**Course Title:** **Floodplain Management**

**Module 3:** Biological Landscape: Its impact on the floodplain and
floodplain management

**Session 9:** Introduction to Ecological Principles and Ecoregions

**Author**: Susan Bolton, Ph.D., P.E.

**Time 75 minutes**

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# Objectives: (PP1, and PP2, Title and Objective) {#objectives-pp1-and-pp2-title-and-objective .unnumbered}

At the end of this session, students will be able to:

9.1 Explain major ecological principles as they relate to watersheds as
ecosystems.

9.2 Explain how producers, consumers, and decomposers interact with the
physical environment to accomplish energy flows and nutrient cycling.

9.3 Identify the basic concepts of stream and floodplain ecology.

9.4 Describe and define ecoregions.

9.5 Identify the land cover/land use, climate, and general watershed
condition in your local area and important producers, consumers and
decomposers in your local floodplains and rivers.

9.6 Discuss ecological principles and ecoregions within the context case
study floodplains.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Scope:**

During this session, the instructor explains ecological principles with
special emphasis on how they apply to floodplains and rivers. The
concepts of unidirectional energy flow and nutrient cycling are
discussed. The general ecologically functional categories of organisms
(producers, consumers, decomposers) are presented. Criteria that are
used to identify broadly defined ecoregions are discussed and students
learn how to identify the ecoregion in which they live and work. Methods
to discover an area\'s land cover, land use, climate, and general
watershed and floodplain condition are explained. As an exercise,
students search for information that relates to their watershed,
floodplain, and river of interest.

The module exercise and midterm will be introduced during this session.
An exercise template handout will be distributed and discussed. This
module exercise will be integrated with the information included in the
session 2 exercise. Also, at the end of session 13 a midterm examination
will be distributed. This exam will be competed as homework. Session 14
has been set aside for discussing the homework assignment and student
presentations.

**Readings:**

*Student and Instructor Reading:*

# Baron, J.S., N.L. Poff, P.L. Angermeier, C.N. Dahm, P.H. Gleick, N.G. Hairston, Jr., R.B. Jackson, C.A. Johnston, B.D. Richter, and A.D. Steinman. 2003. "Sustaining Healthy Freshwater Ecosystems". *Issues in Ecology*, Number 10, Winter 2003. Ecological Society of America. <http://www.esa.org/science/Issues/TextIssues/issue10.php> {#baron-j.s.-n.l.-poff-p.l.-angermeier-c.n.-dahm-p.h.-gleick-n.g.-hairston-jr.-r.b.-jackson-c.a.-johnston-b.d.-richter-and-a.d.-steinman.-2003.-sustaining-healthy-freshwater-ecosystems.-issues-in-ecology-number-10-winter-2003.-ecological-society-of-america.-httpwww.esa.orgscienceissuestextissuesissue10.php .River-I}

# Daily, G.C., and S. Alexander, P.R. Ehrlich, L. Goulder, J. Lubchenco, P.A. Matson, H.A. Mooney, S. Postel. S.H. Schneider, D. Tilman, G.M. Woodwell. 1997. "Ecosystem Services: Benefits Supplied to Human Societies by Natural Ecosystems. " *Issues in Ecology*, Number 2, Spring 1997. Ecological Society of America. <http://www.esa.org/science/Issues/TextIssues/issue2.php> {#daily-g.c.-and-s.-alexander-p.r.-ehrlich-l.-goulder-j.-lubchenco-p.a.-matson-h.a.-mooney-s.-postel.-s.h.-schneider-d.-tilman-g.m.-woodwell.-1997.-ecosystem-services-benefits-supplied-to-human-societies-by-natural-ecosystems.-issues-in-ecology-number-2-spring-1997.-ecological-society-of-america.-httpwww.esa.orgscienceissuestextissuesissue2.php .River-I}

# Food and Agriculture Organization of the United Nations. Chapter 3, Ecological Principles in *Environment: Concepts and Issues*. <http://www.un.org.kh/fao/pdfs/section1/chapter3/3.pdf> {#food-and-agriculture-organization-of-the-united-nations.-chapter-3-ecological-principles-in-environment-concepts-and-issues.-httpwww.un.org.khfaopdfssection1chapter33.pdf .River-I}

# O\'Keefe, T., R. Naiman, S. Eliot, D. Norton. On-line training in watershed management. *Introduction to Watershed Ecology.* Environmental Protection Agency, Office of Wetlands, Oceans and Watersheds. <http://www.epa.gov/watertrain/ecology/index.html> {#okeefe-t.-r.-naiman-s.-eliot-d.-norton.-on-line-training-in-watershed-management.-introduction-to-watershed-ecology.-environmental-protection-agency-office-of-wetlands-oceans-and-watersheds.-httpwww.epa.govwatertrainecologyindex.html .River-I}

National Research Council. 1999. *New Strategies for America\'s
Watersheds.* National Academy Press. Pp. 81-88, pp 112-127, and pp
289-292.

