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Day 31-32: Eco Footprint-Consumption of Ocean Food

Day 33-34: Case Study- Too Much of a Good Thing

Day 35: Case Study- Siberian Tigers

Day 36: Eco Footprint- Global Paper

Day 37-38: Case Study- Looking for Water

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Livingston Central High School

tamra.clinger@livingston.kyschools.us or tamra.clinger@gmail.com

31-38

Tamra Clinger

CP3: Environmental Science/Juniors

Online Accounts for Text... www.pearsonrealize.com login: first.last2019 password: cp3science

Name Class Date

110

Consumption of Ocean Food

On average, each person in North America consumes about 24.1 kilograms of ocean food per

year. The rate of consumption for the world is much lower—about 16.4 kilograms per person

per year. In this activity, you will use these consumption rates to calculate the total amounts of

ocean food consumed each year by different groups of people.

The calculation of the average

amount of ocean food consumed

per year by a classroom of 25

students in North America is

modeled at the right:

1. In 2010, the world population was about 6.8 billion and the U.S. population was 309

million. Use Internet resources to find the population of your state. Then, calculate the

amount of ocean food consumed annually by each consumer group in the table using

North America’s consumption rate. Write your answers in the table.

ocean food

consumed =

number of

people ×

annual rate of

consumption

= 25 people × 24.1 kg/person

= 602.5 kilograms

2. Calculate the amount of ocean food consumed annually by each consumer group using the

world’s consumption rate. Write your answers in the table.

3. The population of North America equals about 8 percent of the world’s population. Use

the model shown below to calculate the approximate population of North America. (Hint:

Use the world population data shown in your table.)

North American population = 0.08 × world population

4. Use the population you found in Step 3 to calculate the annual amount of ocean food

consumed in North America. (Use the North American rate.)

Day 31-32

Name Class Date

111

Addo Elephant National Park

African elephants are larger than Asian

elephants, and in fact, are the largest of all

land mammals. They have a life span of up

to 70 years and can grow to about 6350 kg

(14,000 lbs). Their diet consists of roots,

grasses, fruit, and bark, and they can consume

up to 300 pounds of food each day. They use

their tusks for digging for food and water and

to strip bark from trees.

For many years elephants were hunted

for their ivory. Though an international ban

on the ivory trade does exist, illegal hunting

continues. Because of these illegal practices

and because of loss of habitat, African

elephants remain classified as a threatened

species. Addo Elephant National Park in

South Africa provides a sanctuary to the

elephants living there.

Day 33-34

Name Class Date

Use the information in Addo Elephant National Park to answer the questions below.

1. Compare the size of the Addo Elephant National Park before and after expansion.

2. What long-term goals do the World Bank, SANParks, and the South African government

hope the expansion of Addo Elephant National Park will achieve?

3. How will expansion of Addo Elephant National Park affect the elephants that live there?

4 What effect will expansion of Addo Elephant National Park have on existing biomes?

5. How does the information in Addo National Elephant Park affect

your answer to the Big Question: “How does the environment affect where and how an

organism lives?”

Work with a partner to find out more about the Addo Elephant National Park, or another

national park in Africa. Discover where the park is located, its biomes, and what wildlife is

protected there. Learn about the role and influence government and tourism have on the

park’s management. Create an informational poster on your chosen national park.

The 21st Century Skills used in this activity include Information Literacy, Collaboration,

and Critical Thinking and Problem Solving

Log on for more information and activities on the Central

Case, Too Much of a Good Thing.

112

Day 33-34

Name Class Date

129

Siberian Tiger Monitoring Sites

The following map shows the distribution of

Siberian tiger monitoring sites in the Russian

Far East. These 16 sites were set up as part

of the Siberian Tiger Monitoring Program,

a collaborative effort between the Wildlife

Conservation Society and several Russian

governmental and non-governmental

organizations.

Categorized as protected or unprotected,

the monitoring sites are scattered across

Siberian tiger habitat in the Sikhote-Alin

Mountains. The tables below the map

indicate the estimated number of tigers at

each of the 16 sites in 2009, based on expert

assessments of tiger track data.

Day 35

Name Class Date

Use the information in Siberian Tiger Monitoring Sites to answer the questions below.

1. How many of the monitoring sites are protected areas? How many sites are unprotected?

2. Which monitoring site is the farthest north? Which site is the farthest south?

3. Based on the tiger estimates data, which of the protected monitoring sites has the smallest

tiger population?

4. If a conservation organization were interested in constructing a wildlife corridor within

the Siberian tiger range, where would you suggest the corridor be constructed? Explain

your answer.

