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[[Category:English]]
[[Category:Biodiversity Loss]]

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= Introduction =

'''Biodiversity loss''' means a reduction in the variety of life. It can happen when populations shrink, genetic variation is reduced, habitats and ecosystems are degraded, or species become locally or globally extinct. Biodiversity is not only a count of species: it includes diversity '''within species''', '''between species''', and '''among ecosystems'''.

This aiMOOC is designed for '''Grades 9–10'''. You will learn how scientists describe biodiversity, identify the main drivers of biodiversity loss, interpret evidence carefully, connect ecological change to human well-being, and evaluate solutions. You will also practise data literacy, systems thinking, observation, communication, and project design.

[[File:Biodiversity Hotspots.svg|700px|frameless|center]]

'''Media focus:''' The map shows global biodiversity hotspots. A hotspot contains exceptional concentrations of unique species and has experienced major habitat loss. Hotspots help conservation planners identify places where protection can prevent many extinctions, but important biodiversity also exists outside hotspots.

{{#ev:youtube|https://www.youtube.com/watch?v=y18o0mACCQs|500|center}}

'''Watch actively:''' As you watch the WWF Wild Classroom video, note one example each of genetic diversity, species diversity, and ecosystem diversity.

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= What Biodiversity Means =

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== Three Levels of Biodiversity ==

'''Genetic diversity''' is variation in inherited information within a species. A crop species with many genetically different varieties may contain traits for drought tolerance or disease resistance. A wild population with very low genetic diversity may have fewer options for adapting to environmental change.

'''Species diversity''' includes both the number of species in an area and how common or rare they are relative to one another. Two habitats can contain the same number of species but differ strongly in their balance of abundances.

'''Ecosystem diversity''' is the variety of ecosystems, habitats, ecological communities, and processes across a landscape or region. Forests, wetlands, grasslands, coral reefs, rivers, and coastal ecosystems support different communities and functions.

These levels are connected. When a habitat is fragmented, some local populations may disappear. The remaining populations may become smaller and more isolated, which can reduce genetic exchange. Over time, loss at one level can increase risk at the others.

{{#ev:youtube|https://www.youtube.com/watch?v=GK_vRtHJZu4|500|center}}

'''Think while watching:''' The TED-Ed video explains why biodiversity can increase ecosystem resilience. Ask yourself why a system with many species and ecological roles may have more ways to respond to disturbance.

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== Why Biodiversity Matters ==

Biodiversity supports ecosystem processes that make environments livable. Organisms build soils, recycle nutrients, decompose dead material, pollinate plants, disperse seeds, regulate pests, and influence water and carbon cycles. These processes contribute to what scientists and policy organizations often call '''ecosystem services''' or '''nature’s contributions to people'''.

People depend on biodiversity for food, clean water, medicines, materials, livelihoods, cultural relationships, recreation, and protection from some environmental hazards. For example, pollinators help many flowering plants reproduce, while mangroves, seagrasses, and coral reefs can contribute to fisheries, coastal protection, and tourism.

[[File:Bee pollinating a Flower.jpg|500px|frameless|center]]

'''Media focus:''' Pollination is an ecological interaction. Many crops and wild plants depend partly or completely on animal pollinators, so changes in pollinator communities can affect both ecosystems and food production.

[[File:Ecosystem service synergies between mangroves, seagrasses, and coral reefs.jpg|600px|frameless|center]]

'''Systems link:''' Coastal ecosystems can support one another. Protecting only one habitat may be less effective than managing connected mangroves, seagrasses, coral reefs, fisheries, and coastal development together.

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= What Biodiversity Loss Looks Like =

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== Population Decline, Local Extinction, and Global Extinction ==

Biodiversity loss can happen long before a species becomes extinct. A '''population decline''' means fewer individuals occur in a particular population over time. A '''local extinction''' happens when a species disappears from one area but survives elsewhere. A '''global extinction''' means no living individuals of that species remain anywhere.

This distinction matters. If a once-common species becomes rare across much of its range, ecosystems may lose some of the ecological work that species performed even before global extinction occurs. Conservation therefore aims not only to prevent extinction but also to maintain healthy, connected, and resilient populations.

In its 2019 Global Assessment, the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services, or IPBES, reported that around one million animal and plant species were threatened with extinction, many within decades, unless the pressures driving nature loss were reduced.

{{#ev:youtube|https://www.youtube.com/watch?v=PvWo0KuXlzE|500|center}}

'''Source perspective:''' This IPBES video introduces the global assessment process. Notice that biodiversity science combines many data sources and also considers how environmental change affects people.

