HUMAN IMPACT on theBIOSPHERE
Chapter 6-1 & 6-2
A Changing Landscape Resources
The Tragedy of the Commons• http://www.youtube.com/watch?v=EZFkUeleHPY
Watch the Chapter 6 video
__________ participate in __________ and biogeochemical ______
Ecosystems provide us witha variety of _____________________
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”provided by ecosystems
__________________
___________ production
Store & recycle ____________
For image sources: see last slide
“GOODS & SERVICES”provided by ecosystems
Regulate __________
__________ production
___________for wildlife
For image sources: see last slide
_______________human and industrial waste
______________ control ___________
“GOODS & SERVICES”provided by ecosystems
Images from:
Source of new __________________
Clean _______________
___________________ and manage _______
“GOODS & SERVICES”provided by ecosystems
HUMAN POPULATION
http://www.learner.org/jnorth/spring2002/species/spring/Update041902.html#Humankind
WORLD POPULATION
•Current world population approaching _____________ •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!
____________________
____________________
_____________________
___________________________Images 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 GATHERING Throughout 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
WHEN IT BECOMES A PROBLEM?
_________________
________________
http://www.aeffonline.org/images/poachersandelephant.jpg
http://msnbc.msn.com/id/8302763
OVERHUNTING can put animal populations at risk of ____________
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 = ____________
http://www.blackfootedferret.org/
http://www.fresnochaffeezoo.com/images/bald-eagle.gif
http://www.southeastutah.org/photos/dino.jpg
Scientists estimate there are 10-30 millionplant and animal species on the planetMost of these are unidentified.
Each year as many as 50,000 species disappear.
Some scientists estimate at the rate we are going___ of the plants and animals will be committed to extinction by 2050
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
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_statushttp://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
North American Buffalo
___________ in America once numbered 30 - 60 million, ranging from Virginia to Alaska.
By 1884, the buffalo was close to extinction due to __________.
http://en.wikipedia.org/wiki/American_Bison
Pile of bison skulls, 1870’s
WHY POACH?
Many endangered big game animals today are threatened by__________________
http://cnnstudentnews.cnn.com/EARTH/9710/02/kenya.ivory.ap/http://www.aeffonline.org/images/poachersandelephant.jpg
WHY POACH?• Fur• Tusks/horns• Tourist souveniers• Medicine ?• Artwork
http://studentweb.cortland.edu/giambalvo73/poaching.jpg
http://www.ens-newswire.com/ens/jul2009/20090716_rhinopoaching.jpg
http://www.sciencebuzz.org/sites/default/files/images/ivory.jpghttp://www.peterpalms.com/fox/pictures/silverfoxcoat.jpghttp://d-vers.com/images/medium/PMTung/Chinese-Ivory-Carved-Hippo-Tusk-Family-Of-Rhinos/Chinese-Carved-Ivory-Hippo-Tusk-Family-Of-Rhinocerous.jpg
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.
~ ground into medicine (China) ~ carved into ceremonial dagger handles
(Yemen) http://nationalzoo.si.edu/Publications/ZooGoer/2003/6/Sidebar_Forensics.cfm
HOW DO WE HELP?
•Preserves•Captive breeding programs•Laws/regulations•Support “GREEN”
organizations
HOW DO WE HELP?
Conservation efforts, private ownership, and
reintroduction of buffalo have allowed thepopulation to recover .
Today, the total buffalopopulation in NorthAmerica is estimated at 90,000 and about 85 percent of these animals are privately owned. http://en.wikipedia.org/wiki/American_Bison
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
http://www.blackfootedferret.org/
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
WHAT CAN WE DO TO HELP?The______________________________________
__________________ (CITES)bans international ______ in productsfrom endangered species.
http://www.mtholyoke.edu/~sjberg/CITES.htm
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.ducks.org/states/62/index.html
http://www.nwf.org/http://www.maksimum.com/haberler/h/greenpeacee_cevre_cezasi.phphttp://www.sierraclub.org/http://www.brookingshumane.org/
POWER OF ONE VIDEO
By end of last ice age (about 11,000 years ago) humans began the practice of farming = __________________
Soon people around the world were growingcrops and raising animals for food
http://www.bu.edu/mzank/Jerusalem/im/agriculture.jpg
agriculture
IMPACT OF AGRICULTURE
Agriculture
• one of most __________ developments in human history.
