Transcript A Changing Landscape - Brookings School District

HUMAN IMPACT on the
BIOSPHERE
Chapter 6-1
(plus page 160)
A Changing Landscape
Watch the Chapter 6 video
Humans participate in
Food webs & _______________cycles
Biogeochemical
____________
http://www.physicalgeography.net/fundamentals/images/nitrogencycle.jpg
Ecosystems provide us with
“GOODS & SERVICES”
a variety of _____________________
http://www.brevardcounty.us/mrrp/images/misc/boat_cartoon.jpg
http://www.physicalgeography.net/fundamentals/images/nitrogencycle.jpg
For image sources: see last slide
“GOODS & SERVICES”
provided by ecosystems
__________________
Solar energy
Oxygen production
___________
storage & recycling
Nutrient ____________________
For image sources: see last slide
“GOODS & SERVICES”
provided by ecosystems
Climate
____________regulation
Food production
__________
Habitats
___________for
wildlife
Images from:
“GOODS & SERVICES”
provided by ecosystems
detoxification
____________________of
human and
industrial waste
Natural pest
___________________
and
______________________
disease control
“GOODS & SERVICES”
provided by ecosystems
Source of new ____________________
medicines
purification
Air & water __________________
erosion
runoff
Soil _____________
and ___________
management
HUMAN POPULATION
http://www.learner.org/jnorth/spring2002/species/spring/Update041902.html#Humankind
Image from: http://www.sleepbamboo.com/planet_people.jpg
WORLD POPLUATION
World clock
• Current world population
almost 7 BILLION
• Estimates predict it will reach
9 billion by 2050
http://www.peopleandplanet.net/
HUMAN ACTIVITIES can change
local and global environments!
HUNTING
____________________
AGRICULTURE
____________________
_____________________
INDUSTRY
URBAN
DEVELOPMENT
___________________________
Images from:
http://www.cs.utexas.edu/users/s2s/latest/art1/src/proj/Art/cave_art/Hunters-Deer.jpg
http://www.istockphoto.com/file_thumbview_approve/127525/2/istockphoto_127525_farming.jpg
http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpg
http://www.lubee.org/images/about-threats-1.jpg
HUNTING AND GATHERING
Throughout human history, people have
____________
and ___________
hunted
fished
gathered
in rivers, and _____________
wild seeds,
fruits, and nuts.
We are still doing this today in many places.
http://www.amonsoquath.net/gallery/pages/chee.html
http://www.travelwriter.co.za/let-the-train-strain_p2.html
WHEN IT BECOMES A PROBLEM?
OVERHUNTING
_________________
POACHING
________________
http://msnbc.msn.com/id/8302763
http://www.aeffonline.org/images/poachersandelephant.jpg
OVERHUNTING can put animal
populations at risk of ____________
extinction
Miss Waldron’s Red Colobus monkey
Extinct 2000
Alagoas Curassow:
extinct in wild 1980’s
Dodo: extinct 1681
Moa: extinct 1500’s
http://www.petermaas.nl/extinct/speciesinfo/misswaldronredcolobus.htm
http://www.birdlife.org/datazone/species/index.html?action=SpcHTMDetails.asp&sid=100&m=0
http://lawyerkm.files.wordpress.com/2008/09/dodo_11.jpg
http://en.wikipedia.org/wiki/Moa
http://www.southeastutah.org/photos/dino.jpg
VOCAB
Species that has died out =
extinct
______________
Species whose population size is
rapidly declining and will become
extinct if the trend continues
endangered
= _____________
http://www.blackfootedferret.org/
Species that is at risk of
becoming endangered in
threatened
the near future = ____________
http://www.fresnochaffeezoo.com/images/bald-eagle.gif
Image from: http://members.graphicsfactory.com/clip-art/image_files/tn_image/2/1313572-tn_TombStone001_92007.jpg
According to the
World Conservation Union (IUCN),
784 extinctions have been
recorded since the
19th century
Some scientists estimate
at the rate we are going
24 percent of plants and animals
will be committed to extinction by 2050
We're talking about 1.25 million species!
http://www.igreens.org.uk/extinctions_predicted_from_globa.htm
BIODIVERSITY THREAT
http://www.lubee.org/images/about-threats-1.jpg
Tropical rainforests are disappearing
at a rate of about 80 acres per minute.
EXAMPLE: WHALES
During the 19th and the earlier part of
20th centuries, over-hunting led to a
severe _________of
whale
overkill
populations, and to _______________
endangerment
of many whale species.