Naeem, S., F.S. Chapin III, R. Costanza, P.R. Ehrlich, F.B. Golley, D.U.
Hooper, J.H. Lawton, R.V. O\'Neill, H.A. Mooney, O.E. Sala, A.J. Symstad
and D. Tilman. Fall 1999 "Biodiversity and Ecosystem Functioning:
Maintaining Natural Life Support Processes." *Issues in Ecology*, Number
4. http://www.epa.gov/watertrain/pdf/issue4.pdf

*Additional Instructor Reading:*

Ricklefs, R.E. 1990. *Ecology*. W.H. Freeman and Company, New York. This
is a great general ecology text for reviewing the concepts discussed in
the lessons. Chapters 11-13 discuss energy flow, pathways of elements
and nutrient regeneration.

**Supplementary Considerations**

The on-line *Introduction to Watershed Ecology* has many good
definitions and figures that would enhance any lecture material. For
objective 8.2, identify local species to illustrate food webs, energy
transfer, and nutrient cycling.

**Objective 9.1 (PP3, Objective) Explain major ecological principles as
they relate to watersheds (catchments) as ecosystems**

**Note:**

Earlier sessions described the area that contributes water and materials
to a point as a basin, sub-basin or catchment. Basins and catchments are
terms used in most of the world. However, in the United States many
agencies, including the Environmental Protection Agency and the National
Science Foundation as well as numerous state and county agencies, use
the term watershed. The terms are interchangeable in this country.

**Note:**

Before beginning this section, ask students:

Why is an understanding of biology important to understanding
floodplains?

**Requirements:** None.

**Remarks:**

Floodplains and the watershed corridors that feed floodplains are vital
to the physical processes that sustain life and to the flow of energy.
We humans are principle consumers of this energy, and without this flow,
we would not exist.

I. What is ecology?

A. Ecology is from the Greek word \"*Oikos\"* meaning house or the
immediate environment of man. Although the exact definition has been
altered over time, one generally accepted definition is \"the study of
the distribution and abundance of species and their relationships to
their biological and physical environment."

II\. What is an ecosystem?

A. Ecosystems have been defined from many perspectives. A generally
acceptable broad definition is that an ecosystem is \"the entire set of
biological organisms and the physical environment in which it exists.\"

1.  Just like watersheds, ecosystems can be defined at many different
    spatial scales. They can be as small as a terrarium or as large as
    the earth or any number of sizes in between.

B. Ecosystems consist of the organisms and pathways (biological and
physical) through which energy flows and nutrients are cycled. **(PP4,
Ecosystem)**

1\. Energy flows through ecosystems. **(PP5, General Energy Flow)**

2\. Solar energy is a physical driver of photosynthesis, the initial
biological source of energy to an ecosystem.

3\. As energy moves through the ecosystem, some is always being lost
from the system as heat.

C. **Nutrients** (e.g. carbon, nitrogen, phosphorus) cycle through and
are reused within ecosystems. **(PP6, Nutrient Spiral)**

1\. They can be stored in either biological/organic or
physical/inorganic states.

2\. Each element has a unique pathway or route, determined by its
biogeochemical pathways.

3\. **Carbon** is the major substance of life and a major source of
energy for most animals and microorganisms. **(PP7, General Energy
Flow)** for a good presentation of basic ecosystem functioning).

D. **Biodiversity**, the numbers and types of organisms present in an
ecosystem, affects how energy flows and nutrients cycle through an
ecosystem.

1\. It can be difficult to determine how individual species contribute
to ecosystem functioning

2\. Species that perform similar roles can be divided in functional
types based on how or what they eat.

3\. Some species can significantly affect an ecosystem. They are
referred to as **keystone species**. Beavers are examples of a keystone
floodplain/aquatic species. Their feeding and dam-building habits alter
soil fertility, forest succession, and affect landscape habitat
diversity.

