human impact on the biosphere chapter 6-1 a changing landscape
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HUMAN IMPACT on the BIOSPHERE
Chapter 6-1A Changing Landscape
Go to Section:
INTEREST GRABBER
Click here to play the Ch6 video segment.
How Does Everything Fit?
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Leaving a Mark on the World
Have you ever seen very old photographs of the town or city in which you now live? Has your area changed? Perhaps there are more buildings or roads than there were many years ago. Maybe your town or city has more trees and flowers now than it had years ago. Humans, like all organisms, have an effect on their environment.
Section 6-1
Interest Grabber Answers
1. Choose an animal other than a human and describe at least two ways in which it may change its environment.
2. What events might have led to the changes that occurred in your town or city?
3. What positive effect have humans had on their environment? What negative effect have humans had on their environment?
Sample answers: A beaver both removes wood from a forest and dams a body of water. A dog digs a hole and may damage plants, but also may unearth worms and turn the soil.
Sample answers: increase or decrease in population and industry.
Humans preserve, conserve, and restore the natural environment as well as construct facilities that improve human health. Humans pollute the air, water, and land with materials that can harm humans and other organisms.
HUMAN ACTIVITIESHumans participate in
__________ & ____________________
Humans play a part in the ecosystems
on the planet
Food webs Biogeochemical cycles
http://www.brevardcounty.us/mrrp/images/misc/boat_cartoon.jpg
HUMAN ACTIVITIES can change local and global environments!
______________________________
____________________
_________________
___________________________
HUNTING and GATHERING
AGRICULTURE
INDUSTRY
URBAN DEVELOPMENTImages from: http://www.cs.utexas.edu/users/s2s/latest/art1/src/proj/Art/cave_art/Hunters-Deer.jpghttp://www.istockphoto.com/file_thumbview_approve/127525/2/istockphoto_127525_farming.jpghttp://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpghttp://www.lubee.org/images/about-threats-1.jpg
WHAT HAVE WE BEEN DOING?
_______________________HUNTING and GATHERING
http://www.aeffonline.org/images/poachersandelephant.jpg
http://msnbc.msn.com/id/8302763
HUNTING AND GATHERINGThroughout human history, people havehunted __________________, ___________in rivers, and gathered
__________________________________
Even these early people changed their _________________
http://www.amonsoquath.net/gallery/pages/chee.html
birds and mammals fished
wild seeds, fruits,and nuts.
environments
HUNTING AND GATHERING
Today, people in many parts of the world stillfollow the “hunter-gatherer” way of life.
These people make ______________ on theenvironment. However, some are beginning touse ____________________ such as guns,snowmobiles, or other tools.
http://www.museevirtuel.ca/Exhibitions/Inuit_Haida/inuit/snowmobile.jpghttp://www.travelwriter.co.za/let-the-train-strain_p2.html
few demands
modern technology
WHAT PROBLEMS CAN THIS CAUSE?
________________ can put animal populations at risk of ____________
http://www.geocities.com/jeniegirl27/SealHunting.html
OVERHUNTINGextinction
VOCABSpecies that has died out = ______________
Species whose population size is rapidly declining and will become extinct if the trend continues = _____________
Species that is in danger of becoming endangered in the near future = ____________
threatened
extinct
endangered http://www.blackfootedferret.org/
http://www.fresnochaffeezoo.com/images/bald-eagle.gif
http://www.southeastutah.org/photos/dino.jpg
WHAT PROBLEMS CAN THIS CAUSE?
Scientists hypothesize that the first humans to
arrive in North America caused a major
__________________of animals like
woolly mammoths, giant sloths, and
saber-toothed cats.
http://www.tunturisusi.com/kissat/smilodon4.jpg
mass extinction
WHAT PROBLEMS CAN THIS CAUSE?
Many species that once lived in North America (like zebra, cheetah, and yak) have disappeared from continent.
http://www.swindonweb.com/life/mammoth1.jpg
EXAMPLE: WHALES During the 19th and the earlier part of20th centuries, over-hunting led to asevere _________of whalepopulations, and to _______________of five whale species.
http://en.wikipedia.org/wiki/Whaling#Conservation_status
overkillendangerment
http://news.bbc.co.uk/2/shared/spl/hi/guides/456900/456973/html/nn1page1.stm
Minke whale = most hunted species
EXAMPLE: North American Buffalo
______________ in America once numbered30 - 60 million, ranging from Virginia toAlaska and all points in between.
By 1884, the buffalo was close to extinction due to ______________.
http://en.wikipedia.org/wiki/American_Bison
Pile of bison skulls, 1870’s
Wild buffalo
overhunting
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, andreintroduction of buffalo have allowed thepopulation to recover slightly.
