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Keystone Species in an Ecosystem Using Connection Circles to Tell ...

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7. Look for other feedback loops. Here are some examples:Otters <strong>an</strong>d Fur TradersHere is a possible loop l<strong>in</strong>k<strong>in</strong>g otters <strong>an</strong>d fur traders.Sea OttersFur TradersDesire <strong>to</strong> ProtectBiodiversityTrac<strong>in</strong>g the loop, <strong>an</strong> <strong>in</strong>crease <strong>in</strong> fur traders <strong>in</strong> the 19 th Century caused a decrease <strong>in</strong> seaotters <strong>to</strong> d<strong>an</strong>gerously low levels. An awareness of the decl<strong>in</strong>e caused <strong>an</strong> <strong>in</strong>crease <strong>in</strong> thedesire <strong>to</strong> protect biodiversity. This led <strong>to</strong> a decrease <strong>in</strong> hunt<strong>in</strong>g. This is also a bal<strong>an</strong>c<strong>in</strong>gloop – <strong>an</strong>y ch<strong>an</strong>ge works <strong>to</strong> res<strong>to</strong>re itself around the loop aga<strong>in</strong>.Note: Students trace the different loops on their orig<strong>in</strong>al connection circles <strong>in</strong> differentcolors before draw<strong>in</strong>g separate feedback loops. They c<strong>an</strong> draw these loops freeh<strong>an</strong>dwithout us<strong>in</strong>g connection circles as templates.The s<strong>to</strong>ry gets complicated, but don’t worry.It is easier when students construct <strong>an</strong>d talk about their own circles.This is the reason for do<strong>in</strong>g connection circles <strong>in</strong> the first place:Students c<strong>an</strong> underst<strong>an</strong>d <strong>an</strong>d communicate ideas that are difficult <strong>to</strong> expressus<strong>in</strong>g more conventional <strong>to</strong>ols.8

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