• provided______ in large quantities that could be stored for later.
• Allowed people to ______ in one place
• Lead to: cities, governments, laws, and writing.
http://www.columbianacountylawlibrary.com/Law-Books-for-Research.jpghttp://www.franchisehelp.com/wp-content/uploads/2012/01/government-reselling-franchise-opportunities.jpg
Importance of 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
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
http://interactive.usask.ca/ski/media/stills/agriculture/crops/t_plant-breeder.jpghttp://www.wfbf.com/media_center/photo_gallery/Soybean%20combine.jpg
__________ REVOLUTION
MONOCULTURELarge fields are planted with a single variety year after year = ________________
http://imagesource.allposters.com/images/NGSPOD04/107870.jpg
Changing AgricultureOver the last 50 years, the green revolutionhas helped world food production _________.
Even though hunger is still a major problemin parts of the world, agriculture and theGREEN REVOLUTION have provided many people with better nutrition.
http://www.enjoy.org/hstech/HungerSite02/america/FordSchwartz/
WHY IS THIS A PROBLEM?Modern MONOCULTURE agriculture allowsfarmers to grow more food BUT . . .
__________ and ______________
~ kill ________ insects
_________from feedlots and fields ~ __________ surface and ground water
http://www.biology-blog.com/images/blogs/10-2007/fertilizer-15101.gifhttp://cms1.good.is/posts/full_1289265646pesticides.jp
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
Challenges for FutureMany Midwest states relyon the ___________aquifer for their water needs.
We are ______________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
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 itwill be around for future generations?
http://www.cibike.org/Eating.htm
HOW DO WE HELP?Modern_________ is changing how farmers farm and lessening the impact on the environment.
EX:__________ imaging _____ technologyenable farmers toapply chemicals onlywhere______________
HOW DO WE FIX IT?EX:________ and other “green” farming
methods can reduce ____________and protect ___________________
http://cbarc.aes.oregonstate.edu/images/no-till.jpg
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 productivity and scientificadvancements have provided us with the ______________________ we enjoy today
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
WHAT’S THE PROBLEM?• Destruction of habitats• Air & water pollution• Use of resources• Uses lots of fossil fuel
All lead to a decrease _______________
http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpghttp://tuberose.com/Environmental_Toxicity.html
WHAT DOES IT MEAN? REMEMBER! Everything is connected.
BIODIVERSITY is a measure of the _________ of an ecosystem.
_______ DIVERSITY = ___________
Image from: Pearson Education Inc, publishing as Pearson Prentice Hall ©2006http://images1.wikia.nocookie.net/__cb20061028011328/uncyclopedia/images/4/4f/JengaTower.jpg
A __________________ is anything an organism needs for life
REMEMBER
NATURAL RESOURCES =
LAND AIR FORESTSWATERhttp://www.lenntech.com/images/discharge.gif
http://www.newtonswindow.com/problem-solving.htm
http://coweeta.ecology.uga.edu/coweeta_photographs/erosion.htm
________________ RESOURCES
• Living can ____________
• Non living replaced by _____________________
http://www.inclusive.co.uk/downloads/images/pics2/tree.gif http://www.sfu.ca/aq/archives/Nov2007/features/fish_story.htmlhttp://www.navitron.org.uk/wind/600kw.JPG
“Renewable” depends on context
Even through trees canregrow, mature foreststake years to return.
