HUMAN IMPACT on the

BIOSPHERE Chapter 6-3

BIODIVERSITY

The sum of the genetically based

variety of all the organisms in the

biosphere = ___________________

Biodiversity gives __________ to the

ecosystems that we are so dependent

on, enhances their ____________, and

provides an important source of new

_____, ________, and other _________.

BIODIVERSITY

stability

productivity

food medicine products

THREATS TO BIODIVERSITY

_______________________

____________

____________

____________

_________________

______________________

HABITAT DESTRUCTION

Deforestation

Fragmentation

pollution

Poaching & over hunting

Invasive species

BIODIVERSITY THREAT

Development of natural areas for cities or

agriculture results in ____________________

habitat destruction

BIODIVERSITY THREAT

Tropical rainforests are disappearing

at a rate of about 80 acres per minute

(1.5 acres/second!)

BIODIVERSITY THREAT

The tropical rainforests once covered more

than 14% of the earth's total land surface,

but now cover less than 6%.

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

____________________________ rainforest deforestation.

BIODIVERSITY THREAT

Splitting 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

BIODIVERSITY THREAT

Habitat fragmentation brings wildlife in

more frequent contact with humans.

When it comes

down to

“us or them” . . .

“they” usually lose.

BIODIVERSITY THREAT

One of most important threats to

biodiversity come from apparently

harmless plants or animals that

humans transport into new habitats =

_____________________

New habitats don’t have ____________

and parasites that control the population

in their native habitats, so invasive species

populations _____________ rapidly.

INVASIVE SPECIES

PREDATORS

INCREASE

EXAMPLES OF INVASIVE SPECIES

24 rabbits turned loose for

hunting in 1859 in Australia,

reproduced at such a rapid

rate they have taken over

the continent.

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 SPECIES

They are believed to be

responsible for the

_______________ of 1/8 of

the mammal species,

unknown numbers of plant

species, as well as serious

________________ problems.

It is still a major problem and rabbit diseases have

been purposely introduced to try to control the

population.

soil 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.

Zebra mussels

WISCONSIN

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

Latest Threat….

EXAMPLES OF INVASIVE SPECIES

Garlic Mustard is a rapidly spreading woodland

weed that is displacing native woodland wildflowers

in Wisconsin. It dominates the forest floor and can

displace most native herbaceous species within ten

years. This plant is a major threat to the survival of

Wisconsin's woodland herbaceous flora and the

wildlife that depend on it. (DNR Link)

BIODIVERSITY THREAT The addition of ________________

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

pollutants

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

MOSQUITOES

When DDT was sprayed, it

drained into rivers and

streams at LOW

concentrations.

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

doesn’t ______________.

food chain tissues

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 eat

plants and store

some DDT

Carnivores eat

herbivores and

store more DDT

→ →

concentration

increases

higher trophic

Fish-Eating Birds

Magnification of

DDT Concentration

10,000,000

100,000

10,000

1,000,000

1

1000

Large Fish

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, and

bald eagles.

DDT causes birds to lay

eggs with ___________

shells so eggs would

break when sat on.

American Bald Eagle was declared

endangered in 1967. It has since been

reclassified as _____________________

fragile

“threatened”

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

environmental movement

WHAT DOES IT MEAN?

REMEMBER!

Everything is connected.

BIODIVERSITY is a measure

of the __________ of an ecosystem.

_______ DIVERSITY = BETTER

HEALTH

MORE

CONSERVING BIODIVERSITY

Wise management of natural resources =

__________________

Protecting endangered species requires

detailed information about ecological _________________

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

conservation

relationships

interacts ecosystem

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

Today

conservation

efforts focus on

protecting entire

ecosystems not

just individual

species

______________ =

are places that are

MOST endangered

CONSERVING BIODIVERSITY

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?

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.

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

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 activity Response to external stimuli

LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one

another and the environment.

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.

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.

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.

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 Descriptors

High 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.