**Objective 9.2 Explain how producers, consumers and decomposers
interact with the physical environment to accomplish energy flows and
nutrient cycling. (PP8, Objective)**

**Note**

Before beginning this section, ask students to take a few minutes and
quickly draw their interpretation of a food web. After the presentation
is over, suggest students redraw the food web and/or the carbon,
nitrogen, or phosphorous cycles as a self-study to review their new
knowledge.

**Requirements:**

This material will be enhanced if the instructor provides diagrams of
food webs and nutrient cycling that are important locally.

**Remarks:**

I. Food webs (trophic levels) (PP9, Food Webs ...)

A. **Food webs describe feeding patterns** that organize the movement of
energy and material through the ecosystem.

B. **Food webs** **identify organisms** whose roles are to produce
organic matter, consume organic matter, or decompose organic matter.
**(PP10, Food Webs...)**

1\. Producers generate food (organic matter/energy) primarily through
**photosynthesis**, the conversion of sunlight into carbohydrates using
carbon dioxide and water. Examples of producer organisms are trees,
shrubs, grasses, and algae.

2\. The efficiency of photosynthesis (total energy fixed/total incident
light) is 1-2% in most habitats.

3\. Because water vapor escapes when leaf pores (stomata) are open to
intake carbon dioxide for photosynthesis, plants lose water in direct
proportion to the amount of carbon dioxide fixed. Plant production in
dry environments is limited by water availability.

4\. **Transpiration efficiency** (production \[grams dry mass\]/ water
transpired \[kg\]) is typically 1-2 and seldom as high as 4 in xeric
(drought adapted) species.

5\. Production can be enhanced by the application of various nutrients,
especially ones that are limited in supply within a given ecosystem.

C. Consumers consume producers. If an organism feeds only on plant
material, it is called a **primary consumer** (herbivore). If an
organism feeds on primary consumers, it is a **secondary consumer**
(carnivore), etc.

1\. **Net production efficiency** (energy consumed/biomass produced
\[growth and reproduction\]) that is available to the next trophic
level) varies between about 5-20%.

a.  At each trophic level, energy is lost in the form of respiration and
    as body waste products.

2\. **Poikilotherms** (cold-blooded animals) in aquatic systems have
efficiencies in the 20% range.

a.  Poikilotherms do not expend energy to maintain a body temperature
    that differs from the ambient temperature.

3\. **Homeotherms** (warm-blooded animals) in terrestrial systems have
efficiencies in the 1-5% range.

a.  Homeotherms expend a lot of energy maintaining a body temperature
    that differs from the ambient temperature.

4\. Decomposers feed on dead tissue of producers and consumers. They
play the vital role of transforming tissues into nutritional elements
that are cycled back through the food web**. (PP11, Decomposition)**

5\. Decomposers ultimately consume most biological production. They turn
organic matter into mineral elements.

6\. Decomposers are typically bacteria and fungi. Without them, many
nutrient cycles would be radically changed and the productivity of
systems would decrease substantially.

a.  Physical processes such as abrasion and transport often enhance
    decomposition of organic material.

7\. Decomposers probably generate the largest secondary production (not
photosynthesis) of biomass in every community in the world and release
the most energy via respiration.

II\. Energy flows through ecosystems.

A. Energy flow through systems is frequently tracked using **carbon
movement.** Carbon transfers usually either require or release energy.
(PP12, Carbon cycle)

B. Ecosystems must have a continual input of energy to function. Energy
is continually being lost (made unavailable to consumers) as heat and
movement.

III\. Nutrients are cycled and more or less retained within an
ecosystem.

A. Nutrients or mineral elements (e.g., nitrogen, phosphorus, sulfur,
etc.) are transferred from one state to another within an ecosystem.
Major states include living organic matter, dead organic matter,
immediately available inorganic forms, and unavailable inorganic and
organic forms that **are frequently tied up in sediments and soils.
(PP13 Phosphorus Cycle) (PP14 Nitrogen Cycle)**

B. If all necessary nutrients are not equally available in the quantity
needed for growth, an ecosystem is nutrient limited.

**Objective 9.3 Identify the basic concepts of stream and floodplain
ecology. (PP15 Objective)**

**Note**

The instructor should use this section to reiterate important ecological
processes and relate them to riparian, floodplain and river systems.

**Requirements**

None

**Remarks**

I. Rivers and floodplain corridors

A. Rivers and floodplain corridors are integrators of watershed
processes. They reflect the interaction of the physical and biological
setting of the watershed.