_______________forests have never been cut. It takes centuries to replacethese and species may be lost.
http://image.guardian.co.uk/sys-images/Guardian/Pix/gallery/2002/08/30/deforestedland.jpg
can _______________________ by natural processes
NONRENEWABLE RESOURCES
http://www.greenpeace.org/raw/image_full/international/photosvideos/photos/illegal-deforestation-and-land.jpghttp://www.npr.org/news/images/2005/aug/16/pumping_gas200.jpg
“Renewable” depends on context
“OLD GROWTH” forests provide unique habitats and are home to manyspecies that don’t live anywhere else.
= _________________
RENEWABLE RESOURCES
http://en.wikipedia.org/wiki/Old_growth_forest
“Renewable” depends on context
Renewable does NOT mean __________Ex: ______________ is a renewable
resource but can become limited by______ OR _______
http://earth.ooups.com/uk/images/100/tapwater.jpg http://www.wrightwoodcalif.com/watershort/ConserveWater.JPG
Provide ______ for human communities
Provide ___________ for industry
LAND RESOURCES
http://www.fotogalerie-naturpur.de/pic/land1.html
http://lloydsfunds.com/mining_12.jpg
LAND RESOURCESincludes _____
________ resource (if managed properly)
_________~ made of sand, clay, rock, and
_______(=decayed organisms) ~ produced and maintained by
interactions between soil and plants growing in it.
LAND RESOURCES
Wearing away of topsoil = ____________ is caused by plowing land and removing plant roots
http://coweeta.ecology.uga.edu/coweeta_photographs/erosion.htm
LAND RESOURCES____________ = changing of fertile
land in dry climates into desert areas caused by farming, overgrazing, and drought
http://www.the-human-race.com/images/environment/drought.jpg
Provide _____ for products ranging fromhomes to paper
Wood provides____ in many countries
FOREST RESOURCEShttp://www.nature.org/images/sotw_logging.jpg
http://www.forestlearn.org/graphics/wood_fuel.jpg
http://mi-comics.com/wp-content/uploads/2012/02/lumber1.jpg
Forests have been called the“lungs of the Earth”because they remove________________from and produce ________ for
atmosphere
FOREST RESOURCES
http://www.ecoworld.com/air/Images/Photosynthesis.jpg
Forests also:Store ___________Provide_________Moderate _______________soil erosionProtect fresh ______
FOREST RESOURCEShttp://www.gdccc.org/Records/EOY2004/NS%20Salon%20HM%20Brittain%20Roger%20Owl%20in%20Hole%20No%202.jpg
FOREST RESOURCESLoss of forests = ____________can result in erosion and loss of
nutrients preventing regrowth
http://www.greenpeace.org/raw/image_full/international/photosvideos/photos/illegal-deforestation-and-land.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
HOW DO WE HELP?
Sustainable development:• Stop clear cutting of
forests/jungles• selective harvest of mature trees• replanting of logged areas• tree farms• breeding new, faster growing
species
___________ = harmful material that can enter the biosphere through land, air, or water
________ = Mixture of chemicals that
appear as a gray-brown
haze in the atmosphere
AIR RESOURCES
http://www.cyberolimpiadas.com.sv/proyectos2004/gamma/proyecto3/smog.jpg
Burning __________ releases pollutantsthat cause smog and other problemsin atmosphere.
Toxic chemicalslike nitrates, sulfates, and particulatescan cause ________________like ___________
AIR RESOURCES
http://www.cyberolimpiadas.com.sv/proyectos2004/gamma/proyecto3/smog.jpg
•Smokestack “Scrubbers” can control emissions
•Auto emission standards•Clean air regulations•Reduce use of fossil fuels
HOW DO WE HELP ?
http://www.alexvisani.com/darkgallery/smog.jpg
Americans use BILLIONS of gallons offreshwater daily for ________, ________and ___________________
FRESH WATER RESOURCES
http://www.thesolutionsite.com/lesson/4601/freshwater.jpg
Although water is a ______________ resource, the total supply of fresh water is __________.
FRESH WATER RESOURCES
http://www.mos.org/oceans/graphics/planet/watercycle.jpg
Wetlands remove ________ and______ water passing through.
