognize and distinguish more than 55% of the endangered fauna of different habitats (from required during the course), student is unable to identify threats to selected species/groups of species, does not know the form of active protection activities; does not know the basic terms in the field of ecology and nature protection, including species and area protection in a foreign language
Grade 3: Student briefly and incompletely characterized the forms of rescuing an endangered fauna or restoring an extinct fauna; student cannot name most of the differences and similarities between them; student recognizes and distinguishes not more than 65% of representatives of endangered fauna of selected habitats (from required during the course); mentions threats and active protective measures to a very limited extent; has strongly limited knowledge about the condition and quality of species protection of selected groups of species; cannot offer potential protective solutions for the future; know the basic terms in the field of ecology and nature protection, including species and area protection in a foreign language, but only to a very limited extent
Grade 4: the student is able to characterize the forms of rescuing an endangered fauna or restoring an extinct fauna; student is able to most of differences and similarities between them; is able to recognize and distinguish 70,1-85% of the representatives of the endangered fauna of selected habitats (from required during the course), can identify most of the threats to wildlife and conservation measures; has an established knowledge about the condition and quality of species protection of selected groups of species; is trying to propose a potential protective solutions for the future; usually has no problems with the knowledge of basic terms in the field of ecology and nature protection, including the protection of species and the area in a foreign language
Grade 5: the student is well-versed in the specifics of the different forms of rescuing an endangered fauna or restoring an extinct fauna, noting the similarities and differences between them; very well recognizes the endangered and declining species of fauna of selected habitats (not less than 85,1% of required species); can list the threats to nature and form of the proposed corrective actions, can offer a potential, real protective solutions for use in the future; has no difficulties with terms in the field of ecology and nature and area protection in a foreign language
Skills (EK 2-4)
Grade 2: the student is not able to analyze the information available in libraries and on the Internet on a given subject; cannot prepare a multimedia presentation in accordance with the requirements (has big problems with scheduling the time of presentation, making the right selection of content and working out an acceptable form); cannot critically evaluate sources regarding the nature and environmental protection and find out the causes of the existing hazards and/or situation; is not able to criticize and evaluate the submitted presentations, and propose changes in the content, form and way of presentation that can improve the quality of presentation
Grade 3: students can find information available in libraries and on the Internet on a given topic, but has difficulty with their analysis and interpretation; has difficulties with a critical assessment of information regarding the protection of nature and the environment and analysis of the reasons for the existing threats and/or situation; creates a multimedia presentation in a considerably reduced extent to the requirements of such communication (regarding the time of presentation, content selection rules and forms); has the difficulties in assessing presentations and proposing changes that might improve their quality
Grade 4: students can find, analyze and interpret the information available in libraries and on the Internet on a given topic; usually can critically evaluate information sources regarding nature and environmental conservation issues, but has difficulties with presenting real causes of existing hazards and/or situations; creates a multimedia presentation largely consistent with the requirements of such communication: a well-planned presentation time, selection of the content and form of communication do not raise major objections; has no difficulties with evaluation of other presentations, not always, however, can propose changes that would strengthen their content and improve their quality.
Grade 5: the student perfectly finds, analyzes and interprets information available in libraries and on the Internet on a given subject, is able to critically evaluate information sources regarding the nature and environmental protection, and can creatively analyze the causes of existing threats and/or situations; a multimedia presentation created by the student meets all the requirements: time, the content and form of presentation is very well planned; the student does not have any problems with the creative evaluation of other presentations and suggestions that may improve their quality
Competences (EK 5)
Grade 2: the student cannot work in a team, has great difficulties in maintaining caution while studying non-verified information sources (Internet), does not accept the comments of others, does not want to or cannot express its own opinions, he is not punctual and leaves a lot of classes
Grade 3: the student has difficulties with working in a team, often uncritically accepts information from unverified sources; does not always accept the right of others to express their observations and comments; is not active and creative in expressing own opinions; often late and absent.
Grade 4: the student works well in a team; is critical and careful in relation to information from unverified sources, appreciates the comments of others; is quite active during the course, trying to be creative in expressing own opinion, dutifully attends classes
Grade 5: the student works very well in a team; is critical and cautious when studying unverified sources - takes care of the verification of information; is open to the observations and comments of others; is active and creative in expressing his/her own opinions, is not late, and rarely leaves lectures.

Methods of assessment
The final grade is composed of:
1. The evaluation of the presentation prepared by the student. The evaluation will assess the form, content and presentation
2. The assessment of quizzes/tests (three quizzes with knowledge of the recognition of declining and endangered fauna of particular classes and/or habitats). Assessment method: <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% - score 3 +; 70,1-74,9% - score 4 -; 75,0-80,0% - score 4; 80,1-85,0% - 4 + score, 85,1-90% - score 5 - ,> 90% - score 5
3. The activity in classes
4. The number of absences and lateness - two absences are allowed

The final grade is the arithmetic average of the presentation evaluation and the average of the grades from quizzes. For completing the course the student will need to pass each quiz/ test i.e. get a minimum of 55.1% points. Significant activity during the course increases the scores of quizzes according to the formula: score evaluation of the quiz + (0.125 x number of classes in which the student was active). Absence and lateness reduce final assessment in accordance with the principle: for the third and each subsequent absence the final grade is reduced by 0.5 x number of consecutive absences, lateness to class more than 10 minutes = 0.5 absences

1. BirdLife International 2004. Birds in Europe. Population estimates, trends and conservation status. BirdLife Conservation Series No. 12. Cambridge UK
2. Blab J., Vogel H. Płazy i gady Europy Środkowej. Multico. Warszawa
3. De Fabianis V., M. 2009. Ginący Świat Zwierząt. Arkady, Warszawa
4. Gerstmeier R., Romig T. 2002. Słodkowodne ryby Europy. Przewodnik
5. Głowaciński Z. 1992. Czerwona lisa zwierząt ginących i zagrożonych w Polsce. ZOP i ZN PAN Kraków
6. Głowaciński Z. (red.) 2001. Polska czerwona księga zwierząt. PWRiL Warszawa
7. Mały słownik zoologiczny. Ryby. Gady i płazy. Ptaki. Ssaki (4 tomy)
8. McGavin G. 2007. Zagrożona Przyroda: gatunki które wkrótce wyginą. Bellona, warszawa
9. Nowicki M., Sitnicki S. 2007. Ochrona środowiska w praktyce. EkoFundusz, Warszawa
10. Pawlaczyk P., Jermaczek A. NATURA 2000 – narzędzie ochrony przyrody. WWF. Warszawa
11. Poradniki ochrony siedlisk i gatunków Natura 2000 – podręcznik metodyczny (tomy 1-6) http://natura2000.mos.gov.pl/natura2000/pl/poradnik.php
12. Pullin A.S. 2007. Biologiczne podstawy ochrony przyrody PWN. Warszawa
13. Sidło P.O., Błaszkowska B., Chylarecki P. 2004. Ostoje ptaków o randze europejskiej w Polsce. OTOP, Warszawa
14. Symonides E. 2008. Ochrona Przyrody. WUW Warszawa
15. Wilk T., Jujka M., Krogulec J., Chylarecki P. 2010. Ostoje ptaków o znaczeniu międzynarodowym w Polsce. OTOP, Marki

Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes:

• Environmental Protection - full-time second cycle studies

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

• Description of WF-OB-ZFPS in USOSweb