HUMAN IMPACT on the BIOSPHERE

Chapter 6-3

BIODIVERSITY

http://www.millan.net

The sum of the genetically based

variety of all the organisms in the

biosphere = ___________________BIODIVERSITY

http://www.jacksons-camping.co.uk/kidstuff/garden-games/images/giant-jenga.jpg

WHAT DOES IT MEAN?

REMEMBER!

Everything is connected.

BIODIVERSITY is a measure

of the __________ of an ecosystem.

_______ DIVERSITY = BETTER

Image from: Pearson Education Inc, publishing as Pearson Prentice Hall ©2006

HEALTH

MORE

THREATS TO BIODIVERSITY

_______________________

____________

____________

____________

_________________

______________________

HABITAT DESTRUCTION

Deforestation

Fragmentation

pollution

Poaching & over hunting

Invasive species

BIODIVERSITY THREATDevelopment of natural areas for cities or

agriculture results in ____________________habitat destruction

http://www.simtropolis.com/idealbb/files/SG_ShoppingCenter.JPG

BIODIVERSITY THREAThttp://www.lubee.org/images/about-threats-1.jpg

Tropical rainforests are disappearing at a rate of about 80 acres per minute.

BIODIVERSITY THREAT

The tropical rainforests once covered more than 14% of the earth's total land surface, but now cover less than 6%.

http://www.abc.net.au/news/newsitems/200506/s1384632.htm

Changes in Brazilian rainforest over 30 years

BIODIVERSITY THREAT

Nearly half of the world's species of plants, animals and microorganisms will be destroyed or severely threatened over the next quarter century due to ____________________________

http://www.wri.org/biodiv/pubs_maps_description.cfm?ImageID=1553

rainforest deforestation.

BIODIVERSITY THREATSplitting a habitat into smaller disconnected

pieces = _____________________

It results in small “islands”

of natural area isolated

from each other by crop

land, pasture, pavement,

or even barren land.

Habitat fragmentation

http://en.wikipedia.org/wiki/Habitat_fragmentation

BIODIVERSITY THREAT

Habitat fragmentation brings wildlife in

more frequent contact with humans.

When it comes

down to

“us or them” . . .

“they” usually lose.

http://www.chrismadden.co.uk/eco/peterrabbit.html

BIODIVERSITY THREATOne of most important threats tobiodiversity come from apparentlyharmless plants or animals thathumans transport into new habitats =______________ species.

New habitats don’t have ____________and parasites that control the populationin their native habitats, so invasive speciespopulations _____________ rapidly.

INVASIVE

PREDATORS

INCREASE

EXAMPLES OF INVASIVE SPECIES

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

24 rabbits turned loose for hunting in 1859 in Australia, reproduced at such a rapid rate they have taken overthe continent.

http://psephos.adam-carr.net/countries/a/australia/images/australiamap.gif

Within 10 years they had multiplied so rapidly, 2 million rabbits a year could be shot or trapped without any noticeable effect on population.

EXAMPLES OF INVASIVE SPECIEShttp://en.wikipedia.org/wiki/Image:Rabbit-erosion.jpg

They are believed to be responsible for the _______________ of 1/8 of the mammal species, unknown numbers of plant species, as well as serious soil___________ problems.

It is still a major problem and rabbit diseases have been purposely introduced to try to control the population.

http://www.csiro.au/communication/rabbits/qa1.htm

erosion

extinction

EXAMPLES OF INVASIVE SPECIES

_________________ are native to the Caspian Sea region of Asia. They are believed to have been transported to the Great Lakes in the ballast water from a ship.

They were first discovered in 1988, and have since spread rapidly to all of the Great Lakes and waterways in many states including _______________________and into Canada.

http://en.wikipedia.org/wiki/Image:Dreissena_polymorpha3.jpg

Zebra mussels

SOUTH DAKOTA

PROBLEMS CAUSED BY ZEBRA MUSSELS

•Clog power plant and public water intakes and pipes, costing taxpayers millions of dollars· Damage boat engines · Blanket shorelines with their sharp shells and foul smell· Consume available food for native species and smother native mussels· Threaten water-based recreational activities

http://en.wikipedia.org/wiki/Zebra_mussel

EXAMPLES OF INVASIVE SPECIES

__________________ is native to Europe and Asia and first appeared in Massachusetts in 1827.

http://www.team.ars.usda.gov/v2/ctoavsimages/newfrontpgpic2.jpg

Across _____________ and much of the Great Plains, leafy spurge is one of the most threatening invasive plants, ____________ out native grassland and damaging ___________________.