Today, the total buffalopopulation in NorthAmerica is estimated at 90,000 and about 85 percentof these animals are privately owned.
http://en.wikipedia.org/wiki/American_Bison
WHAT PROBLEMS CAN THIS CAUSE?
Many endangered animals today are threatened by ____________________
http://cnnstudentnews.cnn.com/EARTH/9710/02/kenya.ivory.ap/
Illegal poaching
http://www.aeffonline.org/images/poachersandelephant.jpg
OVERHUNTING/POACHING
• 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 _____________ and _________________.
• _______________ 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
Rhino horns
habitat loss poaching
endangered.
WHAT CAN WE DO TO HELP?The_______________________________
__________________________ (CITES)
bans international ________ in productsfrom endangered species.
trade
http://www.mtholyoke.edu/~sjberg/CITES.htm
Convention on International Trade in Endangered Species
WHAT CAN WE DO TO HELP?
Support “Green” organizations that work for laws to establish quotas and protect species.
http://www.sierraclub.org/
http://www.nwf.org/http://www.maksimum.com/haberler/h/greenpeacee_cevre_cezasi.phphttp://www.sierraclub.org/
HUMAN ACTIVITIES can also change local and global environments!
______________________________
____________________
_________________
___________________________
HUNTING and GATHERING
AGRICULTURE
INDUSTRY
URBAN DEVELOPMENTImages from: http://www.cs.utexas.edu/users/s2s/latest/art1/src/proj/Art/cave_art/Hunters-Deer.jpghttp://www.istockphoto.com/file_thumbview_approve/127525/2/istockphoto_127525_farming.jpghttp://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpghttp://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
= __________________
Soon people around the
world were growing
crops and raising
animals for food
AGRICULTURE
http://www.bu.edu/mzank/Jerusalem/im/agriculture.jpg
agriculture
Changing Agriculture
The spread of agriculture was one of most __________ developments in human history.
It _____________ in large quantities that could be stored for later.
Allowed people to __________________ and enabled the _______________of cities, governments, laws, and writing.
http://www.museevirtuel.ca/Exhibitions/Inuit_Haida/inuit/snowmobile.jpghttp://www.travelwriter.co.za/let-the-train-strain_p2.html
important
provided food
settle in one placedevelopment
Changing AgricultureBy middle of 20th century, despite agricultural advances there were ________________in many parts of the world.
Governments and scientists began a major effort to ____________ food production
food shortages
increase
http://www.enjoy.org/hstech/HungerSite02/america/FordSchwartz/
Changing AgriculturePlant breeders: developed _______________ “miracle strains” of wheat and rice
AND Modern ________________________spread
This effort = ______________________
GREEN REVOLUTION
highly productive
farming techniques
http://interactive.usask.ca/ski/media/stills/agriculture/crops/t_plant-breeder.jpg
http://www.wfbf.com/media_center/photo_gallery/Soybean%20combine.jpg
Changing AgricultureLarge fields are planted with a single variety year after year = ________________
Chemical _____________boosted crop growthand ______________controlleddamaging insects
http://imagesource.allposters.com/images/NGSPOD04/107870.jpg
MONOCULTURE
fertilizers
pesticides
Changing AgricultureOver the last 50 years, the green revolutionhas 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/
double
Challenges for FutureModern agriculture has increased world _________________, but has also created ________________ challenges.
Large scale monoculture leads to problems with ____________ and _______________.
Use of farm chemicals (fertilizers & pesticides)
can damage ____________ insects, ________________ water supplies, and ______________ in the environmentecologicalfood supplies
Insect pests diseases
beneficialcontaminateaccumulate
Challenges for FutureFinding enough __________ for irrigation is another problem.
Less than ¼ of US farmland relies heavily on ___________, but this area produces a __________ portion of our harvest.
http://www.suu.edu/faculty/bowman/Econ1740/HeilbronerZinn/ogallala_aquifer_map_pic_2.gif
water
irrigation
major
Challenges for FutureMany Midwest states relyon the ___________aquifer for their water needs.
However, we are usingwater faster than thewater cycle can _____________ it.
Evidence indicates this aquifer may __________ within 20-40 years.
http://www.suu.edu/faculty/bowman/Econ1740/HeilbronerZinn/ogallala_aquifer_map_pic_2.gif
OGALLALA
replenish
run dry
HOW DO WE HELP?Applying ____________________ to farming is changing some of this environmental impact.
EX:_________________ and
___________________enable farmers toapply chemicals _____________________
modern technology
Satellite imagingGPS technology
only where needed
HOW DO WE FIX IT?Applying modern technology to farming is changing some of this environmental impact.