B. Energy and nutrients.

1\. **River ecosystems**, with their unidirectional flow are especially
dependent on the surrounding terrestrial ecosystem for energy input.
There are four main sources of energy for streams. (**PP16, Major
Forces...**.).

2\. **Solar energy** drives internal aquatic photosynthesis. This is
often referred to as an **autochthonous** (meaning produced within the
system) source.

3\. Material produced, usually via photosynthesis in the areas adjacent
to the stream, that then enters the stream via litter fall, or other
lateral transport mechanisms such as floods and wind are often referred
to as **allochthonous** (meaning biomass produced outside of the
system).

4\. **Coarse particulate organic matter (CPOM**) is produced in the
adjacent (riparian) terrestrial landscape.

> a\. Leaves, twigs, flowers, and wood that enter the stream system
> become food available to aquatic consumers.

5\. **Fine particulate organic matter (FPOM),** consisting of particles
between 1 mm and 0.5 microns and **dissolved organic matter (DOM)** can
enter the stream via water and wind erosion processes.

> a\. Groundwater inputs to the stream also carry DOM.

6\. The stream ecosystem upstream of a point also delivers CPOM, FPOM,
and DOM from processes that technically occurred outside of the system
of interest.

C. Aquatic animals are frequently put into functional trophic groups
depending on whether they:

1\. **shred** CPOM,

2\. **scrape** primary production (algae),

3\. **collect**, or filter FPOM and DOM, or whether

4\. they are **predators** and eat other aquatic animals.

D. As shown in (**PP16, Major Forces)** the biotic assemblages of
streams are affected by

1\. flow regime; water quality; and the interaction of sediment flux,
chemical/nutrient flux, and thermal/light inputs.

2\. In turn, this interaction affects the structure and function of
aquatic ecosystems including the floodplain corridor.

E. The next session, Session 9: Stream and River Ecology, will discuss
various ways to conceptualize and characterize rivers and floodplains
and the expected composition and distribution of organisms.

1\. The processes of water, sediment, and organic matter delivery affect
both physical and biological processes within the river and floodplain
corridor.

**Objective 9.4 Describe and define ecoregions. (PP17, Objective)**

**Requirements:**

This material will be enhanced if the instructor uses the figures
available in the NRC text and the EPA OWOW lessons. A homework
assignment asks the students to identify the ecoregion in which they
work or live using at least three different schemes.

**Remarks:**

I. Ecoregions

A. Ecoregions are areas of relative homogeneity based on land use and
physiography potential, usually characterized by potential natural
vegetation.

B. Omernik developed a scheme for the Environmental Protection Agency
(EPA) that was designed to be used by managers to get a better
understanding of what was possible within their managed system.

1\. His scheme divides the United States into 76 regions (**PP18,
Ecoregions).**

2\. Various studies have shown the usefulness of this concept in the
southeastern, midwestern, and western United States.

C. The **U.S. Forest Service** developed a scheme based on physiography,
soils, and under story vegetation (**PP19, Ecoregions)**.

D. The **Natural Resources Conservation Service** developed a scheme
that divides the country into 27 regions based on physiography and crop
potential (**PP20, Ecoregions)**.

**Objective 9.5 Identify the land cover/land use, climate, and general
watershed condition in the local area and important producers, consumers
and decomposers in your area** **your local floodplains and rivers.**

**Requirements:**

This should be used as a homework exercise for the students. They can
use various sources including the Internet to find out who collects,
stores, and makes available relevant information on watershed and river
condition in their local area.

**Remarks:**

I. The physical and biological status of a watershed strongly affects
ecological processes.

A. There are many sources of information available to characterize your
local watershed.

1\. The EPA has a comprehensive search site for every watershed. It is
<http://cfpub.epa.gov/surf/locate/index.cfm>

2\. The page also has links to many other web-based resources.

B. In which ecoregion(s) is your local watershed located?

1\. Which scheme did you use to select your ecoregion?

2\. Justify your choice of scheme.

C. What local, state, and federal agencies collect watershed data in
your area?

1\. Typical examples include Public Utility Districts, Departments of
Natural Resources, Fish and Wildlife, or Ecology, and many federal
agencies. Important federal agencies include NRCS (Natural Resources
Conservation Service, formerly the Soil Conservation Service), BOR
(Bureau of Reclamation), USGS (U.S. Geological Service), EPA
(Environmental Protection Agency), USFWS (U.S. Fish and Wildlife
Service), USACOE (U.S. Army Corps of Engineers).