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== Measuring Change Carefully ==

Scientists use many indicators because no single number can represent all biodiversity. Common evidence includes population counts, species richness, occupancy, habitat extent and condition, genetic variation, extinction risk, and the structure of ecological communities.

The '''IUCN Red List of Threatened Species''' classifies assessed species by extinction risk using evidence such as population trends, geographic range, population size, and quantitative estimates of extinction probability. In IUCN terminology, species assessed as Vulnerable, Endangered, or Critically Endangered are collectively called '''threatened'''. Not every species on Earth has been assessed, so you should not treat Red List totals as a complete count of all threatened life.

[[File:IUCN Red List Threatened Species, All Vertebrate, By Category, 2024.png|600px|frameless|center]]

'''Data question:''' A chart can show how assessed threatened vertebrate species are distributed among categories, but it cannot by itself tell you the extinction risk of species that have not been assessed.

Another widely discussed indicator is the '''Living Planet Index'''. WWF’s 2024 Living Planet Report states that the average relative abundance of monitored vertebrate wildlife populations declined by 73 percent between 1970 and 2020. This does '''not''' mean that 73 percent of species became extinct, that 73 percent of all individual wild animals disappeared, or that 73 percent of populations declined. It describes the average proportional change across monitored populations in the index.

'''Data literacy rule:''' Before repeating a dramatic statistic, ask what was measured, which organisms were included, what time period was used, and what the statistic does not mean.

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= Main Drivers of Biodiversity Loss =

IPBES identifies five major direct drivers of global change in nature: '''land- and sea-use change, direct exploitation of organisms, climate change, pollution, and invasive alien species'''. Their relative importance differs among ecosystems and regions. These direct drivers are influenced by indirect drivers such as production and consumption patterns, trade, technology, governance, and demographic change.

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== Land- and Sea-Use Change ==

Changing natural habitats into cropland, pasture, roads, cities, mines, reservoirs, or other uses can remove habitat completely or reduce its quality. Even when some habitat remains, '''fragmentation''' can divide a continuous habitat into smaller, isolated patches.

[[File:Habitat Fragmentation Diagram.png|650px|frameless|center]]

Fragmentation can reduce movement between populations, limit access to food or breeding sites, increase edge effects, and make small populations more vulnerable to chance events. Wildlife corridors, stepping-stone habitats, and careful land-use planning can improve connectivity, but they work best when enough high-quality habitat remains.

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== Direct Exploitation of Organisms ==

'''Direct exploitation''' includes fishing, hunting, logging, collecting, and harvesting wild organisms. Use becomes unsustainable when removal happens faster than populations can recover. Overfishing, illegal wildlife trade, and poorly managed timber harvest are examples.

Sustainable use requires evidence about population size, reproduction, habitat condition, and harvest rates. Rules such as catch limits, closed seasons, protected areas, selective fishing gear, and trade controls can reduce pressure when they are well designed, enforced, and monitored.

[[File:Orangutan Kalimantan.jpg|500px|frameless|center]]

'''Case connection:''' Orangutans illustrate how several pressures can act together. Forest conversion and fragmentation can reduce habitat, while hunting, fire, and illegal trade can add further risk. Conservation therefore often requires several coordinated actions rather than one isolated solution.

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== Climate Change ==

Climate change alters temperatures, rainfall patterns, snow and ice, sea level, ocean conditions, and the frequency or intensity of some extreme events. Species may shift their ranges, change migration or breeding timing, or experience conditions beyond their tolerance. Climate change can also strengthen other drivers, for example by increasing fire risk in some regions or adding stress to already fragmented habitats.

Coral bleaching is a clear example. During strong heat stress, corals can lose the symbiotic algae living in their tissues. The coral becomes pale or white and loses an important source of energy. Corals can sometimes recover if stress ends, but prolonged or repeated severe bleaching can cause high mortality and change reef communities.

[[File:Coral Bleaching.jpg|600px|frameless|center]]

'''Cause-and-effect check:''' Bleaching is a stress response, not automatically the same as coral death. The outcome depends on the intensity and duration of stress and on the coral’s ability to recover.

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== Pollution ==

Pollution can change air, water, or soil chemistry and directly harm organisms. Nutrient runoff from fertilizers and sewage can cause eutrophication: rapid algal growth is followed by decomposition that can reduce dissolved oxygen. Pesticides may affect target pests and also non-target organisms. Plastics can entangle wildlife or be eaten, while toxic chemicals can move through food webs.