EX:___________ and other “green” farming methodscan ___________________and ___________________
http://cbarc.aes.oregonstate.edu/images/no-till.jpg
“No-till”
reduce soil erosionprotect ecosystems
Cover CropsLegumes, grasses, and othercover crops recycle soil nutrients,reduce fertilizer need, andprevent weed growth.
Controlled GrazingBy managing graze periods and herddensities, farmers can improve nutrientcycling, increase the effectiveness ofprecipitation, and increase the carryingcapacity of pastures.
Biological Pest ControlThe use of predators and parasitesto control destructive insectsminimizes pesticide use as well ascrop damage
Contour PlowingContour plowing reduces soil erosion from land runoff. On hilly areas, plowing is done across the hill rather than straight up and down.
Crop RotationDifferent crops use and replenish different nutrients. By rotating crops, the loss of important plant nutrientsis decreased.
A B C
Yr. 1
Yr. 2
Yr. 3
Section 6-4
Sustainable Agriculture Ways to preserve the environment
corn
corn
corn
alfalfa
alfalfa
alfalfa
oats
oats
alfalfa (plowed in)
HUMAN ACTIVITIES can also change local and global environments!
______________________________
____________________
_________________
___________________________
HUNTING and GATHERING
AGRICULTURE
INDUSTRY
URBAN DEVELOPMENTImages from: http://www.cs.utexas.edu/users/s2s/latest/art1/src/proj/Art/cave_art/Hunters-Deer.jpghttp://www.istockphoto.com/file_thumbview_approve/127525/2/istockphoto_127525_farming.jpghttp://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpghttp://www.lubee.org/images/about-threats-1.jpg
INDUSTRIAL GROWTH and URBAN DEVELOPMENT
The impact of humans on the biosphere wastransformed by the _____________________during the 1800’s.
http://www.archives.gov/research/american-cities/images/american-cities-015.jpg
INDUSTRIAL REVOLUTION
Industrial productivity and scientificadvancements have provided us with the ______________________ we enjoy today
modern conveniences
http://www.vallartasource.com/images/cell_phone.jpghttp://www.danielwiener.com/daniel/tips/archives/humvee_2.jpghttp://www.scriptfx.com/gallery/computer/laptop.jpghttp://www.wii-volution.com/images/wii/gamecube.jpghttp://www.nbz.ru/pic/catalog/ipod/ipod_color.gif
BUT . . .The spread of urban
areas has resulted in
the _____________
habitats.
Air, water, & soil
_____________ has had an impact on surrounding
ecosystems.
destruction
http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpg
pollution
Energy production requires
______________________
which impacts
_______________
and _______________.
http://tuberose.com/Environmental_Toxicity.html
burning fossil fuels
air quality
global climate
SOUTH DAKOTA CORE SCIENCE STANDARDS
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
NATURE OF SCIENCE:Indicator 1: Understand the nature and origin of scientific knowledge
•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
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.
NATURE OF SCIENCE:Indicator 1: Understand the nature and origin of scientific knowledge
•Recognize and analyze alternative explanations and models.
•Evaluate the scientific accuracy of information relevant to a specific issue
SOUTH DAKOTA CORE SCIENCE STANDARDS
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 activityResponse to external stimuli
LIFE SCIENCE:Indicator 3: Analyze how organisms are linked to one another and the environment.
SOUTH DAKOTA CORE SCIENCE STANDARDS
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
EARTH SCIENCE:Indicator 1: Analyze the various structures and processes of the Earth system.
SOUTH DAKOTA CORE SCIENCE STANDARDS
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
TECHNOLOGY, ENVIRONMENT, & SOCIETY:Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.
SOUTH DAKOTA ADVANCED SCIENCE STANDARDS
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
LIFE SCIENCE:Indicator 3: Analyze how organisms are linked to one another and the environment.
SOUTH DAKOTA CORE SCIENCE STANDARDS
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
TECHNOLOGY, ENVIRONMENT, & SOCIETY:Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society.
Core High School Nature of Science
Performance Descriptors
High school students performing at the ADVANCED 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
PROFICIENT level:
given a scientific discovery narrative, determine and describe how 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.
Core High School Life/Earth Science
Performance Descriptors
High school students performing at the ADVANCED 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
PROFICIENT level:
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
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
Core High School Technology, Environment, Society
Performance DescriptorsHigh school students performing at the ADVANCED 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
PROFICIENT level:
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
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.
SOURCES
http://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us
http://mff.dsisd.net/Environment/Cycles.htm
http://www.animation-station.com/smileys/index.php?page=17
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
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