Grade by Grade
C. Evolution · Evolution

Extinction and Vulnerable Species: Environmental Change and Natural Selection

C1.2 C3.4 C2.1 C2.2 A1.9About 75 minutes
Learning goals
  • I can distinguish background extinction from mass extinction and name the five major mass extinctions.
  • I can explain how the speed of environmental change compared with a species' generation time affects whether it adapts or goes extinct.
  • I can identify traits that make a species vulnerable to extinction, using pandas and other examples.
  • I can evaluate the possible impact of an environmental change on natural selection and on a species at risk in Canada.
  • I can describe how scientific and Indigenous knowledge both contribute to protecting species.

Words to know

extinction
The permanent disappearance of a species everywhere on Earth.
extirpation
Disappearance of a species from one area (e.g., Canada) while it still exists elsewhere.
background extinction
The normal, ongoing rate at which species go extinct.
mass extinction
A short period (geologically) in which a large fraction of all species goes extinct.
specialist
A species with a narrow niche (e.g., one food or habitat).
generalist
A species with a broad niche that can use many foods and habitats.
species at risk
A species that is extirpated, endangered, threatened or of special concern.
COSEWIC
The Committee on the Status of Endangered Wildlife in Canada, an expert committee that assesses which species are at risk.
SARA
Canada's Species at Risk Act, the federal law that protects listed species at risk and their critical habitat.

When the environment changes faster than evolution

In the 1800s, passenger pigeons flew over Ontario in flocks so large they were said to darken the sky for hours. They were one of the most abundant birds in North America. Hunting on a massive scale and the clearing of the forests they depended on drove them to extinction. The last known passenger pigeon, named Martha, died in the Cincinnati Zoo in 1914.

Evolution helps populations adapt to change, but only if there is enough genetic variation, enough time and enough individuals. When the environment changes too quickly, species can be lost. This lesson looks at extinction through the lens of natural selection.

Background and mass extinctions

Extinction is a natural part of the history of life: scientists estimate that the vast majority of species that have ever lived are now extinct. Most go extinct at a slow, steady background rate, as environments change and competitors evolve.

Five times in the last 500 million years, extinction rates soared in mass extinctions, when a large fraction of species disappeared in a geologically short time. Causes included major climate change, changes in ocean chemistry, massive volcanic eruptions and, for the end-Cretaceous event 66 million years ago, the impact of a large asteroid. Each mass extinction was followed by adaptive radiation of the survivors into the emptied niches.

Many scientists warn that extinction rates today are far above the background rate because of human activities, and some describe the current situation as a possible sixth mass extinction.

5004003002001000millions of years agoend-Ordovician445 MaLate Devonian372 Maend-Permian252 Maend-Triassic201 Maend-Cretaceous66 Maincludes non-avian dinosaurs
The "Big Five" mass extinctions, shown in millions of years ago (Ma). The most recent, 66 Ma, ended the age of non-avian dinosaurs and opened the way for the radiation of mammals.

Adapt or disappear: what decides?

When the environment changes, a population can move (to a place that still suits it), adapt (by natural selection) or decline, possibly to extinction. Whether natural selection can save a population depends on:

  • Speed of change vs generation time. Selection works one generation at a time. Species with short generations (insects, mice, bacteria) can pass through many generations of selection while a slow-breeding species passes through only a few.
  • Genetic variation. Selection can only favour alleles that exist. Populations that have lost variation (through bottlenecks or small size) may have no individuals with helpful alleles.
  • Population size. Small populations have fewer individuals that might carry rare helpful alleles, and they are more affected by drift and random disasters.
  • Niche breadth. Specialists with narrow niches are hit hard when their one food or habitat disappears; generalists can switch.
  • Reproductive rate. Species that produce few young (large mammals, many birds) recover slowly from losses.
Giant panda (specialist)Raccoon (generalist)Dietalmost only bambooalmost anythingHabitat rangesmall, mountain forestsvery wide, incl. citiesYoung raised1 cub about every 2 yearsa litter each yearGeneration timelongshortWild populationsmallvery largehigher risk of extinctionlower risk
Traits that affect vulnerability. The giant panda's narrow diet, small range, slow reproduction and small population make it vulnerable; the raccoon's flexible niche and fast breeding make it resilient.
Worked example

Example 1: Let's compare generations

A habitat change happens over 100 years. Compare the number of generations of selection for (a) deer mice, which can breed within their first year (assume 1 generation per year), and (b) giant pandas (assume a generation time of about 12 years). What does this mean for each species' ability to adapt?