Pollution often interacts with other drivers. A wetland already reduced by land-use change may be less able to absorb additional nutrient or chemical stress. This is why environmental problems are often best understood as connected systems rather than single causes.

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== Invasive Alien Species ==

An '''alien species''' is a species introduced outside its natural range by human activity. An '''invasive alien species''' establishes, spreads, and causes ecological or other harm. Not every non-native species becomes invasive.

Invasive species can compete with native species, prey on them, introduce disease, change habitats, or alter food webs. Prevention is often more effective and less expensive than controlling an invasion after it is widespread.

[[File:Zebra Mussels (51160934397).jpg|500px|frameless|center]]

'''Example:''' Zebra mussels have spread beyond their native range through pathways that include shipping and contaminated recreational equipment. Cleaning boats and equipment helps reduce transport between water bodies.

{{#ev:youtube|https://www.youtube.com/watch?v=spTWwqVP_2s|500|center}}

'''Watch for mechanisms:''' In the TED-Ed video, identify whether each invasive-species example acts mainly through competition, predation, habitat change, disease, or another mechanism.

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= Consequences of Biodiversity Loss =

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== Ecological Consequences ==

As biodiversity declines, food webs and ecological interactions can change. Losing a predator can alter prey populations; losing pollinators can reduce plant reproduction; losing habitat-forming species can change the physical environment for many other organisms.

Biodiversity can contribute to '''resilience''', the capacity of a system to absorb disturbance, recover, or reorganize while maintaining important functions. Resilience does not mean that diverse ecosystems cannot be damaged. It means that diversity can provide different responses and overlapping ecological roles that sometimes reduce the risk of total functional collapse.

Biodiversity loss can also create feedbacks. Degraded forests, wetlands, peatlands, seagrasses, and other ecosystems may store less carbon or become less able to buffer floods, erosion, or heat. These changes can increase pressures on both nature and people.

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== Consequences for People and Society ==

Biodiversity loss can affect food security, fisheries, agriculture, water quality, health, livelihoods, cultural practices, and local economies. The effects are not distributed equally. Communities whose livelihoods depend directly on local ecosystems may experience impacts earlier or more strongly.

At the same time, conservation decisions can create social conflicts if they ignore land rights, access to resources, or local knowledge. Effective biodiversity policy should therefore consider ecological evidence together with fairness, participation, and the rights and knowledge of Indigenous Peoples and local communities.

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= From Causes to Solutions =

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== Protect, Connect, and Restore ==

'''Protection''' reduces new damage to ecosystems and species. '''Connectivity''' allows organisms, genes, water, nutrients, and ecological processes to move across landscapes and seascapes. '''Restoration''' assists the recovery of degraded ecosystems. These approaches support one another, but restoration should not be used as an excuse to destroy intact ecosystems that may be difficult or impossible to recreate.

Useful actions can include protecting key habitats, improving management of protected areas, restoring wetlands and native vegetation, reconnecting fragmented habitats, removing barriers where appropriate, controlling invasive species, and reducing pollution.

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== Use Natural Resources Sustainably ==

Sustainable fishing, forestry, farming, and wildlife use aim to meet human needs without causing long-term decline in biodiversity. This can involve harvest limits, reduced bycatch, habitat-friendly farming, soil and water protection, diversified crops, and supply chains that avoid conversion of high-biodiversity habitats.

Solutions should address the driver rather than only the symptom. For example, breeding an endangered species in captivity may help some recovery programs, but it cannot replace the protection or restoration of suitable habitat when habitat loss is the main cause of decline.

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== Global Targets and Local Action ==

The '''Kunming-Montreal Global Biodiversity Framework''', adopted under the Convention on Biological Diversity in 2022, contains four long-term goals for 2050 and 23 targets for 2030. Target 2 calls for at least 30 percent of degraded terrestrial, inland-water, coastal, and marine ecosystem areas to be under effective restoration by 2030. Target 3 calls for at least 30 percent of terrestrial, inland-water, coastal, and marine areas to be effectively conserved and managed by 2030, with attention to ecological representation, connectivity, equitable governance, and rights.

Global targets need local implementation. You can contribute by collecting biodiversity data responsibly, planting suitable native species, reducing pesticide and waste impacts, preventing the spread of invasive species, supporting habitat-friendly decisions at school or in your community, and checking the evidence behind environmental claims. Individual action is most powerful when it also supports changes in institutions, infrastructure, business practices, and public policy.

