Transcript Sustainability-Human Impactx

+
Human Lifestyles, Environmental Systems,
and Sustainability
Think Critically and Become an Environmental Steward;
Awareness is the First Step.
Jo A. Combs
+ Sustainability is the improvement of life
without compromising the needs of future
generations.
The Environmental
Foundations of Sustainability are:
biotic systems and abiotic systems are interrelated;
humans are absolutely dependent on the resources
of the Earth, many of which are nonrenewable;
as the human population grows, impact on the environment
increases.
+ Learning Goal for:
SC.912.L.17.20
Predict the impact of individuals on environmental
systems, and examine how human lifestyles affect
sustainability.

http://www.myfootprint.org/

http://www.nature.org/greenliving/carboncalculator/index.htm
+ Learning Goal for:
SC.912.L.17.11
Evaluate the costs and benefits of renewable and
nonrenewable resources, such as water, energy, fossil
fuels, wildlife, and forests.

Students will evaluate possible
environmental
impacts resulting from the use of
renewable
and/or nonrenewable resources.
 Renewable
resources
 Alternative energy
sources
 Wildlife and forests
 Agricultural products
+ Learning Goal for :
SC.912.N.1.3 Recognize that the
strength or usefulness of a scientific claim is evaluated through
scientific argumentation, which depends on critical and logical
thinking, and the active consideration of alternative scientific
explanations to explain the data presented.
Students will identify ways in which a scientific claim is evaluated (e.g., through
scientific argumentation, critical and logical thinking, and/or consideration of
alternative explanations). ( See resource articles addressing the global warming
controversy where data was altered from original data to falsely represent an
argument.) http://www.aos.wisc.edu/~aalopez/aos101/wk7.html and
http://www.durangobill.com/Swindle_Swindle.html
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See the slide for test results
on a North Florida Lake Apopka’s
wildlife. Critical thinking was
necessary to explain what was
happening.

Tar sands vs ‘ethical oil’
http://greenpolicyprof.org/wordpress/?p=562
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Natural gas and fracking
https://www.magnetmail.net/Actions/email_web_version.cfm?publish=newsle
tter&user_id=NSTA&message_id=2544527
+ (SC.912.L.17.13 Discuss the need for
adequate monitoring of
environmental parameters when making
policy decisions.)
( Not mentioned in clarifications.)
Examples of Attitudes and Methods for
maintaining
Environmental
Sustainability

Fish and Wildlife
regulations, Endangered
Species Act

FPL consumers pay higher prices for low sulfur fuel oil used to generate electricity,
Clean Air Act
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Safe removal of BCSB chemical lab waste, Clean Water Act

Monitoring of Everglades fish for evidence of biomagnification of mercury

Establishment of conservation area for juvenile sawfish in SW Florida
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Lead free gasoline

Specific labeling and disposal of biohazard and nuclear medical waste,
Toxic Substances Control Act and Nuclear Waste Policy
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Specific locations for “drop days” for electronics, batteries, used oil,
VOC’s, fertilizers, pesticides, herbicides, poisons
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Content Limitations
(What you do not need to worry about):

Items referring to renewable and nonrenewable resources will focus
on the environmental costs and benefits of using those resources
and not on identifying examples of renewable and nonrenewable
resources.

Items will not require knowledge of specific energy technologies,
environmental regulations, pollution prevention technologies or
devices, or other mechanisms used to prevent pollution.

Items assessing a scientific claim are limited to impacts on the
environment and renewable and nonrenewable resources.

*Items referring to monitoring of environmental parameters will focus
on why monitoring is needed and not on how the monitoring is
used. (Note that this benchmark is addressed here but was not mentioned
in the clarifications (learning goals) for the specification????)
+ Topic Misconceptions

A misconception is that the greenhouse effect and global warming are
one and the same. Correctly, the greenhouse effect is a natural
phenomenon involving the insulating properties of certain gases, the
greenhouse gases, in the atmosphere. This blanket of gases traps
energy from the sun and maintains an atmospheric temperature
supporting life as we know it. Global warming is an increase in the
temperature of the atmosphere resulting in far reaching effects
including polar and oceanic changes. Fossil fuels, industry, and large
herds of mammals are blamed for increased greenhouse gases
concentrations.