LEAFY SPURGE

South Dakota

crowding

grazing land

EXAMPLES OF INVASIVE SPECIES

302,000 acres in South Dakota are infested withLEAFY SPURGE.

According to the U.S. Department of Agriculture, leafy spurge infestations in the Dakotas, Montana and Wyoming alone cost agricultural producers and taxpayers at least $144 million annually in production losses, control expenses and other impacts to the economy .

http://www.nps.gov/plants/alien/map/eues1.htm

BIODIVERSITY THREATThe addition of ________________

= harmful materials that can enter the biosphere through land, water or air can also threaten biodiversity.

pollutants

http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpghttp://www.iol.ie/~carigeen/pollution.jpg

Example:_____ was first modern insecticide

It was cheap, stayed active for long time, and kills many different insects

Used to control agriculture pests and disease carrying _______________

DDT

http://www.michigan.gov/images/mosquito_65147_7.jpg

MOSQUITOES

When DDT was sprayed, it drained into rivers and streams at LOWconcentrations.

http://www.ci.cypress.ca.us/public_works/stormwater_images/kids_watershed.jpg

DDT in the environment gets into organisms through the ___________, is stored in __________, and

doesn’t ______________.

http://www.geocities.com/~greyhawk_1/sh_eagle-9.jpg

food chaintissues

degrade

______________________________

= the ____________ of a harmful substance

____________as it passes to organisms at

_______________levels in food chain or web.

BIOLOGICAL MAGNIFICATION

Plants pick up DDT from water& store it

Herbivores eatplants and storesome DDT

Carnivores eatherbivores and store more DDT

→ →

concentration

increases

higher trophic

Go to Section:

Fish-Eating Birds

Magnification ofDDT Concentration

10,000,000

100,000

10,000

1,000,000

1

1000

LargeFish

Small Fish

Zooplankton

Producers

Water

Section 6-3

Figure 6-16 Biological Magnification of DDT

The wide spread use of DDT threatened many species… especially fish eating birds like osprey, brown pelican, andbald eagles.

DDT causes birds to layeggs with ___________shells so eggs would break when sat on.

American Bald Eagle was declaredendangered in 1967. It has since beenreclassified as _____________________

fragile

“threatened”

http://image10.webshots.com/11/3/94/67/2146394670011493049pwlCDV_ph.jpg

In 1962, American biologist _______________ published the book,_____________ which told of DDT’s harmful effects.

The book led to a large public outcry and eventually resulted in DDT being _________ in the United States in the 1970’s

The book was one of the important events in the birth of the _________________________.

Rachel Carson

Silent Spring

banned

http://www.kimball.k12.sd.us/Heroes%20Web%20Page/Pictures/Rachel%20Carson.jpg

environmental movement

CONSERVING BIODIVERSITY

Wise management of natural resources =__________________

Protecting endangered species requiresdetailed information about ecological

_________________

We can’t protect a species without understanding how it ____________ with the _________________.

conservation

relationships

interactsecosystem

Examples of efforts to keep a species from becoming extinct:

___________________

(raised and protected in zoos until population is stable, then returned to wild

CONSERVING BIODIVERSITY

Captive breeding

http://www.blackfootedferret.org/

Todayconservationefforts focus onprotecting entireecosystems notjust individualspecies

______________ =are places that areMOST endangered

CONSERVING BIODIVERSITY

Image from: Pearson Education Inc publishing as Pearson Prentice Hall© 2006

HOT SPOTS

• Urban planning so there is less “ Sprawl”

• Set aside land for parks/preserves

• Research to understand species/ecosystem interactions

• Concentration of $ on HOT SPOTS to maximize results for

$ spent

WHAT CAN BE DONE?

http://www.anselm.edu/homepage/jpitocch/genbios/piplosign6403.jpg

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.