Minke whale = most hunted species
http://news.bbc.co.uk/2/shared/spl/hi/guides/456900/456973/html/nn1page1.stm
http://en.wikipedia.org/wiki/Whaling#Conservation_status
Today many major whales species
are endangered
North Atlantic Right
Southern Right
Bowhead
Blue
Sei
Humpback
Bowhead
< 350
3000
8000
2,300
10-28,000
10,000
8,000
EXAMPLE: North American Buffalo
Wild buffalo in America once numbered
______________
30 - 60 million, ranging from Virginia to
Alaska and all points in between.
Pile of bison skulls, 1870’s
By 1884, the buffalo
was close to extinction
overhunting
due to ______________.
http://en.wikipedia.org/wiki/American_Bison
HOW DO WE HELP?
International Whaling Commission has
placed a moratorium on whaling.
Only works if nations voluntarily comply
http://www.cdnn.info/eco/whaling_250146.jpg
HOW DO WE HELP?
Conservation efforts, private ownership, and
reintroduction of buffalo have allowed the
population to recover slightly.
Today, the total buffalo
population in North
America is estimated at
90,000 and about
85 percent
of these animals are
privately owned.
http://en.wikipedia.org/wiki/American_Bison
WHAT PROBLEMS CAN THIS
CAUSE?
Many endangered animals today are
Illegal poaching
threatened by ____________________
http://cnnstudentnews.cnn.com/EARTH/9710/02/kenya.ivory.ap
/
http://www.aeffonline.org/images/poachersandelephant.jpg
OVERHUNTING/POACHING
endangered.
• All five rhino species are ____________
• Just a few decades ago, the world’s
rhino population exceeded 100,000,
but today there are less than 11,000 due to
_____________
habitat loss and _________________.
poaching
Rhino horns are in demand in many
• _______________
countries where they can bring over $60,000/lb.
It is ground into medicine in China and
carved into ceremonial dagger handles in Yemen.
http://nationalzoo.si.edu/Publications/ZooGoer/2003/6/Sidebar_Forensics.cfm
WHAT CAN WE DO TO HELP?
Convention on International Trade
The_______________________________
in Endangered Species
__________________________
(CITES )
bans international ________
trade in products
from endangered species.
http://www.mtholyoke.edu/~sjberg/CITES.htm
WHAT CAN WE DO TO HELP?
Support “Green” organizations that work
for laws to establish quotas and protect
species.
http://www.nwf.org/
http://www.maksimum.com/haberler/h/greenpeacee_cevre_cezasi.php
http://www.sierraclub.org/
http://www.sierraclub.org/
HUMAN ACTIVITIES can also change
local and global environments!
HUNTING
and GATHERING
______________________________
AGRICULTURE
____________________
_________________
INDUSTRY
URBAN
DEVELOPMENT
___________________________
Images from:
http://www.cs.utexas.edu/users/s2s/latest/art1/src/proj/Art/cave_art/Hunters-Deer.jpg
http://www.istockphoto.com/file_thumbview_approve/127525/2/istockphoto_127525_farming.jpg
http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpg
http://www.lubee.org/images/about-threats-1.jpg
By end of last ice age (about 11,000 years ago)
humans began the practice of farming
AGRICULTURE
= __________________
Soon people around the
world were growing
crops and raising
animals for food
agriculture
http://www.bu.edu/mzank/Jerusalem/im/agriculture.jpg
Changing Agriculture
The spread of agriculture was one of most
__________
important developments in human history.
food
It provided__________
in large quantities that
could be stored for later.
settle
Allowed people to _________
in one place and
enabled the _______________of
cities,
development
governments, laws, and writing.
http://www.travelwriter.co.za/let-the-train-strain_p2.html
http://www.museevirtuel.ca/Exhibitions/Inuit_Haida/inuit/snowmobile.jpg
Changing Agriculture
By middle of 20th century, despite agricultural
advances there were ________________in
food shortages
many parts of the world.
http://www.enjoy.org/hstech/HungerSite02/america/FordSchwartz/
Governments and scientists began a major
effort to ____________
food production
increase
GREEN REVOLUTION
__________
1. New more productive
strains
plant ________
techniques
2. Modern farming____________
allowed planting larger areas
Fertilizers & pesticides
3. Chemical ___________
___________
boosted crop production and controlled
pests
http://interactive.usask.ca/ski/media/stills/agriculture/crops/t_plant-breeder.jpg
MONOCULTURE
Large fields are
planted with a
single variety
year after year
MONOCULTURE
= ________________
http://imagesource.allposters.com/images/NGSPOD04/107870.jpg
Changing Agriculture
Over the last 50 years, the green revolution
double
has helped world food production _________.
Even though hunger is still a major problem
in parts of the world, agriculture and
the green revolution have provided many
people with better nutrition.
http://www.enjoy.org/hstech/HungerSite02/america/FordSchwartz/
Challenges for Future
Modern agriculture has increased world
food supplies
_________________,
but has also created
________________
challenges.
ecological
Large scale monoculture leads to problems
Insect pests and _______________.
with ____________
diseases
Use of farm chemicals (fertilizers & pesticides)
can damage ____________
beneficial insects,
________________
water supplies, and
contaminate
______________
in the environment
accumulate
Challenges for Future
Finding enough __________
for irrigation is
water
another problem.