A misconception is that industry is the largest source of water pollution.
Correctly, silt, pesticides, and fertilizer runoff from agricultural areas
are the major water pollution sources in nonurban areas. Storm drains
filled with urban runoff are also major pollution sources.

A misconception is that replanting trees after a clear-cutting or strip
mining restores the ecosystem. Correctly, the ecosystem must “start
from scratch” as the diversity of the flora and fauna, sometimes soil
microflora/fauna, has been destroyed or is no longer present in the
ecosystem. A forest is the product of a long succession; replanting is
just an initial step in restoration.
+ Prior Knowledge:
Human IMPACT on the Environment
As with all topics (benchmarks) included in the Biology course
(culminating in an end-of–course exam), the scope of the course is
built on a foundation of prior knowledge. Specific benchmarks
included in 6th, 7th, and 8th grade curriculum are noted. The topics
from the middle school science courses include: the impact of human
activities on Earth, the limiting factors within ecosystems, the
difference between science and pseudoscience, and the scope of
scientific debate at the community, national, and international levels.
+
7 Crosscutting Concepts from
the Next Generation Standards
Look for:
1. Patterns- exotics disrupting normal ecosystem food webs
2. Cause and Effect- greenhouse gases and global warming
3. Scale, Proportion, and Quantity- examine graphic data revealing trends in
human population growth, carrying capacity, global
temperatures
4. Systems and System Models- examination of food/energy webs, (see
slide for the Earth System )
5. Energy and Matter in Systems- basic concepts when discussing fossil fuels,
alternative energy sources, basic cycles of water and atmospheric
gases
6. Structure and Function- ecosystem structure (biotic and abiotic
components) and function (energy flow and cycling of matter)
7. Stability and Change of Systems- changes from human impact (increased
population, deforestation/reforestation with loss of original system,
and study of indicator and umbrella species)
Impact Terminology
+ Human
Can you differentiate between or relate
these terms to each other?
You’ll be surprised at what
you already know!

Indicator species, umbrella species,
keystone species
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Natural resources, renewable,
nonrenewable

Biodegradable, non-biodegradable

Recyclable, non-recyclable
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Fossil fuels, alternative energy sources,
renewable energy, nonrenewable energy
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High altitude ozone, low altitude ozone
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Human population, carrying capacity
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Habitat destruction, habitat fragmentation
(think- Alligator Alley corridors)
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More
Terminology

Sustainability, human impact, technology, human population
growth, Earth’s carrying capacity
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Air quality, air pollution, acid rain, global warming, ozone
depletion, smog, greenhouse gases, greenhouse effect
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Bioaccumulation, biomagnification, toxins, fat soluble toxins,
food pyramids and webs

Biodiversity, habitat destruction, habitat fragmentation, native
species, introduced species, non-native species, exotic species
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Water pollution, ground water, water cycle, aquifer
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Ecological footprint, carbon footprint
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Apathy, environmental awareness
+ Human overpopulation leads to exploitation of the
environment beyond the Earth’s carrying capacity.
There are about 6.6 billion people in the world and over 95
million babies are born per year – that is an average of three
babies per second!