FRESH WATER RESOURCES
http://www.epa.gov/bioiweb1/aquatic/importance.html
•Water conservation•Protect wetlands
and forests•Water treatment plants•Clean water regulations
HOW DO WE HELP ?
hhttp://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us
DON’T FORGET THE WATER WE CAN’T SEE!
The PRODUCTION OF:• 1 kg wheat costs 1,300 L water • kg rice costs 3,400 L water • 1 kg eggs costs 3,300 L water • 1 kg beef costs 15,000 L water • 1 cotton shirt costs 2,500 L water • 1000 g of blue jeans costs 10,850 liters water • 1 ton passenger car costs 400,000 liters of water• Building a house uses about 6 million liters of
water VIDEO http://www.youtube.com/watch?v=-nekqKEsbdU
WAYS TO CONSERVE WATER
http://www.watersavingtips.org/images/saving_1.jpg
Human activities affect ________________ like land, forests, air, fresh water.
How can we provide for our needswithout using up all resources?_____________________________
THE BIG QUESTION ?
~ Use natural resources without using them up ~ Provide for human needs WITHOUT causing long term environmental harm
HUMAN IMPACT on the BIOSPHERE
Chapter 6-3
BIODIVERSITY
http://www.millan.net
THREATS TO BIODIVERSITY
_______________________
__________________ ________________ ________________ ________________ ________________
________________
BIODIVERSITY THREATDevelopment of natural areas for cities oragriculture results in _________________
____________________
http://www.simtropolis.com/idealbb/files/SG_ShoppingCenter.JPG
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.
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 apparently
harmlessplants or animals that humans transport
into new habitats =____________________
New habitats don’t have ____________and parasites that control the populationin their native habitats, so invasive
speciespopulations _____________ rapidly.
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 _____________ 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
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
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 ___________________.
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.
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 _______________
http://www.michigan.gov/images/mosquito_65147_7.jpg
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
______________________________
= the ____________ of a harmful substance
____________as it passes to organisms at
_______________levels in food chain or web.
Plants pick up DDT from water& store it
Herbivores eatplants and storesome DDT
Carnivores eatherbivores and store more DDT
→ →
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 _____________________
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 _________________________.
http://www.kimball.k12.sd.us/Heroes%20Web%20Page/Pictures/Rachel%20Carson.jpg
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 _________________.
Todayconservationefforts focus onprotecting entireecosystems notjust individualspecies
______________ =are places that areMOST endangered
CONSERVING BIODIVERSITY
Image from: Pearson Education Inc publishing as Pearson Prentice Hall© 2006
• Urban planning so there is less “ Sprawl”
• Set aside land for parks/preserves
• Research to understand species/ecosystem interactions
• Concentration of $ on ________________to maximize results for
$ spent
WHAT CAN BE DONE?
http://www.anselm.edu/homepage/jpitocch/genbios/piplosign6403.jpg
HUMAN IMPACT on the BIOSPHERE
Chapter 6-4
Charting a course for the Future
http://www.claybennett.com/pages2/mistletoe.html
ENVIRONMENTAL PROBLEMS___________________
___________________
___________________
___________________
___________________
http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg
DEAD ZONES
When an ecosystem receives a LARGE inputof limiting nutrient (ie., fertilizer runoff) thepopulation increases dramatically = ___________
REMEMBER !
Gulf of Mexico Dead Zone
http://www.ncat.org/nutrients/hypoxia/hypoxia.html
The DEADZONE forms each April, generally grows throughout the summer, reaching a peak in late July.
Gulf of Mexico Dead Zone
At its peak, the nearly lifeless water can span 5,000 to 8,000-plus square miles, an area almost the size of New Jersey
http://serc.carleton.edu/microbelife/topics/deadzone/index.html
DEAD ZONESHow do we HELP?