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= A Systems-Thinking Example: A Fragmented Forest =

Imagine a forest crossed by a new road. The road directly removes habitat, but its effects may spread further. It can divide animal territories, increase edge habitat, make hunting or logging access easier, alter drainage, and increase the risk that invasive species enter. If the climate also becomes hotter and drier, fire risk may rise. A small isolated population may then decline, reducing genetic diversity and making recovery harder.

A strong solution would examine this chain of effects. Planners might avoid the most sensitive habitat, maintain large connected forest areas, build effective wildlife crossings where evidence supports them, limit new access roads, monitor populations, reduce fire risk, and work with local communities on land-use decisions. This example shows why biodiversity conservation is a '''systems problem''': causes interact, so solutions also need to interact.

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= Sources and Further Reading =

# [https://www.ipbes.net/global-assessment IPBES Global Assessment]: Scientific assessment of biodiversity, ecosystem services, and the direct and indirect drivers of change.
# [https://www.worldwildlife.org/publications/2024-living-planet-report/ WWF Living Planet Report 2024]: Evidence and interpretation of trends in monitored vertebrate wildlife populations.
# [https://www.iucnredlist.org/ IUCN Red List of Threatened Species]: Global extinction-risk assessments for evaluated animal, plant, and fungi species.
# [https://www.cbd.int/gbf/targets Convention on Biological Diversity Global Biodiversity Framework Targets]: Official 2030 biodiversity targets and guidance.
# [https://www.cbd.int/convention/articles/default.shtml?a=cbd-02 Convention on Biological Diversity Article 2]: Official definitions of biological diversity and related terms.
# [https://www.unep.org/explore-topics/ecosystems-and-biodiversity/why-does-nature-action-matter UNEP Nature Action]: Overview of ecosystems, biodiversity, and nature’s contributions to people.

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= Interactive Tasks =

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== Quiz: Test Your Knowledge ==

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'''Which statement best describes biodiversity?'''
(Variation within species between species and among ecosystems)
(!Only the number of endangered animal species)
(!Only the number of species in tropical forests)
(!Only genetic differences within domesticated species)

{{E}}
<br>

{{MC}}

'''Which direct driver has had the largest global impact on terrestrial and freshwater nature according to IPBES?'''
(Land and sea use change)
(!Noise pollution)
(!Natural volcanic activity)
(!Seasonal migration)

{{E}}
<br>

{{MC}}

'''What is a likely effect of habitat fragmentation?'''
(Reduced movement and gene flow between populations)
(!Guaranteed creation of new species within one year)
(!Automatic increase in habitat quality)
(!Complete removal of all edge effects)

{{E}}
<br>

{{MC}}

'''What does overexploitation mean?'''
(Harvesting organisms faster than populations can recover)
(!Protecting more habitat than a species needs)
(!Introducing a species outside its natural range)
(!Measuring species richness in a habitat)

{{E}}
<br>

{{MC}}

'''What happens during heat driven coral bleaching?'''
(Corals lose much of their symbiotic algae)
(!Corals immediately become a new species)
(!Corals permanently increase their genetic diversity)
(!Corals turn into limestone because of overfishing)

{{E}}
<br>

{{MC}}

'''Which example is pollution that can lower oxygen levels in water?'''
(Excess nutrient runoff causing eutrophication)
(!A wildlife corridor connecting two forests)
(!A seasonal change in daylight)
(!Natural seed dispersal by birds)

{{E}}
<br>

{{MC}}

'''Which description best fits an invasive alien species?'''
(A non native species that spreads and causes harm)
(!Every species that moves naturally into a nearby habitat)
(!Any rare species with a small population)
(!Any native predator that eats another species)

{{E}}
<br>

{{MC}}

'''What does the 73 percent decline in the 2024 Living Planet Index represent?'''
(Average proportional change in monitored vertebrate populations)
(!Percentage of all species that became extinct)
(!Percentage of all individual wild animals that disappeared)
(!Percentage of all ecosystems that were completely destroyed)

{{E}}
<br>

{{MC}}

'''Which action most directly improves connectivity between habitat patches?'''
(Creating a well designed wildlife corridor)
(!Increasing chemical runoff)
(!Removing native vegetation)
(!Introducing an unfamiliar predator)

{{E}}
<br>

{{MC}}

'''What is one 2030 aim of Target 2 in the Global Biodiversity Framework?'''
(Effective restoration across at least thirty percent of degraded ecosystem areas)
(!Complete removal of all human activity from every ecosystem)
(!Replacement of native species with domesticated species)
(!Ending all scientific monitoring of protected areas)