Has the rate of population growth always
been the same? How do technology and
the explosion of knowledge/techniques
from Science figure into the picture?
+ Projected Outcome of Carrying Capacity*
with Increase in Human Population
Red Line-Human Population
Black Line-Carrying Capacity
*Carrying Capacity here
refers to available Fossil Fuels
as major energy source.
+ The Challenge to Sustainability is
Human Impact from the Interaction of
Technology and Population Growth
Why have life expectancies extended and population numbers
increased exponentially? Some predict downward changes, why?
+
Atmospheric Pollution
Global Warming
Excess greenhouse gases
water vapor
methane
carbon dioxide + others*
Smog (low altitude)
Particulate matter+ O3+*
soot
soil
Ozone Depletion (high altitude)
Chlorofluorocarbons
refrigerants
propellants
Acid Rain
Fossil fuel combustion byproducts*
nitrogen oxides
sulfur oxides
water vapor
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The Greenhouse
Effect and
Global Warming
The burning of fossil fuels and
forests increases CO2 in the
atmosphere.
Increases in CO2, H 2O, and CH4
cause more heat to be trapped
in the earth’s atmosphere.
As a result, global temperatures
are rising.
Warmer temperatures raise sea
levels (by melting more ice)
and decrease agriculture
output (by affecting weather
patterns).
+ What will be the results of
Global Warming?
Melting of the polar ice caps
Coastal floods as ocean rise
Reduced salinity levels in the oceans
Displacement of wildlife from sensitive
ecosystems
Violent weather patterns
Changes in climate for biomes
Drought, desertification
Crop failure
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Acid Rain
The burning of fossil fuels
(such as coal) and other
industrial processes
release into the air
pollutants that contain
sulfur dioxide and
nitrogen dioxide.
When these substances
react with water vapor,
they produce sulfuric acid
and nitric acid.
When these acids return
to the surface of the earth
(with rain or snow), they
kill plants and animals in
lakes and rivers and on
land.
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Effects of Acid Rain

Forests in Europe near
industrial centers were
near destruction.
Buildings and statuary composed of
limestone or marble were susceptible to
decomposition by acid rain.
Shock to lakes after heavy acid snow melts
can drive pH very low, very acidic.
(Here in S Florida, coral bedrock buffers
effects of acid rain.)
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Origin of Smog:
Emissions + O2 = O3 + Particulates
+
The ozone layer forms in the upper
atmosphere when UV radiation reacts
with oxygen (O2) to form ozone (O3).
The ozone absorbs UV radiation
and thus prevents it from reaching
the surface of the earth where it would
damage the DNA of plants
and animals.
Various air pollutants, such as
chlorofluorocarbons (CFCs), enter
the upper atmosphere and break
down ozone molecules.
CFCs have been used as refrigerants,
as propellants in aerosol sprays, and
in the manufacture of plastic foams.
When ozone breaks down, the ozone
layer thins, allowing UV radiation to
penetrate and reach the surface of the
earth.
UV, strong ionizing radiation is
dangerous.
Ozone
Depletion
+
Ozone Hole
•
Areas of major ozone thinning,
called ozone holes, appear
regularly over Antarctica, the
Arctic, and northern Eurasia.
•
These images of the ozone
hole were taken by NASA
between September 1981 and
September 1999.
+
Upper Atmosphere and Lower Atmosphere Ozone:
The Good, The Bad, and the UglyExtreme UV Protection and Respiratory Distress
+
The Good News Concerning
Ozone Depletion
+
Water Pollution
Two methods of water pollutants exist;
point source and nonpoint source.
Point Source

The technology exists for point
sources of pollution to be
monitored and regulated,
although political factors may
complicate matters.

The Gulf BP oil rig and the
Exxon Valdez oil tanker oil
spills best illustrate a point
source water pollution.
The drain pipes are classified as?
Nonpoint Source

A nonpoint source delivers
pollutants indirectly through
environmental changes. An
example of this type of water
pollution is when fertilizer
from a field is carried into a
stream by rain, in the form of
run-off which in turn affects
aquatic life.

Nonpoint sources are much
more difficult to
control. Pollution arising from
nonpoint sources accounts for
a majority of the contaminants
in streams and lakes.
+
Water Pollution


Urban runoff
 Sewage
 Light industry waste
 Household chemicals
 Oil and gasoline
Agricultural runoff
 Fertilizers, pesticides,
herbicides
 Soil
 Animal waste
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Infectious organisms
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Caustic, corrosive solutions
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Petroleum residues
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Nitrates, phosphates,
organophosphates
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Infectious agents
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Water Pollution…more
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Industry
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Paper mills
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Food processing
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Mining waste
Ocean dumping and outfall
pipes
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Increased biomass promotes
bacterial growth, odor

Oxygen demand

Slag, Hydrofluoric acid, Cu, Se,
Pb, Hg

Sewage, infectious agents

Plastic trash entangling turtles,
reefs, even whales

Garbage barges, tankers,
drilling rigs

In port bilge flushing

Oil spills

Cruise liners

Invasion of exotic species like
the zebra mussels
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Water PollutionAgricultural Runoff

Fertilizers enable farmers to grow more food as they are replacing the
nutrients removed from the soil by plants.