Less than ¼ of US farmland
irrigation
relies heavily on ___________,
but this area produces a
major
__________
portion of
our harvest.
http://www.suu.edu/faculty/bowman/Econ1740/HeilbronerZinn/ogallala_aquifer_map_pic_2.gif
http://www.suu.edu/faculty/bowman/Econ1740/HeilbronerZinn/ogallala_aquifer_map_pic_2.g
Challenges for Future
Many Midwest states rely
OGALLALA
on the ___________aquifer
for their water needs.
However, we are using
water faster than the
replenish
water cycle can _____________
it.
Evidence indicates this aquifer may
run dry
__________
within 20-40 years.
http://www.cibike.org/Eating.htm
HEY, WE GOTTA EAT and HAVE A
PLACE TO LIVE, DON’T WE?
The planet provides us with
the resources we need to
stay alive, but . . .
how do we balance our needs (wants?)
with keeping the planet healthy so it will
be around for future generations?
HOW DO WE HELP?
technology to farming
Applying modern______________
is changing some of this environmental
impact.
EX:
Satellite imaging and
__________
GPS technology
_____
enable farmers to
apply chemicals only
needed
where______________
HOW DO WE FIX IT?
EX:
“No-till”
________ and other “green” farming methods
soil erosion
can reduce ____________
and protect ___________________
ecosystems
http://cbarc.aes.oregonstate.edu/images/no-till.jpg
Sustainable Agriculture
Ways
Section 6-4 to preserve the environment
Cover Crops
Legumes, grasses, and other
cover crops recycle soil nutrients,
reduce fertilizer need, and
prevent weed growth.
Controlled Grazing
By managing graze periods and herd
densities, farmers can improve nutrient
cycling, increase the effectiveness of
precipitation, and increase the carrying
capacity of pastures.
A
Biological Pest Control
The use of predators and parasites
to control destructive insects
minimizes pesticide use as well as
crop damage
B
Yr. 1
Contour Plowing
Contour plowing reduces
soil erosion from land runoff.
On hilly areas, plowing is done
across the hill rather than
straight up and down.
corn
oats
Yr. 2
corn
C
Crop Rotation
Different crops use and
alfalfa
replenish different
nutrients. By rotating
crops, the loss of
important plant nutrients
alfalfa
(plowed in) is decreased.
Yr. 3
oats
alfalfa
corn
INDUSTRIAL GROWTH
and URBAN DEVELOPMENT
The impact of humans on the biosphere was
INDUSTRIAL REVOLUTION
transformed by the _____________________
during the 1800’s.
http://www.archives.gov/research/american-cities/images/american-cities-015.jpg
Industrial productivity and scientific
advancements have provided us with
the ______________________
modern conveniences we enjoy today
http://www.vallartasource.com/images/cell_phone.jpg
http://www.danielwiener.com/daniel/tips/archives/humvee_2.jpg
http://www.scriptfx.com/gallery/computer/laptop.jpg
http://www.wii-volution.com/images/wii/gamecube.jpg
http://www.nbz.ru/pic/catalog/ipod/ipod_color.gif
BUT . . .
The spread of urban
areas has resulted in
destruction
the _____________
habitats.
Air, water, & soil
pollution
_____________
has had an
impact on surrounding
ecosystems.
http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpg
Energy production requires
burning fossil fuels
______________________
which impacts
air quality
_______________
global climate
and _______________.
MORE ON THIS
IN 6-4!
http://tuberose.com/Environmental_Toxicity.html
SOUTH DAKOTA
CORE SCIENCE STANDARDS
NATURE OF SCIENCE:
Indicator 1: Understand the nature and
origin of scientific knowledge
9-12.N.1.1. Students are able to evaluate a scientific
discovery to determine and describe how societal,
cultural, and personal beliefs influence scientific
investigations and interpretations
•Recognize scientific knowledge is not merely a set of static facts
but is dynamic and affords the best current explanations.
•Discuss how progress in science can be affected by social issues.
SOUTH DAKOTA
CORE SCIENCE STANDARDS
NATURE OF SCIENCE:
Indicator 1: Understand the nature and
origin of scientific knowledge
9-12.N.1.2. Students are able to describe the role of
observation and evidence in the development and
modification of hypotheses, theories, and laws.
•Recognize and analyze alternative explanations and models.
•Evaluate the scientific accuracy of information relevant to a specific issue
SOUTH DAKOTA
CORE SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 3: Analyze how organisms are linked to one
another and the environment.