5. Should coastal areas or inland areas be the focus of conservation efforts for the Siberian

tiger? Explain your answer.

Use Internet resources to find out more about tigers. Siberian tigers are one tiger subspecies

that is endangered but not extinct. In small groups, research one of the remaining tiger

subspecies and develop a poster or PowerPoint presentation about that subspecies.

Presentations should include information about the subspecies’ particular traits, its range,

and its conservation status. Groups should report on the challenges and successes of recent

conservation actions. If possible, invite educational staff from a local zoo to discuss their work

with tigers.

The 21st Century Skills used in this activity include Critical Thinking and Problem Solving,

Information, Communication, and Technology (ICT) Literacy, Creativity and Innovation,

and Communication and Collaboration.

Log on for more information and activities on the Central

Case, Saving the Siberian Tiger.

130

Day 35

Name Class Date

203

Global Paper Consumption In this activity, you will use the graph at

right to estimate paper consumption in

different regions of the world. You will

then use this information to determine the

amount of paper consumed per person in

each region.

Estimating Paper Consumption

The x-axis of the graph shows six different

regions of the world. For each region,

shaded bars show paper consumption at

four different time points. The last bar of

each set represents the year 2000.

To estimate paper consumption in

2000, draw an imaginary line from the

top of the last bar in each set over to

the y-axis. Estimate the number where this line intersects the y-axis.

The estimation of paper consumption for Asia in the year 2000 is shown on the graph.

Use the information in the graph to answer each question.

1. What does the graph indicate about the general trend of paper consumption around the

world?

2. Which region consumed the most paper and paperboard in 1970?

3. Which region consumed the most paper and paperboard in 2000?

4. Which region showed the greatest increase in consumption between 1990 and 2000?

5. Fill in your estimates for Asia, Europe, and Latin America in the table on the next page.

Check your estimates by summing the totals for paper consumed in the six regions, which

should equal the world consumption, 351 million tons.

Day 36

Name Class Date

204

Calculating Paper Consumed Per Person

To calculate the amount of paper consumer per person, convert the units for total paper

consumed from millions of tons to pounds (lb). Then, divide this number by the population.

1 ton = 2000 lb

1 million = 1,000,000

To calculate the pounds of paper consumed per person in Africa in the year 2000, use the

steps shown below:

Step 1 Convert the amount of paper

from millions of tons to tons. 6 million tons = 6,000,000 tons

Step 2 Convert the result from tons

to pounds. 2000 lb

6,000,000 tons = 12,000,000,000 lbston

Step 3 Write out the number of

people. 840 million people = 840,000,000 people

Step 4 Divide the number of

pounds by the number of

people. Round to the nearest

tenth.

12,000,000,000 lb 14.3 lb =

840,000,000 people person

6. Follow this process to calculate the amount of paper consumed per person for Asia,

Europe, Latin America, and Oceania for the year 2000. Write your answers in the table.

Day 36

Name Class Date

260

The Law of the River

Defining Colorado River water rights has

been—and still is—a fluid process. In 1922,

the Colorado River Compact attempted

to divide the waters of the Colorado River

between seven states: Arizona, California,

Colorado, Nevada, New Mexico, Utah, and

Wyoming. But, rather than allocate water to

each state, the compact divided the entire

river basin into two halves: an upper and

lower basin. The states in each basin were

given rights to 7.5 million acre-feet of water

per year to divide among themselves.

Since this compact was signed, additional

treaties, compacts, acts, and legal decisions

have helped further define who gets to use

the river’s waters…and how much they get.

This cumulative body of laws and court

cases is known as the Law of the River. The

timeline below summarizes a few of the

major components of the Law of the River.

Day 37-38

Name Class Date

Use the information in The Law of the River to answer the questions below.

1. List the seven states that signed the Colorado River Compact.

2. Describe the outcome of the Boulder Canyon Project Act.

3. Describe the outcome of the Upper Colorado River Basin Compact of 1948.

4. Do you think the Law of the River will change in the future?

5. How does the changing nature of water rights relate to the Big Question:

“Why are we running out of water?”

Gather into small groups to research the compacts, acts, and court decisions that have helped

define water rights to the Colorado River. Compile the results of your research, using a group

wiki if possible. Then, present your research to the class.

The 21st Century Skills used in this activity include Communication and Collaboration,

Initiative and Self-Direction, and Productivity and Accountabilty.

Log on for more information and activities on the Central

Case, Looking for Water...In the Desert.

261

Day 37-38