However, if too much fertilizer is added, and it rains, the fertilizer finds
its way into rivers and lakes.

This causes algae and water plants to grow, and as there is
competition for light, some will die.

Bacteria decay the dead plants; this increases the rate
that oxygen is used up from the water.

The result is that fish suffocate and die.

This process is called Eutrophication.

Raw sewage pumped into rivers has the same effect

Both may contain infectious agents
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Pollution with Toxins

Some toxins, such as the
pesticide DDT,
concentrate in plants and
animals.

As one organism eats
another, the toxin becomes
more and more
concentrated, a process
called Biological
Magnification.
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

Land Abuse
Mining, drilling and pipelines
Overdevelopment
Land Fills

Accumulation

Runoff

Toxic pollution

Unusable land
Draining wetlands = uncharged aquifers
Habitat Destruction
Loss of diversity
Great heaps of non-biodegradeable
garbage
 Toxins can runoff in local water
 Some energy can be produced
+
Land Abuse…more
“Rainforests are the lungs of the Earth.”

Desertification

misuse or climate changes



Loss of arable land
Poor farming methods,
overgrazing
Overdevelopment of coast
Deforestation
 Clear cutting
 strip mining
 Slash and burn
 Overuse by population
Coastal erosion
Loss of soil
Increase in
Greenhouse gases
Habitat Destruction
 Loss of Diversity
+ Diversity:
Benchmarks
for the Sustainability of an
Ecosystem

Indicator Species- Study this species- range, population,
health-to assess the ‘health’ of an ecosystem.

Umbrella Species- Identify this species and protect as
required. Keeping its population strong will reflect on
keeping many organisms in the ecosystem protected.

Non-native, Exotic Species- Melaleuca introduced to South
Florida, kudzu vine proliferating in the entire South,
shrubbery-destroying spiraling white flies reproduce at
amazing rates, large iguanas in my back yard- these aliens
can crowd out the native diversity of an area.
+ Keystone Species…hidden among
the rest, but the importance, oh so
overlooked!
Keystone species are necessary to the structure of
their communities.
Examples are: the sea otter of the coastal
California kelp forests; they keep the urchins
from consuming all the kelp;
(Go to Classzone.com , chap 16, animated Biology
to explore interactions in a kelp forest.
Remember: students must predict what are
consequences to changes in ecosystems.)
A hummingbird is a chief pollinator in many
ecosystems, keeping the plants of the
producers’ trophic level in supply for all other
levels.http://education.national
geographic.com/education/encyclopedia/keystonespecies/?ar a=1
+
Harmful Effects to
Biodiversity and Health
Exotic plants, animals, and insect
vectors released by man present
unforeseen problems.
An Introduced Species, this lionfish,
released illegally, outcompetes, lacks
predators on South Florida’s reefs.

Foolishly released into the Everglades,
the Burmese python challenges the bird, fish, small and large
mammal populations…even taking on the alligator.

Sentinel chickens penned in
the Everglades alert health officials
to non-native disease-carrying vector
mosquitoes.
+ A beautiful creature in a beautiful reef setting, but it is more than meets the eye.
The sea turtle is an Umbrella Species…since it is protected as an
Endangered Species, many commercial fish are protected from
longline fishing.
The reef ecosystem is fragile with a complex food web.
The sensitive corals are reservoirs for carbon (CaCO3) in the Carbon Cycle.
The food web is sensitive to exotic species that may outcompete or lack predators.
The reef is sensitive to temperature fluctuations as CaCO3 dissolves in cooler water.
Outfall and dumping of sewage, garbage, and toxins foul the water.
+
What do you already know about..?
Do you know a country that depends on geothermal energy?
What fuel is made from biomass?
What are common household uses for solar power? (calculators……)
Of what significance is Lake Mead?
In South Florida, where would you position wind turbines?
Natural gas is described as clean burning, but do you know about fracking?
+ Nonrenewable
Resources





