human impact on the biosphere chapter 6-1 a changing landscape

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?

Go to Section:

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


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


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

http://en.wikipedia.org/wiki/Image:Bison_Bull_in_Nebraska.jpg


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/

http://www.sierraclub.org/

http://www.nwf.org/

HUMAN ACTIVITIES can also change local and global environments!

______________________________

____________________

_________________

___________________________


AGRICULTURE

INDUSTRY


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!

______________________________

____________________

_________________

___________________________


AGRICULTURE

INDUSTRY


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

MORE ON THISIN 6-4!

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.


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


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.


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.


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.


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.


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


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.


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


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

human impact on the biosphere chapter 6-1 a changing landscape

Documents

human health

human activitieshumans

natural environment

human impact

early people

sample answers

positive effect

negative effect