9-12.L.3.1. Students are able to identify factors that can
cause changes in stability of populations, communities,
and ecosystems.
• Predict the results of biotic and abiotic interactions.
Examples:
Fluctuation in available resources
(water, food, shelter)
Human activity
Response to external stimuli
SOUTH DAKOTA
CORE SCIENCE STANDARDS
EARTH SCIENCE:
Indicator 1: Analyze the various structures and
processes of the Earth system.
9-12.E.1.2. Students are able to describe how atmospheric
chemistry may affect global climate.
Examples: Greenhouse Effect, ozone depletion,
ocean’s effects on weather
9-12.E.1.3. Students are able to assess how human activity
has changed the land, ocean, and atmosphere of Earth.
Examples: forest cover, chemical usage, farming,
urban sprawl, grazing
SOUTH DAKOTA
CORE SCIENCE STANDARDS
TECHNOLOGY, ENVIRONMENT, & SOCIETY:
Indicator 1: Analyze various implications/effects of
scientific advancement within the environment and society.
9-12.S.1.2. Students are able to evaluate and describe the impact of
scientific discoveries on historical events and social, economic, and
ethical issues.
Examples: nuclear power, global warming, and alternative fuels
SOUTH DAKOTA
ADVANCED SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 3: Analyze how organisms are linked to one
another and the environment.
9-12.L.3.1A. Students are able to relate genetic, instinct,
and behavior patterns to biodiversity and survival of
species. (SYNTHESIS)
• Relate the introduction of non-native species to the
disruption of an ecosystem.
Examples: zebra mussels
SOUTH DAKOTA
CORE SCIENCE STANDARDS
TECHNOLOGY, ENVIRONMENT, & SOCIETY:
Indicator 2: Analyze the relationships/interactions
among science, technology, environment, and society.
9-12.S.2.1. Students are able to describe immediate and long-term
consequences of potential solutions for technological issues.
Examples:
environmental, power and transportation, energy sources, issues
9-12.S.2.2. Students are able to analyze factors that could limit technological
design.
Examples: ethics, environmental impact, manufacturing processes,
operation, maintenance, replacement, disposal, and liability
9-12.S.2.3. Students are able to analyze and describe the benefits, limitations,
cost, and consequences involved in using, conserving, or recycling
resources.
Examples: agriculture, energy
Core High School
Nature of Science
Performance Descriptors
High school students
performing at the
ADVANCED level:
High school students
performing at the
PROFICIENT level:
given a scientific discovery, evaluate how different
societal, cultural, and personal beliefs influenced the
investigation and its interpretation;
High school students
performing at the
BASIC level:
describe the role of observation in the development
of hypotheses, theories, and laws and conduct
student investigations;
given a scientific discovery narrative, identify the
cultural and personal beliefs that influenced the
investigation.
given a scientific discovery narrative, determine and
describe how societal, cultural, and personal beliefs
influenced the investigation and its interpretation;
Core High School
Life/Earth Science
Performance Descriptors
High school students
performing at the
ADVANCED level:
High school students
performing at the
PROFICIENT level:
predict the effect of an interruption in a given cycles;
predict how human activity may change the land,
ocean, and atmosphere of Earth.
High school students
performing at the
BASIC level:
describe one factor that may affect global climate;
give an example of human activity that changes the
land, ocean, or atmosphere of Earth
predict how life systems respond to changes in
the environment;
describe how various factors may affect global
climate;
explain how human activity changes the land, ocean,
and atmosphere of Earth
Core High School
Technology, Environment, Society
Performance Descriptors
High school students
performing at the
ADVANCED level:
High school students
performing at the
PROFICIENT level:
modify a technology taking into consideration limiting
factors of design;
given a narrative of a scientific discovery, defend a position
on the impact of the ethical issues.
High school students
performing at the
BASIC level:
given a narrative of a scientific discovery, identify the
immediate consequences of scientific issues;
identify ethical roles and responsibilities concerning a given
research project;
identify factors that could limit technological design;
given a narrative description of a resource, describe a
benefit and limitation involved in its use, conservation, or
recycling.
given a narrative of a scientific discovery, identify and
evaluate the immediate and long-term consequences of
scientific issues
evaluate factors that could limit technological design;
given a narrative description of a resource, analyze and
describe the benefits, limitations, cost, and consequences
involved in its use, conservation, or recycling
SOURCES
http://www.animation-station.com/smileys/index.php?page=17
http://mff.dsisd.net/Environment/Cycles.htm
http://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us
SOURCES
http://www.oldetimecooking.com/Images/Fruits/Apple.jpg
http://vilenski.org/science/safari/classifyall/eukaryotic.html
http://dustconnection.com/images/stories/cleaning_bucket_sm.jpg