Fossil fuels (oil, natural gas,
coal)
Uranium, metals, minerals
Water, soil
Ecosystems damaged by:
 Draining, deforestation,
desertification
Extinct species
+ Costs and Benefits:
Renewable and Nonrenewable Resources
Assessing
+
Nonrenewable Energy:
Costs/Disadvantages
& Benefits/Advantages

Coal – ready-made fuel
cheap to mine, more supply
than oil or gas

When burned gives off
greenhouse gases

Oil – ready-made fuel cheap to
mine

Limited supply, when burned gives
off greenhouse gases

Natural gas – ready-made fuel,
cheap, cleaner than oil or coal

Limited supply, gives off
greenhouse gases, controversy
concerning fracking (extraction)

Nuclear –small amount / large
amount of energy, no
pollutants

Reactors are expensive to run,
waste is very toxic, any leakage
toxic
+ More Assessment of Nonrenewable Energy:
Costs/Disadvantages & Benefits/Advantages

Biomass – cheap and readily
available from crops, easy to
process (ferment) into fuel,
can be sustainable

When burned, greenhouse
gases given off

Wood – cheap and readily
available, can be sustainable

When burned, greenhouse
gases given off

Solar – unlimited supply, no
pollution

Not always available, costly to
obtain and install equipment

Wind – never runs out, no
pollution

Costly initially, not always
available
+
Futures Wheel

http://www2.gsu.edu/~mstnrhx/5news.htm

http://www.landlearn.net.au/newsletter/
2007term4/page3.htm
Ex.
Control
of an
Invasive
Pest
+
+
Predict the
Environmental
Impact

A temperature inversion holds particulates from local industry
close to the ground. What does a city full of automobiles add to
this recipe? Consequences?

A family in a boat at Holiday Park is seen emptying a bag of
animals into the water; when asked, a young boy says it was an
ugly frog from South America.

Home yards bordering the canals in Coral Springs are observed to
be pea green with dead fish on the banks.
+ How can this situation
become an
Enemy of Diversity?
Field of GMO( resistant to specific pests) growing near traditional
farms
Clear cutting of a pine forest in North Florida
Legislature disproves funding to build wildlife corridors with new I-95
Lanes
Removal of regulations on imports of produce and flowers from South
America
Can you think of more situations?
+ Everyday Earth Friendly Solutions
to Ecological Dilemmas

Safeguard water resources; carefully discard waste of all types;

Limit the use of vehicles by walking, biking, carpooling;

Use alternative energies like solar, wind, water; buy local
wastes gas and produces air pollution);

Be a wildlife advocate- support reserves and breeding programs;
eliminate non-native species from your property; plant trees;;

Avoid plastic bags, recycle garbage, avoid the use of fertilizers and
pesticides;

Eat locally produced food; avoid processed foods;

