HUMAN IMPACT on the BIOSPHERE

Chapter 6-1(plus page 160)

A Changing Landscape

Watch the Chapter 6 video

Humans participate in

____________ & _______________cycles

Ecosystems provide us with

a variety of _____________________

Food webs Biogeochemical

http://www.brevardcounty.us/mrrp/images/misc/boat_cartoon.jpghttp://www.physicalgeography.net/fundamentals/images/nitrogencycle.jpg

http://www.physicalgeography.net/fundamentals/images/nitrogencycle.jpg

“GOODS & SERVICES”

“GOODS & SERVICES”provided by ecosystems

__________________

___________ production

Nutrient ____________________

Solar energy

Oxygen

storage & recycling

For image sources: see last slide

“GOODS & SERVICES”provided by ecosystems

____________regulation

__________ production

___________for wildlife

Climate

For image sources: see last slide

Food

Habitats

____________________of human and

industrial waste

___________________ and

______________________

“GOODS & SERVICES”provided by ecosystems

detoxification

Images from:

Natural pest

disease control

Source of new ____________________

Air & water __________________

Soil _____________ and ___________

management

“GOODS & SERVICES”provided by ecosystems

medicines

erosion runoff

purification

HUMAN POPULATION

http://www.learner.org/jnorth/spring2002/species/spring/Update041902.html#Humankind

WORLD POPLUATION

• Current world population almost 7 BILLION • Estimates predict it will reach

9 billion by 2050http://www.peopleandplanet.net/

World clock

Image from: http://www.sleepbamboo.com/planet_people.jpg

HUMAN ACTIVITIES can change local and global environments!

____________________

____________________

_____________________

___________________________

HUNTING

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

HUNTING AND GATHERINGThroughout human history, people have

____________ and ___________

in rivers, and _____________ wild seeds, fruits, and nuts.

We are still doing this today in many places.http://www.amonsoquath.net/gallery/pages/chee.htmlhttp://www.travelwriter.co.za/let-the-train-strain_p2.html

hunted fishedgathered

WHEN IT BECOMES A PROBLEM?

_________________

________________

http://www.aeffonline.org/images/poachersandelephant.jpg

http://msnbc.msn.com/id/8302763

OVERHUNTING

POACHING

OVERHUNTING can put animal populations at risk of ____________extinction

Alagoas Curassow: extinct in wild 1980’s

Miss Waldron’s Red Colobus monkey Extinct 2000

http://www.petermaas.nl/extinct/speciesinfo/misswaldronredcolobus.htmhttp://www.birdlife.org/datazone/species/index.html?action=SpcHTMDetails.asp&sid=100&m=0http://lawyerkm.files.wordpress.com/2008/09/dodo_11.jpghttp://en.wikipedia.org/wiki/Moa

Moa: extinct 1500’s

Dodo: extinct 1681

VOCABSpecies that has died out = ______________

Species whose population size is rapidly declining and will become extinct if the trend continues = _____________

Species that is at risk 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

According to the World Conservation Union (IUCN),784 extinctions have been recorded since the

Some scientists estimate at the rate we are going24 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

Image from: http://members.graphicsfactory.com/clip-art/image_files/tn_image/2/1313572-tn_TombStone001_92007.jpg

19th century

BIODIVERSITY THREAThttp://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 of20th centuries, over-hunting led to asevere _________of whalepopulations, and to _______________of many 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

Today many major whales species are endangered

North Atlantic Right < 350

Southern Right 3000

Bowhead 8000

Blue 2,300

Sei 10-28,000

Humpback 10,000

Bowhead 8,000

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_______________________________

__________________________ ( )bans international ________ in productsfrom endangered species.

trade

http://www.mtholyoke.edu/~sjberg/CITES.htm

Convention on International Trade in Endangered Species CITES

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 provided__________ in large quantities that could be stored for later.

Allowed people to _________ in one place 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

food

settledevelopment

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/

1. New more productive

plant ________

2. Modern farming____________

allowed planting larger areas

3. Chemical ___________ & ___________ boosted crop production and controlled pests

techniques

http://interactive.usask.ca/ski/media/stills/agriculture/crops/t_plant-breeder.jpghttp://www.wfbf.com/media_center/photo_gallery/Soybean%20combine.jpg

__________ REVOLUTION

strains

Fertilizers pesticides

GREEN

MONOCULTURELarge fields are planted with a single variety year after year = ________________

http://imagesource.allposters.com/images/NGSPOD04/107870.jpg

MONOCULTURE

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

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?

http://www.cibike.org/Eating.htm

HOW DO WE HELP?Applying modern______________ to farming is changing some of this environmental impact.

EX:__________ imaging and _____ technologyenable farmers toapply chemicals onlywhere______________

technology

Satellite

GPS

needed

HOW DO WE FIX IT?EX:________ and other “green” farming methodscan reduce ____________and protect ___________________

http://cbarc.aes.oregonstate.edu/images/no-till.jpg

“No-till”soil erosion

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)

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.

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