chapter 11 water air chapter 13 atmosphere and climate...

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Chapter 11 – Water

Chapter 12 – Air

Chapter 13 – Atmosphere and Climate Change

Chapter 14 – Land

Chapter 15 – Food and Agriculture

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Activity 1: Water TO DO: Answer the following questions based on the diagrams on p. 290-291

SEV4a. Differentiate between renewable and nonrenewable resources including how different resources are produced, rates of use, renewal rates, and limitations of

sources. Distinguish between natural and produced resources.

1. What is the largest watershed in North American?

2. Name 3 watersheds in Africa.

3. What is the 1 watershed in Australia?

4. What continent is the Danube watershed found on?

5. What are 4 of the 6 rivers that flow into the Mississippi river?

TO DO: Color and label the aquifer below. Answer the questions that follow.



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1. What is the function of the recharge area?

2. What does the solid rock or clay do for the water passing through?

3. Why is freshwater considered a limited resource?

TO DO: Interpreting Graphics Pg. 319



10.

11.

12.

TO DO: Math practice p. 301

SEV4b. Describe how technology is increasing the efficiency of utilization and accessibility of resources.

If a small farm uses 10,000L of water a day for overhead sprinkler irritation, how much water would be saved in one year

by using a drip irrigation system those consumes 75% less water? ________________

TO DO: Fill in the comparison table: columns labeled “residential water use” and “agricultural water use” rows

labeled: “characteristics” and “water conservation”.

SEV4c. Describe how energy and other resource utilization impact the environment and recognize that individuals as well as larger entities (businesses, governments, etc.) have impact on energy efficiency.

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TO DO: Give the definition of point-source and nonpoint-source pollution, provide an explanation as to how you can

determine the difference, and finally give an example of each.

SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water

pollution, solid waste disposal, depletion of the stratospheric ozone, global warming, and land uses).

Point-Source Pollution Nonpoint Source Pollution

TO DO: Give a brief step by step explanation of how the waste water treatment process occurs.

SEV4b. Describe how technology is increasing the efficiency of utilization and accessibility of resources.

Primary:

1. ___________________________________________________________________________________________

___________________________________________________________________________________________

2. ___________________________________________________________________________________________

___________________________________________________________________________________________

Secondary:

3. ___________________________________________________________________________________________

___________________________________________________________________________________________

4. ___________________________________________________________________________________________

___________________________________________________________________________________________

5. ___________________________________________________________________________________________

___________________________________________________________________________________________

TO DO: Math Practice p. 310

SCSh3. Students will identify and investigate problems scientifically.

If the concentration of gasoline is 3ppm in 650,000L of water, how many liters of gasoline are in the

water?____________

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TO DO: Pick 1 of the oil spills below (highlight or circle) and research to answer the following questions:

SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


Drilling rig, Deepater Horizon Tanker, Exxon Valdez Tanker, Argo Merchant Tanker, Mega Borg Tanker, Wesstchester Tanker, Eagle Otome M/V Selendang Ayu Barge, Bouchard B155

1. What date this this occur?

2. What was the spill volume?

3. What location did the spill occur?

4. How much did it cost to clean up the oil spill?

5. Give 2 facts NOT asked above about the oil spill.

TO DO: p. 313 Answer the section review questions #1-4 SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


1. 2. 3. 4.

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TO DO: Write a minimum of 10 completed sentences that give a complete description of the water cycle. Write this as

if you were the rain drop going through the cycle. Your start and ending point must be the same (because it’s a cycle)

SEV3 a. Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages)

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TO DO: Match the description with the word.

TO DO: Interpreting Graphics Pg. 316 SEV3 a. Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages) 23. In which months is the river’s discharge highest? What might explain these discharge rates? 24. What might cause the peaks in river discharge between November and March? 25. How might the data be different if the hydrograph readings were taken below a large dam on the Yakima River?

TO DO: Math Skills Pg. 317 SCSh3. Students will identify and investigate problems scientifically.

33. How many gallons does Well B pump per day? What is the average pump rate for all the wells? In one hour, how

many more gallons of water will Well A pump than Well C?

34. If placing a container of water in your toilet tank reduces the amount of water per flush by 2L, how much water

would be saved each day if this were done in 80 million toilets? (Assume that each toilet in flushed five times per day.)