•Use modern technology and “green” farming methods to:
•Decrease agricultural fertilizer use
• Decrease runoff of agricultural waste
Our atmosphere between
20-50 km contains
high concentrations
of ____________
which protect us from
the sun’s harmful
______________ radiation.
OZONE LAYER
http://pubweb.bnl.gov/users/xujun/www/bnl/ozone_layer_1.gif
http://www.planetguide.net/book/chapter_5/ozone_layer.html
EFFECTS OF UV RADIATION
Click here to see a movie about the effects of UV radiation
WMV, 618K
__________________________________
________________________ of skin
__________________________________
Reduces ________________
Disrupts __________________ in oceans
WHAT WE KNOW
Scientists have been
monitoring the ____________
of ozone in our atmosphere
and have discovered
a hole in the ozone layer
over ____________.
http://ozonewatch.gsfc.nasa.gov/facts/hole.html
Click here to see a movie about the ozone hole
WMV, 616K
The annual ozone "hole“ over Antarctica hasoccurred during the Antarctic Spring (October)since the early 1980s.
Rather than being an actual hole through the layer, the ozone hole is a large area with extremely low amounts of ozone. Ozone levels fall by over 60% during the worst years.
http://ozonewatch.gsfc.nasa.gov/facts/hole.html
Ozone depletion is a global issue NOTjust a problem at the South Pole.
Research has shown that ozone depletionalso occurs over North America, Europe,Asia, and much of Africa, Australia, andSouth America.
Over the U.S., ozone levels have fallen 5-10%, depending on the season.
http://home.casema.nl/daveduijn/globe2.gif
What’s the cause of Ozone Depletion?
Chlorofluorocarbon
molecules _______
released from
air conditioners,
aerosol spray cans,
fire extinguishers,
and industry
________________
http://www.atm.ch.cam.ac.uk/tour/part3.html
HOW DO WE HELP?
1987- the _______________________ committed signing nations (including USA) to a ____________ in the use of CFCs and other ozone-depleting substances.
CFC production was _________ after 1995 in the developed countries, and later in developing countries. Today, over 180 countries have ratified the treaty.
OZONE DEPLETION
_____________spray cans no longer contain CFC propellants.
Gases in ___________________and _____________ are collected and recycled.
THAT’S WHY . . .http://www.roundrocktexas.gov/images/spray_cans_large.jpg
OZONE DEPLETIONHow do we help?
We can't make enough ozone to replace what's been destroyed, but provided that we stop producing ozone-depleting substances, computer models predict natural ozone production reactions should return the ozone layer to normal levels by about 2050.
This is the first example of different countries getting together on an environmental issue, agreeing on what to do, doing something, and seeing a positive effect
http://www.gifs.net/image/Words/Wow/Wow_rotates/4031
Emissions to AtmosphereNitrogen oxidesSulfur dioxide
Chemical TransformationNitric acid
Sulfuric acid
PrecipitationAcid rain, fog,snow, and mist
Dry Fallout
Condensation
particulates, gases
Industry Transportation Ore smelting Power generation
ACID RAIN
What’s the cause?________________________
Releases _______________ and ________________ into the atmosphere that react with water toproduce ACID RAIN.
http://www.robl.w1.com/Pix/C900991.jpghttp://www.geocities.com/kamil_pollutionpage/AcidRain.htm
http://www.scienceacross.org/media/samplingforacidrainNOAAedSAW.jpg
http://www.abc.net.au/quantum/scripts99/9905/img/asthma.jpg
ACID RAIN EFFECTS• damages buildings and statues• damages forests• kills fish• reduces biodiversity• causes illness & premature death
from heart & lung disorders like asthma and bronchitis
HOW DO WE HELP?Develop a National energy policy that emphasizes use of alternative renewable energy sources
Cut down on activities that use fossil fuelsconserve electricitydrive less
Drive automobiles with increased fuel efficiency OR run on alternative fuels
ACID RAIN
Recycle (uses less energy than starting from scratch)
GREENHOUSE EFFECTTemperatures of Earth remain within a range
______________ because the _____________
acts as a natural _________________ blanket.
http://wwwstatic.bayareawritingproject.org/images/bawp41/earthAtmosphereIMG.gif
GREENHOUSE EFFECTAtmospheric gases such as
___________________
___________________
___________________
___________________
NORMALLY trap heat
energy from the sun
like a greenhouse
= _____________________http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg
GLOBAL WARMING- Is it real?