D. Are there any keystone species in your floodplains or rivers?

**Objective 9.6**

Discuss biological landscape within the context case study floodplains

**Requirements:**

Student will need to have completed their Module 2 exercise.

**Remarks:**

A.  In session 2 students teams were formed and were assigned a case
    study floodplain. These teams will be constant throughout the
    course.

B.  The module 3 exercise template will be distributed as a handout and
    discussed.(the Module 3 template is include below as Appendix A to
    this session)

C.  Students will present exercise material during session 14 and will
    be expected to integrate concepts learned both in this session as
    well as that from the "Stream Systems on a Dynamic Earth" module.

**References:**

# Allen, J.D. 1995. *Stream Ecology: Structure and Function of Running Waters*. Chapman and Hall, London.  {#allen-j.d.-1995.-stream-ecology-structure-and-function-of-running-waters.-chapman-and-hall-london. .River-I}

# Angelier, E. 2003. *Ecology of Streams and Rivers.* 2003. Science Publishers, Inc. Enfield, NH.  {#angelier-e.-2003.-ecology-of-streams-and-rivers.-2003.-science-publishers-inc.-enfield-nh. .River-I}

# Baron, J.S., N.L. Poff, P.L. Angermeier, C.N. Dahm, P.H. Gleick, N.G. Hairston, Jr., R.B. Jackson, C.A. Johnston, B.D. Richter, and A.D. Steinman. 2003. "Sustaining Healthy Freshwater Ecosystems". *Issues in Ecology*, Number 10, Winter 2003. Ecological Society of America. <http://www.esa.org/science/Issues/TextIssues/issue10.php> {#baron-j.s.-n.l.-poff-p.l.-angermeier-c.n.-dahm-p.h.-gleick-n.g.-hairston-jr.-r.b.-jackson-c.a.-johnston-b.d.-richter-and-a.d.-steinman.-2003.-sustaining-healthy-freshwater-ecosystems.-issues-in-ecology-number-10-winter-2003.-ecological-society-of-america.-httpwww.esa.orgscienceissuestextissuesissue10.php-1 .River-I}

# Calow, P. and G.E. Petts. 1992. *The Rivers Handbook: Hydrological and Ecological Principles. Vols. One and Two*. Blackwell Scientific Publications, Oxford.  {#calow-p.-and-g.e.-petts.-1992.-the-rivers-handbook-hydrological-and-ecological-principles.-vols.-one-and-two.-blackwell-scientific-publications-oxford. .River-I}

# Daily, G.C., and S. Alexander, P.R. Ehrlich, L. Goulder, J. Lubchenco, P.A. Matson, H.A. Mooney, S. Postel. S.H. Schneider, D. Tilman, G.M. Woodwell. 1997. "Ecosystem Services: Benefits Supplied to Human Societies by Natural Ecosystems. " *Issues in Ecology*, Number 2, Spring 1997. Ecological Society of America. <http://www.esa.org/science/Issues/TextIssues/issue2.php> {#daily-g.c.-and-s.-alexander-p.r.-ehrlich-l.-goulder-j.-lubchenco-p.a.-matson-h.a.-mooney-s.-postel.-s.h.-schneider-d.-tilman-g.m.-woodwell.-1997.-ecosystem-services-benefits-supplied-to-human-societies-by-natural-ecosystems.-issues-in-ecology-number-2-spring-1997.-ecological-society-of-america.-httpwww.esa.orgscienceissuestextissuesissue2.php-1 .River-I}

# Food and Agriculture Organization of the United Nations. Chapter 3, Ecological Principles in *Environment: Concepts and Issues*. <http://www.un.org.kh/fao/pdfs/section1/chapter3/3.pdf> {#food-and-agriculture-organization-of-the-united-nations.-chapter-3-ecological-principles-in-environment-concepts-and-issues.-httpwww.un.org.khfaopdfssection1chapter33.pdf-1 .River-I}

# O\'Keefe, T., R. Naiman, S. Eliot, D. Norton. On-line training in watershed management. *Introduction to Watershed Ecology.* Environmental Protection Agency, Office of Wetlands, Oceans and Watersheds. <http://www.epa.gov/watertrain/ecology/index.html> {#okeefe-t.-r.-naiman-s.-eliot-d.-norton.-on-line-training-in-watershed-management.-introduction-to-watershed-ecology.-environmental-protection-agency-office-of-wetlands-oceans-and-watersheds.-httpwww.epa.govwatertrainecologyindex.html-1 .River-I}

National Research Council. 1999. *New Strategies for America\'s
Watersheds.* National Academy Press. Pp. 81-88, pp 112-127, and pp
289-292.