Convert your answer to gallons (1 L = .26 Gal)

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ACID RAIN LAB

Purpose: to view the effects of acid rain on living and nonliving objects Hypothesis: Materials: Cup (2) Vinegar Water Paper clip (2) Leaf (2) Procedure: (DAY 1) 1. Obtain materials 2. Label cups – A and B 3. Place 1 paper clip and 1 leaf in each cup 4. Pour just enough liquid from beaker A in to cup A to cover the objects 5. Obtain cup B – pour just enough liquid from beaker B into cup B to cover objects. 6. Write down observations on chart below. 7. Place labeled and identified cup in designated location. Procedure: (DAY 7) 1. Obtain both of your cups 2. Record your observations/data in the chart below 3. Remove the objects from the cups and place in designated location 4. Rinse out both cups completely and place in designated location to dry. Data:

Distilled Water (pH= ) Vinegar(pH= )

Prediction Observations DAY 1

Observations DAY 7

Prediction Observations DAY 1

Observations DAY 7

Leaf

Paper Clip

Questions/Conclusions: 1. Why do you think the results for the leaf were what they were?

2. How does this give a representation of the world as it is exposed to acid rain?

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Activity 2: Air

TO DO: Math Practice p. 328 SEV4a. Differentiate between renewable and nonrenewable resources including how different resources are produced, rates of use, renewal rates, and limitations of


If the energy charge per kWH is $0.02949 and you use 150 kWh of electricity per month to recharge your vehicle, how much money would you save on your electric bill each month? Each year? How much would you save if you had three electric cars?

TO DO: Define the term temperature inversion. Explain, in a paragraph, how temperature inversion traps pollutants near Earth’s surface. SEV3 a. Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages)

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TO DO: Complete the cryptogram with terms about air pollution. There are 2 complete sentences within. SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


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TO DO: Choose one type of pollution discussed in Section 2 of Ch. 12. Create a Multiflow map for your chosen type of pollution. You must have at least 3 causes and 4 effects. Turn in to your teacher at the end of class. Use the diagram below as a reference. SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


TO DO: Describe, in a paragraph, two ways in which your chosen form of pollution can be prevented/reduced. SEV5c. Explain how human activities affect global and local sustainability.

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Air Sampling Can Buildings Make You Sick? Purpose: This activity will give you a chance to investigate some of the material in the air you breathe every day. Hypothesis: Materials • a jar with a wide opening • petroleum jelly • cotton swabs • masking tape • permanent markers • map of the school grounds • hand-held lenses or microscopes • transparent tape • camera (optional) Procedure 1 Using cotton swabs, spread petroleum jelly on the entire inside surface of the jar. You don’t need a lot—just enough to make the surface of the glass sticky. This is your testing device. Particles in the air will stick to the petroleum jelly and you can observe them later. Using a permanent marker on strips of masking tape, write your name and the date and put the label on the outside of your jar. 2 With your partner, choose a location inside the school or outdoors to collect your sample. You will need to leave your jar in the same spot for at least a week, so select a spot that will not be disturbed. In your classroom, mark the location of your jars on a map of the school grounds. 3 Place your jar in the selected spot. If you are using a camera to document your experiment, take a picture of the starting phase. You may want to leave a note explaining the experiment and asking that the jar not be disturbed. 4 During the next week, visit your jar several times. Keep track of the weather and wind patterns that occur each day. Take notes, make sketches, or take photographs to show the changes to the inside of the jar. 5 After a week, bring your jar back to class. Use a hand-held lens to inspect the particles stuck to the glass. If you have microscopes available, you can collect samples from your jar by pressing transparent tape against the particles, then placing the tape on a microscope slide. Try to identify the particles.

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DATA:

Day Observations (be detailed in what you observe)

1. Compare your findings with the findings of other people in your class. What are the differences between the

indoor and outdoor air samples? Which location had the most airborne particles? Which had the least? What are possible explanations for your class results?

2. Draw what your jar looked like after the final day.

3. Do you feel that the air inside and around the school is fairly clean based on your collection results? Why or why not??

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TO DO: Create a Flow Map for Acid Precipitation. Turn in to your teacher at the end of class. SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


TO DO: Label the pH scale below. Be sure to include the following: acid, base, sea water, lemon juice, detergents, acid rain, rain, tap water, distilled water as well as the numbers 1-14

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TO DO: Match the phrase with the word or words.

TO DO: Interpreting Graphics Pg. 342 SCSh3. Students will identify and investigate problems scientifically.

25. Which area(s) of the northeastern United States have the most acid precipitation?

26. Are the areas that have the highest pH located close to or far from major cities?

TO DO: Math Skills Pg. 343 SCSh3. Students will identify and investigate problems scientifically.

33. The graph shows the change in air-pollution emissions in the United States between 1970 and 1997. Excluding NOx, which emissions category experienced the greatest decrease over this period of time? 34. Why is lead, Pb, shown separately from the other air pollutants?