Support and adhere to environmental regulations
(shipping
+ There are 3 components central to the idea of
Sustainability. It is from these components that the
costs and benefits of practicing environmental
stewardship are estimated.
+ An important connection between environmental
pollutants and life is more than the obvious threats to
health.
There is much more; read about epigenomics.
http://www.genome.gov/27532724
+
Lab-Inquiry
+
Demonstration
+ Studies of the Contamination
of Lake
Apopka
The alligator population at Lake Apopka in central Florida declined dramatically between 1980 and 1987. Endocrinedisrupting chemicals and DDT metabolites have been implicated in the alligators' reproductive failure. The DDT
metabolite hypothesis is based largely on the observation of elevated concentrations of p,p-DDE and p,p-DDD in
alligator eggs obtained from Lake Apopka in 1984 and 1985.
Lake Apopka is significantly contaminated with a
variety of chemicals including anthropogenic nutrients, organochlorine pesticides, and multiple congeners of
polychlorinated biphenyls(PCBs).
According to Thea M. Edwards, Gunnar Toft, and Louis J. Guillette of the Department of Biology in Florida, "Our
laboratory has previously documented a number of reproductive abnormalities in alligators from Lake Apopka,
compared with alligators captured from Lake Woodruff, a nearby reference lake. We conducted the present study
to investigate if another native vertebrate, Gambusia holbrooki (eastern mosquitofish), is similarly affected." So for
these researchers to conduct this study, first adult female mosquitofish were collected from Lake Apopka and Lake
Woodruff monthly for 16 months in order to document seasonal and lake-associated variation in reproductive
patterns. What was found during this study was that in contrast to fish from Lake Woodruff, females from Lake
Apopka exhibited earlier and more synchronized spring ovarian recrudescence, increased body size, increased
fecundity, increased adjusted hepatic weight, and more extreme fluctuations in muscle estradiol concentrations in
most months. Endocrine disruption, consistent with other studies and Lake Apopka's pollution profile, is one
explanation for these findings. Other environmental and physiological factors are also addressed. However, the
higher fecundity among Apopka females suggests that, unlike Apopka alligators, Apopka mosquitofish are
not impacted at the population level.
A case study related to this topic of water polluted with estrogen mimics can be found at:
http://sciencecases.lib.buffalo.edu/cs/files/kermit.pdf
+ Representation of the Earth System
+ Sample question 1
+ Sample question 2

Which human activity would most likely deplete finite
resources?
A. use of natural enemies to eliminate insect pests
B. development of wildlife refuges
C. governmental restriction of industrial pollution
D. uncontrolled population growth
+ Sample question 3
The increasing demands for fossil fuels has led government
and businesses to consider several possibilities to solve the
energy crisis. Which solution will reduce the impact of this
crisis on the environment and future generations?
A. increase the number of drilling sites for crude oil in North
America
B. build more power plants away from population centers
C. limit the number of people in each vehicle
D. develop alternative fuel sources that can be produced from
renewable resources
+
Sample Question 4

One reason why people should be aware of the impact of
their actions on the environment is that
A. ecosystems are never able to recover once they have been
adversely affected
B. the depletion of finite resources cannot be reversed
C. there is a decreased need for new technology
D. there is a decreased need for substances produced by
natural processes
+
Sample Question 5

Humans often have not given much thought to the long-term impacts of
technological change. As the 21st century begins, most scientists would
agree that humans should
A. develop the uninhabited parts of Earth for the human population increase
B. learn how to control every aspect of the environment so that damage due to
technology will be spread evenly
C. use new technology to expand human influence on all natural communities
D. use knowledge of ecology to consider the needs of future generations of
humans and other species
+
Sample Question 6

Many governments are limiting the use of toxic pesticides
and enforcing stricter hunting and fishing laws. These efforts
are attempts to
A. increase importation of organisms
B. produce nonbiodegradable pollutants
C. develop new farming techniques
D. prevent species extinction
+
Sample Question 7
Researchers have recently determined that children scored better in intelligence tests after the amount
of lead in their blood was reduced This study offers hope that the effects of lead poisoning can be
reversed. Lead poisoning can cause mental retardation, learning disabilities, stunted growth, hearing
loss, and behavior problems Scientists estimate that at least 3 million children in the United States
have lead concentrations above the danger level of 10 micrograms per deciliter blood. Researchers
found an average increase of one point on an index scale for intelligence for every decrease of 3
micrograms per deciliter blood concentration. A common source of lead poisoning is peeling or
chipping paint in buildings constructed before 1960. Soil near heavily traveled roads may have been
contaminated by the exhaust from older cars burning leaded gasoline. In a recent related study,
another group of researchers concluded that removing lead contaminated soil does not reduce blood
lead levels enough to justify its cost. The children in the study began with blood levels 7 to 24
micrograms per deciliter. Replacing the lead contaminated soil resulted in a reduction in blood lead
levels of 0.8 to 1.6 micrograms per deciliter in 152 children under the age of 4. These studies are not
conclusive. Results indicate that further studies are needed to determine if reducing environmental
lead levels will significantly reduce lead levels in the blood.
.
One effect of lead poisoning is
A. decrease in learning problems
B. decrease in platelet numbers
C. increase in behavior problems
D. increase in growth
+
Sample Question 8