Some people say that the Earth hascycles of warmer/cooler climate change and that this is just part of that cycle.
Most scientists believe that the increase inglobal temperatures is the result of humanactivities that have increased the amount ofCO2 and other greenhouse gases in theatmosphere
In 2007 in Paris a U.N.- backed panel of international scientists issued a major announcement on climate change stating that:
1. "warming of the climate system
is unequivocal“2. There is a 90% probability the cause “man- made”.
Either way… our planet is getting warmer!
Global mean surface temperatures have increased 0.5-1.0°F since the late 19th century.
The 20th century's ten warmest years have occurred in the last 15 years of this century.
FACTS WE KNOW
http://content.answers.com/main/content/wp/en/thumb/8/87/280px-Instrumental_Temperature_Record.png
The snow cover in the Northern Hemisphere and floating ice in the Arctic Ocean have decreased.
FACTS WE KNOW
Graph & glacier pix: http://nsidc.org/sotc/glacier_balance.html polar bears: http://www.metro.co.uk/news/article.html?in_article_id=35720&in_page_id=34
FACTS WE KNOW
Greenhouse gases in the atmosphere have
increased steadily.
http://en.wikipedia.org/wiki/Image:Major_greenhouse_gas_trends.png
WHAT’S the CAUSE? • Burning solid waste, fossil fuels
(oil, natural gas, and coal), wood and wood products
• Production and transport of fossil fuels
•Decomposition of organic wastes in landfills
• Animal sources (methane)
•Deforestation(trees remove CO2 from atmosphere)
GLOBAL WARMING
We’re freezing here in S.D.!
What’s so bad about warming up a little?
What’s so bad about warming up a little?
______________________
Cartoon from Brookings Register
http://healthandenergy.com/images/global2.gif
What’s so bad about warming up a little?
http://zfacts.com/metaPage/lib/Atlantic_conveyor.jpg
Changes in ___________
http://www.claybennett.com/pages/ocean_temps.html
What’s so bad about warming up a little?
________________________
http://i.a.cnn.net/cnn/2005/WEATHER/08/25/tropical.storm/story.katrina.915p.jpg
http://en.wikipedia.org/wiki/Hurricane_Katrina
What’s so bad about warming up a little?
Weather extremes
Brookings Register
http://www.cactus-art.biz/note-book/Dictionary/aaa_Dictionary_pictures/drought.jpg
__________________________
What’s so bad about warming up a little?
Changing habitats means________________
http://www.metro.co.uk/news/article.html?in_article_id=35720&in_page_id=34
What’s the Kyoto Accord?• Aimed at reducing global warming • Participants asked to _______ their ________________
emissions to a percentage below 1990 emission levels
• Set binding targets for greenhouse gas (GHG) emissions for countries to reach ___________
• 37 industrialized countries (includes US) which make almost 65% of greenhouse gases
(GHG) were to decrease to ~ 5% less than 1990 levels (US target = 7%)
REDUCEGREENHOUSE GAS
by 2012
PROBLEMS WITH KYOTO ACCORDALL countries not required to reduce emissions equally
7% for the US, 6% for Japan, 0% for Russia,
Developing nations didn’t have to reduce emissions at allIndia and China, which have ratified the protocol, are not required to reduce carbon emissions under the present agreement despite their relatively large populations.
Developed nations (like USA) could meet required reductions by purchasing emission reductions from elsewhere and funding developing countries for climate related studies, projects, and technology
WHAT HAPPENED?(The US did NOT ratified this
agreement)
In 1998-Clinton administration signs the Kyoto Accord committing the United States to a 7% reduction in carbon dioxide and other greenhouse gas emissions from 1990 emissions levels, to be achieved between the years 2008 and 2012.
2001- Bush administration withdrew the U.S. signature, claiming that the treaty was "fatally flawed".