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Activity 3: Atmosphere and Climate Change TO DO: Read the Case Study on pg. 354-355 and answer the questions that follow. SEV3a.Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages)

1. How might information about past carbon dioxide concentrations on Earth contribute to scientists’ understanding of present carbon dioxide concentrations? 2. What information, besides what is mentioned in this Case Study, might scientists learn about Earth’s climatic history from ice cores? TO DO: Create a double bubble map to compare and contrast El’Nino and La’Nina. Turn in to your teacher at the end of class. You must have at least 3 similarities and 3 differences. At the bottom of the page write a paragraph explaining how climate change affects these processes. SEV3a.Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages)

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TO DO: Crate a Multi-Flow map with the causes and effect of climate change. Include at least 3 cases and 5 effects. Turn in to your teacher upon completion. SEV3a.Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages)

TO DO: Math practice p. 358 SEV3a.Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages)

What is the difference in millimeters between the average precipitation in Cherrapunji and the annual average precipitation in Arica?_________________ TO DO: Use figure 14 on Pg. 363 to explain how the Greenhouse Effect works. SEV3a.Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages)

1. ___________________________________________________________________________________________

___________________________________________________________________________________________ 2. ___________________________________________________________________________________________

___________________________________________________________________________________________ 3. ___________________________________________________________________________________________

___________________________________________________________________________________________ TO DO: Interpreting Graphics Pg. 372 SEV3a.Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages)

26. Which location has the smallest temperature range between summer and winter? 27. What factors could cause the difference in climate between the two locations? TO DO: Math Practice Pg. 373 SEV3a.Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages)

33. What was the average annual increase in carbon dioxide in the atmosphere between 1958 and 2000 measured in parts per million?

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Chapter 13 Vocabulary Cross Word Puzzle

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TO DO: Match the statement with the word that is associated or defined by it.

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Activity 4: Land

TO DO: Math Practice p. 383 SEV4a. Differentiate between renewable and nonrenewable resources including how different resources are produced, rates of use, renewal rates, and limitations of


On average, how much productive land per person will there be in 2010? TO DO: Refer to figure 9 on pg. 386 and answer the following question. SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


Think about the city of Atlanta and the definition of a heat island. Why would Atlanta be considered a heat island? TO DO: Create a double bubble map for Rangelands Land Management and Forest Land Management. You should have at least 3 differences and 4 similarities. Turn in to your teacher upon completion. SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


TO DO: Read the Case Study on Pg. 392 and answer the questions below. SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


1. California’s state emblem is a grizzly bear, which is a species no longer found in the state. Why do you think the

bears disappeared?

2. Should California spend state money to preserve habitats? Explain your answer.

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TO DO: Read the passage below and answer the questions that follow. You may use Ch. 14 as an additional resource. SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


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TO DO: Use the map of land use to answer the questions below. SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


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Dragon Fly Land Planning & Use SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water

pollution, solid waste disposal, depletion of the stratospheric ozone, global warming, and land uses). OVERVIEW Students design a plan of human land use activities around the image of a pond. They determine the best locations for homes, businesses, industries, and farms with respect for the environment. BACKGROUND Every human use of land affects wildlife habitat, positively or negatively. What humans do with land is a reflection of human priorities and lifestyles. The search for a modern day “good life” and all of its conveniences produces mixed results for wildlife, the natural environment, and thriving communities. Sometimes people see undeveloped areas of natural environment as little more than raw material for human use. Others believe that the natural environment is to be preserved without regard for human needs. Still others yearn for a balance between economic growth and a healthy and vigorous natural environment. Very real differences of opinion regarding balance exist between well-meaning people. At the core of land use issues is the concept of growth. Growth in natural systems has inherent limits, imposed by a dynamic balance of energy between all parts of the system. Energy in natural systems is translated into food, water, shelter, space and continued survival. This means that the vitality of natural systems is expressed by their ability to be self-regulating. This capacity for self-regulation makes it possible for all natural members of an ecosystem to live in harmony. All the life forms of any ecosystem must be considered. The microbes in the soil are just as necessary to a habitat as the plants and predators. It is this natural dynamic balance, with all of its inherent and essential parts, that much of human land use has tended to disturb. Human activities can often go beyond the natural limits of a setting. Humans have the ability to import energy sources that allow a system to exceed its natural limits—or to remove energy sources that are necessary for a system to stay in balance. For example, people can build dams to create power, water can be captured for irrigation, and wetlands can be drained for homes and buildings. All of these activities affect wildlife habitat. Wetlands, for example, are often seen as swampy waste-lands, yet they are the nurseries for hundreds of forms of wildlife. Fish, frogs, toads, migrating birds, snakes, insects and a remarkable variety of plants all make wetlands their home. Wetlands are highly vulnerable to development, pollution, and other forms of human interference with the natural flow of water. Hundreds of thousands of acres of valuable wetlands are lost each year—for example, to draining, dredging, filling, and pollution. Given the extensive impacts humans have already had and continue to have on the land, a major challenge now facing humans is how to have a more responsible impact. How can we develop the awareness, knowledge, skills, and commitment that are necessary in order for humans to take responsible actions affecting the remaining areas of natural wildlife habitat? How can we develop the necessary understanding to restore a more natural dynamic balance in places where human disturbance has existed for centuries? PROCEDURE