{{E}}
<br>

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== Memory Game ==

<div class="memo-quiz">
{|
|-
| Biodiversity || Variety of life at genetic species and ecosystem levels
|-
| Genetic variation || Differences in inherited information within a species
|-
| Fragmentation || Breaking continuous habitat into smaller separated areas
|-
| Overexploitation || Using wild organisms faster than populations can recover
|-
| Resilience || Capacity of a system to absorb disturbance and recover or reorganize
|-
| Restoration || Assisting the recovery of a degraded ecosystem
|}
{{E}}
<br>

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== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Match the correct terms.
! Topic
|-
| '''Habitat loss'''
| Converting or degrading places where species live
|-
| '''Overexploitation'''
| Harvesting organisms faster than reproduction can replace them
|-
| '''Pollution'''
| Introducing harmful substances or excess nutrients into ecosystems
|-
| '''Climate change'''
| Altering temperature rainfall sea level and extreme events
|-
| '''Invasive alien species'''
| Non native species that establishes spreads and causes ecological harm
|}
{{E}}

<br>
...
<br />

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== Crossword Puzzle ==

<div class="kreuzwort-quiz">
{|
|-
| Fragmentation || What process divides continuous habitat into smaller separated patches?
|-
| Pollinator || What organism moves pollen and helps many flowering plants reproduce?
|-
| Extinction || What term describes the permanent global loss of a species?
|-
| Restoration || What process assists the recovery of a degraded ecosystem?
|-
| Resilience || What term describes a system's capacity to absorb disturbance and recover or reorganize?
|-
| Invasive || What adjective describes a non native species that spreads and causes harm?
|}
{{E}}
<br>

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== LearningApps ==

<iframe> https://learningapps.org/index.php?s=Biodiversity+Loss </iframe>

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== Cloze Text ==

<quiz display=simple>
{'''Complete the text.'''<br>
|type="{}"}
Biodiversity includes variation at genetic species and { ecosystem } levels. A decline in the number of individuals in one area is a population { decline }. The largest global direct driver of change in terrestrial and freshwater nature has been land and sea { use }. Habitat { fragmentation } can isolate populations and reduce movement between them. Unsustainable hunting fishing logging or collecting can be described as { overexploitation }. Heat stress can cause corals to lose symbiotic algae in a process called { bleaching }. Excess nutrients can trigger { eutrophication } and reduce oxygen in water. A harmful non native organism that establishes and spreads can be called { invasive }. The IUCN Red List is used to assess species' extinction { risk }. Protecting habitat restoring degraded ecosystems and improving { connectivity } can reduce biodiversity loss.
</quiz>

<br>

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= Open-Ended Tasks =

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=== Easy ===
# [[English:Local Species Snapshot|Local Species Snapshot]]: Photograph or sketch at least ten different organisms around your school or home, identify them as accurately as you can, and explain which observations show species diversity.
# [[English:Pollinator Observation|Pollinator Observation]]: Observe one flowering patch for twenty minutes, record each type of visitor you see, and write a short reflection on what your method can and cannot tell you about pollination.
# [[English:Biodiversity News Summary|Biodiversity News Summary]]: Choose a recent biodiversity news story from a reliable source, summarize the evidence in your own words, and identify one claim that would need additional data to verify.
# [[English:Food Web Poster|Food Web Poster]]: Create a clear poster or digital image of a local food web with at least eight organisms, then mark two possible consequences if one species sharply declines.

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=== Standard ===
# [[English:Habitat Fragmentation Map|Habitat Fragmentation Map]]: Use a local map or satellite image to identify habitat patches, roads, rivers, and barriers, then propose one realistic way to improve ecological connectivity.
# [[English:Conservation Interview|Conservation Interview]]: Interview a park worker, farmer, fisher, gardener, scientist, or conservation volunteer about biodiversity change, then compare the interview evidence with one published source.
# [[English:School Biodiversity Audit|School Biodiversity Audit]]: Survey part of your school grounds for native vegetation, habitat features, pollution risks, and invasive species, then recommend three actions ranked by likely ecological benefit and feasibility.
# [[English:Invasive Species Explainer Video|Invasive Species Explainer Video]]: Produce a two to three minute video explaining one invasive species, its pathway of introduction, ecological effects, and a prevention or control strategy supported by evidence.