A decrease of 9 micrograms per deciliter in blood lead level
would most likely lead to an average
A. decrease of six points on an index scale for intelligence
B. increase of three points on an index scale for intelligence
C. increase of one point on an index scale for intelligence
D. decrease of three points on an index scale for intelligence
+
Sample Question 9

The most serious consequences of cutting down forests and
overgrazing land is
A. the prevention of flooding
B. an increase in the chance of fire
C. the loss of topsoil
D. an increase in the number of predators
+
Sample questions’
answers

1. B

2. D

3. D

4. B

5. D

6. D

7. C

8. B

9. C
+ Resources

A resource of information on Environmental Issues specific to
Florida

http://www.floridiannature.com/FloridaEnvironmentalIssues.
htm

***Prompt students re environmental remedies by visiting
this site; see the DON’T MISS on left side

http://www.buzzle.com/articles/lists-of-environmentalproblems.html#land

Fracking: a STEM lesson

https://www.magnetmail.net/Actions/email_web_version.cf
m?publish=newsletter&user_id=NSTA&message_id=254452
7
+ Resources

Population Growth and Regulation
academics.tctc.edu/dehay/ch54.ppt

Getting started with bottle biology:

http://www.learner.org/courses/essential/life/bottlebio/

Bottle Biology

www.bottlebiology.org/
+ Resources
Tar sands

http://greenpolicyprof.org/wordpress/?p=562
Global warming controversy


http://www.aos.wisc.edu/~aalopez/aos101/wk7.html and
http://www.durangobill.com/Swindle_Swindle.html
General, all purpose Ecology ppt reference for teachers

Ecology Review - Biology4Teachers Home
biology4teachers.com/Ecology/Ecology%20Earth%20Cycles%2
0Pyr…

Principles of Ecology - 2.ca.us
teachers.sduhsd.k12.ca.us/
+ Resources
Carbon footprint calculator

http://www.nature.org/greenliving/carboncalculator/index.htm
Ecological footprint calculator

http://www.myfootprint.org/
Problem based learning activity:

Project Based Learning Assignment: Human Impact on the ... - CPalms

www.cpalms.org/Resources/PublicPreviewResource20939.aspx
Water Pollution notes and slide shows for urban and agricultural waste.

http://www.sccdistrict.com/resubwt.htm
Good source for Human Impact on biodiversity

http://redpath-museum.mcgill.ca/Qbp/3.Conservation/impacts.htm
+ Resources
An excellent case study on the Everglades making a case for population
growth and many problems faced by the National Park

http://www.aaas.org/international/ehn/biod/banc.htm
National Geographic site: see the coal/natural gas interactive fact quiz

http://science.nationalgeographic.com/science/coal-vs-natural-gas-quiz/
South Florida Water Management resource on the Everglades

http://www.sfwmd.gov/portal/page/portal/xrepository/sfwmd_repository_
pdf/everglades_american_treasure.pdf
Greenhouse Gas emissions footprint calculator

http://www.epa.gov/climatechange/ghgemissions/ind-calculator.html
+ Resources

http://www.ecsd-fl.schoolloop.com/biologyeocreview
Review from Escambia Co for EOC Bio.
Flashcards- Human Impact on the Environment

http://quizlet.com/5518772/human-impact-on-the-environment-final-flashcards/
Virtual Lab- Assessing Water Quality by Examining an Indicator Species

Ecology Virtual Lab
Teaching Controversial Environmental Topics

http://serc.carleton.edu/NAGTWorkshops/affective/environment.html
An encyclopedic collection of informational blogs (quite good) on a wide
assortment of environmental topics

www.earthtimes.org/