1. After reading the background above. Create a list of Pros(good) and Cons(bad) of each type of land use (businesses, homes, farms). You should have at least 2 or 3 statements for each.

2. Using the squares located on the separate page consider a land use plan that cares for the dragonflies but also allows for the maximum use of the land.

a. Do not forget to consider pollution – land, air, and water b. Amount of land needed for each business or residence

3. Cut out and glue your businesses, residences, and other buildings on the land plot you create 4. Answer the questions based on your land use plan

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QUESTIONS 1. Compare your map to the people around you. How does your map differ?

2. In reference to the bleach factory (weather it is on your map or not), how does it affect the water downstream

of it?

3. Did you destroy the wetlands that are shown on your map? If so, why? If not, why?

4. Do you think the land use map you have created would be a success considering all of the points of view: businesses, residences, and farms? Why or why not?

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TO DO: Interpreting Graphics Pg. 398 SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


23. Where is the reserve’s research station located, and shy has it been placed there rather than anywhere else in the reserve? 24. What indicators can you see that this reserve might be an ecotourism destination? 25. What does the map tell you about the function of buffer zone 2?

TO DO: Math Skills Pg. 399 SEV5e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water


32. If the percentage of cropland increased by 25%, and all other land cover categories except rangeland and pasture remained the same, what percentage would rangeland and pasture be? 33. What percentage of the US is planted in crops if 11% of cropland is idle at any one time?

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Activity 5: Food and Agriculture

TO DO: Complete #6 on Pg. 411 SEV5 c,d. Explain how human activities affect global and local sustainability. Describe the actual and potential effects of habitat destruction, erosion, and depletion of

soil fertility associated with human activities.

TO DO: Math Practice Pg. 409 SEV5 c,d. Explain how human activities affect global and local sustainability. Describe the actual and potential effects of habitat destruction, erosion, and depletion of


If an active man consumes 3,600 Cal per day, how much weight does he gain each year?

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TO DO: Complete #6 on Pg. 416 SEV5 c,d. Explain how human activities affect global and local sustainability. Describe the actual and potential effects of habitat destruction, erosion, and depletion of


TO DO: Create a double bubble map to show similarities and differences between traditional plant breeding and genetic engineering. Use the previous maps as a guide as to how many similarities and differences you should have. Turn in to your teacher upon completion. Answer the question that follows. SEV5 c,d. Explain how human activities affect global and local sustainability. Describe the actual and potential effects of habitat destruction, erosion, and depletion of


Which do you think is better: Traditional plant breeding or Genetic engineering? Explain below.

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TO DO: Create the graphic organizer described on page 425 in the textbook. SEV5 c,d. Explain how human activities affect global and local sustainability. Describe the actual and potential effects of habitat destruction, erosion, and depletion of


TO DO: Read the Case Study on pages 424-425 and answer 1 of the critical thinking questions. SEV5 c,d. Explain how human activities affect global and local sustainability. Describe the actual and potential effects of habitat destruction, erosion, and depletion of


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TO DO: Interpreting Graphics Pg. 430 SEV5 c,d. Explain how human activities affect global and local sustainability. Describe the actual and potential effects of habitat destruction, erosion, and depletion of


25. In which year was the most corn planted? _______In which year was the least corn harvested? _________ 26. How many acres were planted with corn in 1991?__________ 27. According to the graph, more acres of corn are planted than are harvested each year. Why? TO DO: Math Skills Pg. 431 SEV5 c,d. Explain how human activities affect global and local sustainability. Describe the actual and potential effects of habitat destruction, erosion, and depletion of


35. Which food had increased production in 1995 and 1999? 36. Which foods had lower production in 1995 than in 1990? 37. Taking into account the 1999 data, can you think of any possible reason for the answer to question 36?

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38. The human population of the world grew by 15% between 1990 and 1999. By what percentage did total grain production increase during this time?

chapter 11 water air chapter 13 atmosphere and climate...

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