2008- Australia (last major nation hold out) signed 160 nations have now agreed (not US)
AND NOW?
George W. Bush “First of all, the globe is warming. The fundamental debate — is it manmade or natural?” (3/29/06)
Barack Obama-”All across the world, in every kind of environment and region known to man, increasingly dangerous weather patterns and devastating storms are abruptly putting an end to the long-running debate over whether or not climate change is real. Not only is it real, it's here, and its effects are giving rise to a frighteningly new global phenomenon: the man-made natural disaster.”BARACK OBAMA, speech, Apr. 3, 2006
All of the major Republican candidates have stated they don’t “believe” in global warming.
AND ITS 2012. . . and Kyoto Accord expires at end of this year.
KYOTO is “OLD NEWS”!Standards set by Kyoto will expire in 2012.
United Nations Meeting on Climate Change
Met in December 2009 - Copenhagen, Denmark
http://unfccc.int/meetings/items/2654.php
Current Status• OBJECTIVE: to keep the maximum
temperature rise to below 2 degrees Celsius;
• the commitment to new reduction targets by developing countries for 2020
• Proposed $ 30 billion short-term funding for immediate action till 2012 and $100 billion annually by 2020 in long-term financing (still needs to be approved by countries)
• The challenge now is to turn what is agreed into something that is legally binding
WHAT NEXT?• Some developed countries have already declared that
they will not continue to follow commitments to reduce emissions
• developing countries have increased their carbon emissions by 130% or more
• Delegates from nearly 200 countries have met several times for major climate talks, but no new agreement has been reached.
• They have just agreed to “talk about it”
• Some countries say no deal will be in place until at least 2020.
What is a CARBON FOOTPRINT?
A ____________________ =
the total set of GHG (greenhouse gas) emissions caused directly and indirectly by an individual, organization, event or product
http://www.gifanimations.com/animation/MenuSelection/1/56
http://www.nature.org/initiatives/climatechange/calculator/
The US is no longer the #1 CO2 emitter
http://www.chrismadden.co.uk/eco/china-carbon-footprint.html
but . . . we contribute to the problem.
Even if you don’t “believe” in global warming . . .
Even if countries can’t agree on emission levels …
we should still work to reduce our emissions of global warming gases BECAUSE . . .
http://matadornetwork.cachefly.net/bravenewtraveler.com/docs//wp-content/images/posts/20080418-planet.jpg
THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
http://www.inkcinct.com.au/Web/CARTOONS/2005/2005-379C--last-fossil-fuel.gif
Fossil fuels are a limited resource… eventually they will be gone!
THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
http://healthandenergy.com/global_warming_cartoons.htm
Our supply of fossil fuels is dependent on countries that are not “friendly” to the U.S.
THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
Brookings Register March 2012
Our supply of fossil fuels is dependent on countries that are not “friendly” to the U.S.
THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
Brookings Register
Drilling for and transporting fossil fuels has negative environmental consequences
THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
Brookings Register
Drilling and transporting fossil fuels has negative environmental consequences
THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
Brookings Register
Drilling and transporting fossil fuels has negative environmental consequenceshttp://i2.cdn.turner.com/money/2011/04/14/news/companies/bp_meeting/deepwater_horizon_fire.top.jpg
http://pn.b5z.net/zirw/b12qa/i/u/68100167/i//Jan11/0126drill.jpg
BP oil spill in Gulf 2011
HOW QUICKLY WE FORGET!
THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
Brookings Register
Drilling and transporting fossil fuels has negative environmental consequenceshttp://i2.cdn.turner.com/money/2011/04/14/news/companies/bp_meeting/deepwater_horizon_fire.top.jpg
http://pn.b5z.net/zirw/b12qa/i/u/68100167/i//Jan11/0126drill.jpg
BP oil spill in Gulf 2011
HOW QUICKLY WE FORGET!
THINGS WE DO TO “FIX GLOBAL WARMING”
make sense anyway!