  1. (a) Deer mice: 100 years ÷ 1 year per generation = 100 generations.
  2. (b) Pandas: 100 ÷ 12 ≈ 8 generations.
  3. Each generation is one round of selection, so deer mice get about 12 times as many rounds of selection.
  4. Pandas also have a narrow diet (bamboo) and small populations, so they have less variation and fewer chances to adapt. Their survival depends much more on protecting their habitat, which is why China has created large reserves and corridors for them.

About 100 generations for mice vs about 8 for pandas; slow-breeding specialists like pandas are much more vulnerable to rapid change.

Environmental change in Canada: case studies

  • Snowshoe hares and shorter winters. Hares turn white in the fall based on day length, not snow. With climate warming, snow arrives later and melts earlier in many places, so more hares are white on brown ground and easier for predators to see. Researchers have found that some populations show variation in the timing or degree of colour change. If that variation is heritable, natural selection could favour hares that change colour later or stay brown; if the change is too fast, populations may decline.
  • Polar bears and sea ice. Polar bears hunt seals from sea ice. As Arctic sea ice forms later and melts earlier, bears must go longer without food. With long generations and few cubs, they cannot evolve quickly. Under SARA they are listed as a species of special concern.
  • Little brown bats and white-nose syndrome. A fungal disease introduced to North America has killed huge numbers of hibernating bats. The little brown myotis is listed as endangered. Scientists are studying whether a few surviving bats carry traits that help them resist the disease, a case where natural selection is acting right now.
  • Boreal caribou. Woodland caribou in the boreal forest need large areas of old forest. Roads, logging and other development fragment that habitat and make it easier for wolves to hunt caribou. The boreal population is listed as threatened.

Protecting species: science and Indigenous knowledge

In Canada, COSEWIC (a committee of experts) assesses the status of wildlife species, and the federal government decides whether to list them under the Species at Risk Act (SARA). Listed species and their critical habitat receive legal protection, and recovery strategies are prepared. Ontario also has its own species-at-risk law (the Species Conservation Act, 2025, which replaced the Endangered Species Act, 2007, in March 2026).

COSEWIC's assessments are required to consider both scientific knowledge and Aboriginal traditional knowledge. First Nations, Inuit and Métis knowledge holders have detailed, long-term observations of the land, water and animals, often going back many generations. Many Indigenous communities run Indigenous Guardians programs that monitor wildlife, water and land on their territories. The Mi'kmaw Elder Albert Marshall described Two-Eyed Seeing (Etuaptmumk): learning to see with the strengths of Indigenous knowledge in one eye and Western science in the other, and using both eyes together.

Worked example

Example 2: Let's evaluate an environmental change (C1.2)

A new dam floods a river valley in northern Ontario. Evaluate its possible impact on (a) natural selection in a population of brook trout that lived in the fast-flowing river, and (b) the vulnerability of a rare plant that grew only on the river's gravel banks.

  1. Identify the change: a fast, cool river becomes a slower, deeper and possibly warmer reservoir; gravel banks are flooded; the dam blocks fish movement.
  2. (a) Trout: the new conditions change the selective pressures. Traits suited to still, deep water (body shape, feeding behaviour, tolerance of warmer water) would now be favoured, so the population may evolve over generations, if it has enough variation. The dam also stops gene flow with trout upstream or downstream, so each part becomes smaller and more affected by drift. Losing spawning gravel could reduce reproduction.
  3. (b) Rare plant: it is a specialist with a tiny range, and its only habitat is destroyed. Plants cannot move quickly and there is no time for selection to adapt it to flooded conditions. It is highly vulnerable to local extinction (extirpation) unless seeds or plants are moved to similar habitat.
  4. Overall evaluation: the change benefits some species (those suited to lakes) and harms others; the specialist is most at risk. Mitigation could include fish passages to restore gene flow, protecting remaining gravel habitat and involving local First Nations whose territory and knowledge are affected.

The dam changes selection on trout and blocks gene flow; the specialist plant is at high risk of local extinction. Mitigation and consultation can reduce harm.

Just for fun

The coelacanth, a fish known only from fossils, was thought to have gone extinct along with the dinosaurs. Then in 1938, a living one turned up in a fishing catch off South Africa. Biologists call species like this "Lazarus taxa": they come back from the (supposedly) dead.