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=== Advanced ===
# [[English:Quadrat Sampling Investigation|Quadrat Sampling Investigation]]: Compare plant species richness or cover in two habitats using repeated quadrats, explain your sampling design, graph the results, and discuss uncertainty and possible bias.
# [[English:Conservation Policy Brief|Conservation Policy Brief]]: Write a one page policy brief about a local or regional biodiversity issue, identify the main direct and indirect drivers, compare at least two policy options, and justify your recommendation.
# [[English:Ecosystem Restoration Design|Ecosystem Restoration Design]]: Design a restoration proposal for a degraded site that includes goals, native species or habitat features, connectivity, monitoring indicators, risks, a timeline, and criteria for judging success.
# [[English:Biodiversity Data Story|Biodiversity Data Story]]: Use an open biodiversity dataset or published monitoring report to create two accurate charts, explain the trend in plain English, identify limitations, and record a short presentation about what the data can and cannot support.

{{:Open Task - Create a MOOC}}

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= Learning Assessment =

# [[English:Causal Chain Analysis|Causal Chain Analysis]]: Given a scenario involving road construction, invasive species, and drought, build a causal chain that shows how direct drivers interact and identify two points where intervention could reduce biodiversity loss.
# [[English:Evidence Evaluation|Evidence Evaluation]]: Compare a headline about wildlife decline with the original data source, explain whether the headline represents the statistic correctly, and rewrite it if necessary.
# [[English:Conservation Decision|Conservation Decision]]: Choose between protecting an intact habitat, restoring a degraded habitat, or creating a corridor in a fictional landscape, justify your priority with ecological evidence, and explain what additional information you would need.
# [[English:Trade-Off Reasoning|Trade-Off Reasoning]]: Evaluate a proposed development that offers economic benefits but affects a high-biodiversity wetland, identify stakeholders and ecosystem services, and propose a decision process that considers evidence and fairness.
# [[English:Transfer Challenge|Transfer Challenge]]: Apply the five-driver framework to a biodiversity problem not discussed in the course, distinguish direct from indirect drivers, and propose a coordinated solution at individual community and policy levels.

<br>
<br>

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= Evidence of Learning =

; '''Knowledge'''
: You can explain biodiversity at genetic species and ecosystem levels, distinguish population decline from extinction, and describe the five major direct drivers of biodiversity loss.

; '''Scientific skills'''
: You can observe biodiversity, design simple sampling methods, read graphs, identify limitations, compare sources, and distinguish evidence from unsupported claims.

; '''Systems thinking'''
: You can trace how drivers interact, recognize feedbacks, connect ecological change with human well-being, and identify where an intervention may change a causal chain.

; '''Products'''
: Strong evidence can include a field observation record, habitat map, poster, interview analysis, explainer video, data visualization, policy brief, or restoration plan.

; '''Transfer'''
: You can apply course concepts to a new ecosystem or local issue, justify a conservation decision with evidence, and consider feasibility, uncertainty, rights, and fairness.

<br>
<br>

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= OERs on the Topic =

<iframe> https://en.m.wikipedia.org/wiki/Biodiversity_loss </iframe>

<br>

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= Linked Learning Areas =

Biodiversity loss connects biology with geography, environmental science, climate science, data literacy, economics, ethics, and civic decision-making. Understanding it requires you to study organisms and ecosystems while also asking how human choices, institutions, and technologies shape environmental pressures.

{| align=center
{{:D-Tab}}
'''[[English:Biodiversity Loss|Biodiversity Loss]]'''
# [[English:Biodiversity|Biodiversity]]
# [[English:Ecology|Ecology]]
# [[English:Habitat fragmentation|Habitat fragmentation]]
# [[English:Extinction|Extinction]]
# [[English:Conservation biology|Conservation biology]]
# [[English:Ecosystem restoration|Ecosystem restoration]]
# [[English:Climate change|Climate change]]
# [[English:Invasive species|Invasive species]]
# [[English:Ecosystem services|Ecosystem services]]
# [[English:Sustainable development|Sustainable development]]
|}

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= aiMOOC Projects =
[[Category:English]]
[[Category:Biodiversity Loss]]
[[Category:Biology]]
[[Category:Environmental Science]]
[[Category:Ecology]]
[[Category:Science]]
[[Category:Sustainability]]
[[Category:Grades 9-10]]
[[Category:AI_MOOC]]
[[Category:GPT aiMOOC]]
{{MT}}

English:Biodiversity Loss - Versionsgeschichte

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