Naeem, S., F.S. Chapin III, R. Costanza, P.R. Ehrlich, F.B. Golley, D.U.
Hooper, J.H. Lawton, R.V. O\'Neill, H.A. Mooney, O.E. Sala, A.J. Symstad
and D. Tilman. Fall 1999 "Biodiversity and Ecosystem Functioning:
Maintaining Natural Life Support Processes." *Issues in Ecology*, Number
4. http://www.epa.gov/watertrain/pdf/issue4.pdf

Ricklefs, R.E. 1990. *Ecology*. W.H. Freeman and Company, New York

**Other web links**:

Waterose Aquatic Ecology Links Page

<http://www.geocities.com/RainForest/Vines/4301/links.html>

**Appendix A , Objective 9.6**

**Floodplain Management Course -- Biological Floodplain Exercise
Template**

**Handout 3.1**

**Task 1:** Describe the floodplain as both a **[PRODUCT]{.underline}**
of biological processes of the drainage basin and the
**[CONTRIBUTOR]{.underline}** to downstream impacts.. Identify, and
define natural and beneficial values from a biological perspective. (Two
typed written pages should be adequate for this task along with
appropriate graphic material.)

**Floodplain definition:** The floodplain is the area adjacent to a
river that is periodically covered with water. It is part of the lateral
dimension of rivers and contributes to the interchange of materials
between terrestrial components and aquatic components of the watershed.
An analysis of the ecological floodplain would include an understanding
of the impacts of and to the hyporheic and riparian areas.

**Helpful information for Task 1 would include: (In addition to that
gathered for Exercise 2.1)**

1.  A base map of the river corridor up stream and down stream of the
    case study floodplain on which notations can be made.

2.  For areas of interest it would be helpful to have specific maps
    illustrating:

    a.  Aerial imagery

    b.  Topography

    c.  Present and past land use/groundcover information.

    d.  Ecoregions

**Discussion:**

1.  From available information, and an understanding of basin
    characteristics and processes, describe your case study floodplain
    from an ecological perspective.

> Through the drawing of polygons, lines or points, describe the
> processes that create habitat complexes and organism diversity. These
> illustrations must recognize that these organisms interact with the
> physical and biological environment, and that food webs describing
> these communities are based on the roles of various organisms.
>
> Several theories have been developed to describe how the physical
> environment interacts with the biological environment to create
> community structure and function. These theories include:
>
> Roles

a.  Producers

b.  Consumers

c.  Decomposers

> Habitat-creating processes

a.  Flow regime

b.  Sediment regime

c.  Nutrient and Organic regime

d.  Light/heat regime

> Habitat complexes: e.g.,

a.  Pools

b.  Riffles

c.  Side channels

d.  Log jams

> Biodiversity and community structure

a.  Numbers of species

b.  Exotic species

c.  Abundance of individual species

d.  Species of concern

**Task 2:** From an understanding of the biological processes described
above, **[SCOPE]{.underline}** out the key concerns of the stakeholders
as identified in the module 1 exercise. -- Review their objectives and
determine the issues that should be of most interest to them.

1.  Are there critical issues, areas of concern or processes within the
    basin or along the corridor that warrant special emphasis -- loss of
    habitat or linkages between habitats, climate change, changes in
    land use, fire, exotics, high sediment deposition...?

2.  How strategic is your case study floodplain to these critical
    processes.

A couple of sentences or a bulleted list noting the most significant
examples would be appropriate for this task. Special emphasis should be
given to conflicting objectives.

**Task 3** What are the most appropriate **[MANAGEMENT
MEASURES]{.underline}** to address the above mentioned scope of
concerns?

1.  List alternative measures that should be considered in addressing
    the key concerns including a *no action alternative*.

2.  Are there associated *significant impacts* (*beneficial* or
    *adverse*) associated with these alternatives? Did you consider
    *cumulative* impacts; those over the long and short-term..,?

3.  Did your measure taking advantage of natural processes?

(Along with descriptive graphics, a simple list of bulleted items for
your most important examples would be appropriate for this task.)