Innovation and alternative energy technologies for automobiles and power generation are good for our economy
Images from: http://www.cartoonstock.com/directory/R/Renewable_energy.asp
THINK ABOUT ITScientists are RIGHT about man-made global warming
Scientists are WRONG about man-made global warming
WE KEEP DOING WHAT WE ARE DOING-NOTHING!
EnvironmentalDisasterConsequences too awful to think about
Still have other problems associated with fossil fuel use: pollution/acid rain/ dependence on our enemies
WE WORK TOGET OFF FOSSIL FUELS
CHANGES HELPTURN THINGS AROUND + solve other fossil fuel problems
Helps solve other problems associated with fossil fuel use
HOW DO WE HELP?
Cut down on CO2 emissions (with or without the Kyoto accord)
Develop a National energy policy that emphasizes use of alternative renewable energy sources
Cut down on activities that use fossil fuels
Drive automobiles with increased fuel efficiency OR run on alternative fuels
GLOBAL WARMING
Recycle (uses less energy than starting from scratch)Reduce deforestation (plants use CO2)
Watch your carbon footprint
WHAT DO WE DO WITH OUR TRASH?
According to the Environmental Protection Agency, the average American produces about 4.4 pounds of garbage a day.
That adds up to a approximately 220 million tons of garbage each year for all of us.
This only takes into consideration the average household member and does not count industrial waste or commercial trash.
http://blog.lib.umn.edu/stau0156/architecture/garbage%20can.jpg
PICTURE THIS:
It would bury more than 990,000 football fields under six-foot high piles of waste..
http://www.wisegeek.com/how-much-garbage-does-a-person-create-in-one-year.htm
http://wchs.warren.k12.in.us/athletics/Pictures/FOOTBALL%20STADIUM%20&%20PRESSBOX_gif.jpg
. . . and that’s just the United States!
TRASH KILLS
http://lh4.ggpht.com/abramsv/SBAxRydox-I/AAAAAAAAPOs/IWuOgznte9Q/fish_story_003.jpghttp://www.mindfully.org/Plastic/Ocean/Sea-Plastic-LN-PG5oct05.htmhttp://saveourshores.org/files/md/Distorted-Turtle.jpg
It has been estimated that over a million sea-birds and 100,000 marine mammals and sea turtles are killed each year by ingestion of plastics or entanglement.
http://lowcarbonhome.info/wp-content/uploads/2008/05/plastic-garbageii.jpg
PLASTIC IS MADE FROM FOSSIL FUELS!
PLASTIC IS FOREVER!
PACIFIC OCEAN GARBAGE GYRE
• See a video
http://earthfirst.com/wp-content/uploads/2009/01/floating-trash.jpg
Covers an area twice the size of TEXAS
Estimated to contain over 100 million tons of debris
http://www.jadedthea.com/images/PacificGyre.gif
http://www.youtube.com/watch?v=Lt-MivNezes&NR=1
We Can’t Just Keep Piling it up in Landfills
We have to:
_____________
_____________
_____________
REDUCE, REUSE, RECYCLE
Plastic recycling video
QUOTES
This we know... the earth does not belong to man,man belongs to earth. All things are connected,like the blood which connects one family.
Whatever befalls the earth befalls the children ofthe earth. Man did not weave the web of life –he is merely a strand in it. Whatever he does tothe web, he does to himself.
~ Chief Seattle, 1854
If you want to see an endangered species, get up and look in the mirror.
~ John Young, former Apollo astronaut
A true conservationist is a man who knows that the world is not given by his fathers,but borrowed from his children.
~ John James Audubon, 1785 - 1851
It's not easy being green.~ Kermit the Frog
Unless someone like you cares a whole awful lot, Nothing is going to get better. It's not. ~ Dr. Seuss, The Lorax
WE NEED TO START CONSIDERING THE EFFECTS ON OUR PLANET WHEN WE MAKE DECISIONS!
http://www.claybennett.com/pages/earth_d5.html
http://www.chrismadden.co.uk/eco/hourglass.html
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.
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
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.1.1. 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
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.