Hands-on activity

Species at risk research brief

You need: a computer with internet access (or library resources), paper and a pencil.

  1. Choose one species at risk that lives in your province or territory (the Government of Canada's Species at Risk Public Registry and your province's species at risk list are good, reliable sources). Examples in Ontario: the Blanding's turtle, the little brown myotis, the monarch butterfly, the boreal caribou.
  2. Record: its status (COSEWIC and SARA), its niche, its main threats, and its reproductive rate and generation time.
  3. Use the five factors from this lesson (speed of change, variation, population size, niche breadth, reproductive rate) to explain why it is vulnerable.
  4. Find one recovery action (for example, protected habitat, road crossings, captive breeding, Indigenous Guardians monitoring) and evaluate how well it addresses the main threat.
  5. List your sources and write one sentence about why each is reliable.

What to look for: an accurate status from an official source; a clear link between the species' traits and its vulnerability; a recovery action matched to a threat; credible, cited sources (government registries, university or conservation organization sites).

Your turn

1

What is the difference between extinction and extirpation?

2

What is the difference between background extinction and mass extinction?

3

When was the most recent of the Big Five mass extinctions, and what major group did it end?

4

Why are species with long generation times less able to adapt to rapid change?

5

Give three traits that make the giant panda vulnerable.

6

What do COSEWIC and SARA do?

7

Explain why snowshoe hares are at risk from shorter snow seasons.

More practice: warm-up

1

In what year did the last known passenger pigeon die?

2

Is a raccoon a generalist or a specialist?

3

What caused the end-Cretaceous mass extinction, according to most evidence?

4

What happens to surviving groups after a mass extinction?

5

What is Two-Eyed Seeing?

More practice: on your own

1

Over 50 years, how many generations would occur for an insect with 4 generations per year and for a turtle with a generation time of 25 years? What does this suggest?

2

Explain why low genetic variation increases a species' risk of extinction.

3

White-nose syndrome kills most, but not all, little brown bats in an infected cave. Predict what could happen to the population over many generations if survival is partly inherited.

4

Explain how habitat fragmentation by roads can increase the risk of extinction for boreal caribou, using evolutionary ideas.

5

Why does COSEWIC consider Aboriginal traditional knowledge in its assessments?

Challenge

1

A species of alpine plant lives near mountaintops. As temperatures rise, the zone of suitable temperature moves uphill. Evaluate the plant's options (move, adapt, decline) and which is most likely.

2

Mass extinctions eliminate many species, yet they are followed by bursts of diversification. Explain this using niches and adaptive radiation.

3

A conservation group proposes captive breeding of an endangered species from only 6 founders. Using ideas from this unit, identify two genetic risks and suggest a way to reduce each.

Check your understanding

Quiz

1.

A species that has disappeared from Canada but still lives elsewhere is:

2.

Which species is LEAST likely to adapt to a rapid environmental change?

3.

The end-Cretaceous mass extinction happened about:

4.

Over 60 years, how many generations does a species with a 15-year generation time have?

5.

Which Canadian body assesses the status of wildlife species?

6.

Why is the giant panda considered especially vulnerable?

For parents and teachers

Big idea (C1.2, C3.4): environmental change alters natural selection; whether a population adapts or declines depends on how fast the change happens compared with generation time, and on variation, population size, niche breadth and reproductive rate. Pandas (C3.4 example) show how a specialist niche increases vulnerability. Indigenous knowledge is presented as a living, current contribution to conservation.

How to help: Explore the Species at Risk Public Registry together and pick a local species. Ask: "Why can't it just evolve to cope?"

Common difficulties:

  • Thinking species can always adapt. Adaptation needs variation, time and enough individuals.
  • Confusing extinction and extirpation.
  • Treating COSEWIC and SARA as the same. One assesses (scientific committee); one protects (law).

Sensitivity: discussions of extinction and climate change can cause worry. Point out conservation successes (for example, the recovery of northern elephant seals and many birds of prey once harmful pesticides were banned) and actions people can take.

Sources: passenger pigeon (Martha, 1914), Big Five mass extinction dates, SARA listings for polar bear (special concern), little brown myotis (endangered) and boreal caribou (threatened), snowshoe hare coat-colour mismatch research, COSEWIC's use of Aboriginal traditional knowledge, Indigenous Guardians programs and Albert Marshall's Two-Eyed Seeing are from Government of Canada and peer-reviewed sources.