responding to environmental change · 2018-06-18 · 2 california education and the environment...
TRANSCRIPT
Student WorkbookCalifornia Education and the Environment Initiative
Responding to Environmental Change
Science Standard 7.3.e.
California Education and the Environment InitiativeApproved by the California State Board of Education, 2010
The Education and the Environment Initiative Curriculum is a cooperative endeavor of the following entities:California Environmental Protection Agency
California Natural Resources Agency
California State Board of Education
California Department of Education
Department of Resources Recycling and Recovery (CalRecycle)
Key Partners:Special thanks to Heal the Bay, sponsor of the EEI law, for their partnership
and participation in reviewing portions of the EEI curriculum.
Valuable assistance with maps, photos, videos and design was provided by the
National Geographic Society under a contract with the State of California.
Office of Education and the Environment1001 I Street • Sacramento, California 95814 • (916) 341-6769
http://www.CaliforniaEEI.org
© Copyright 2011 by the California Environmental Protection Agency© 2018 Third Edition
All rights reserved. This publication, or parts thereof, may not be used or reproduced without
permission from the Office of Education and the Environment.
These materials may be reproduced by teachers for educational purposes.
Lesson 1 Adapting to Environmental Change
Key Unit Vocabulary 2
Adaptive Characteristics and Responses to Change 3
Adapting to Change 5
Lesson 2 What Causes Extinctions? Masters
Extinction Chart 8
About Extinction 9
Lesson 3 Human Population Growth and Extinction
Graphing Population Data 11
Lesson 4 Natural Resources and Extinction
Natural Resources and Extinction 13
Natural Resources Summary 15
Lesson 5 Human-Caused Change in Ecosystems
Changes in Ecosystems 16
Lesson 6 When Species Cannot Adapt: A Discussion
Risk of Extinction 19
Contents
2 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook
Adaptation: A change in the body or behavior of a species in response to a new environmental condition. Adaptation occurs over several generations.
Adaptive characteristic: A physical or behavioral trait that allows survival in a wide range of conditions (for example, temperature, food supply, or habitat).
Consumption: The process of obtaining energy and matter from a natural system, such as by eating other organisms; the process of using goods produced by natural or human social systems; or, in the context of energy resources, the use and conversion of an energy source from one form to another.
Endangered: The legal status of a plant or animal species that is in danger of becoming extinct.
Evolution: The process by which species develop as a result of a natural selection for beneficial adaptations. Evolution occurs over many generations.
Extinct: No longer existing as a species or subspecies.
Human imprint: The combined effects of human activities on the environment over time.
Natural resources: Materials, such as water, minerals, energy, and soil, that people use from nature and natural systems.
Natural selection: The process by which individuals with advantageous variations survive and reproduce.
Nonnative species: Organisms that were not originally found in an area, but were transported there through human activity.
Nonrenewable resources: Natural resources that are finite and exhaustible, and are not naturally replenished at a rate comparable to the rate at which they are consumed by humans.
Population growth: An increase in the number of individuals of a species.
Resource conservation: The management, protection, and use of resources in a way that can meet current and future needs.
Threatened: The legal status of a plant or animal species that has a small population and may become endangered.
Urban development: The conversion of rural or natural landscapes into cities (urban areas).
Key Unit Vocabulary Lesson 1
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook 3
Name: _____________________________________
Adaptive Characteristics and Responses to ChangeLesson 1 | page 1 of 2In
stru
ctio
ns: U
se w
hat y
ou h
ave
lear
ned
from
Cal
iforn
ia C
onne
ctio
ns: Th
e Coy
ote S
ucce
ss S
tory
to c
ompl
ete
the
char
t bel
ow.
Spec
ies:
Coy
ote
Ada
ptiv
e
Cha
ract
eris
tics
Effe
cts o
f Ada
ptiv
e C
hara
cter
istic
sRo
le H
uman
s Pla
y in
the
Surv
ival
of S
peci
es
Cha
nges
to th
e En
viro
nmen
tSp
ecie
s’ R
espo
nse
to
Cha
nge
4 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook
Adaptive Characteristics and Responses to ChangeLesson 1 | page 2 of 2
Inst
ruct
ions
: Rea
d th
e ar
ticle
s abo
ut th
e ad
aptiv
e sp
ecie
s (C
anad
a go
ose
and
opos
sum
). Th
en c
ompl
ete
the
char
t bel
ow. H
ow h
ave
hum
an c
hang
es to
the
envi
ronm
ent a
ffect
ed e
ach
of th
ese
spec
ies?
Spec
ies:
Can
ada
goos
eA
dapt
ive
C
hara
cter
istic
sEf
fect
s of A
dapt
ive
Cha
ract
eris
tics
Role
Hum
ans P
lay i
n th
e Su
rviv
al o
f Spe
cies
C
hang
es to
the
Envi
ronm
ent
Spec
ies’
Res
pons
e to
C
hang
e
Spec
ies:
Opo
ssum
Name: _____________________________________
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook 5
Adapting to Change Lesson 1 | page 1 of 3
Name: _____________________________________
Instructions: Read each question and write the answers in the space provided.
1. What is an adaptation? Give one example. (2 points)
2. What is an adaptive characteristic? Give one example. (2 points)
3. What is natural selection? (1 point)
6 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook
Adapting to ChangeLesson 1 | page 2 of 3
Name: _____________________________________
Instructions: Read the following description of western gulls. Explain the adaptive characteristics that allow western gulls to live in areas that have been affected by humans by completing the chart on the next page. (15 points)
The western gull lives along the coast of California on cliffs, beaches, harbors, islands, and bays. With its large bill and a digestive system that can digest many kinds of food, the gull can eat a varied diet. The gull floats on the surface of the water, dining on food, such as fish, squid, or sea jellies. It also eats food found on land, including small birds, eggs, and the bodies of dead animals.
Western gull populations are increasing in California, probably because their food sources have increased. The birds hover around fishing boats and enjoy scraps thrown overboard by fish
cleaners. Gulls also find food from trash cans and landfills. Western gulls are intelligent and can change their behavior based on what they learn about their environment. For example, they have learned to use human-made structures, such as boats, docks, and bridges for nesting. Western gulls have also learned to be aggressive around humans, demanding food at beaches, docks, and harbors.
Western Gull
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook 7
Name: _____________________________________
Adapting to Change Lesson 1 | page 3 of 3
Spec
ies:
Wes
tern
gul
lA
dapt
ive
C
hara
cter
istic
sEf
fect
s of A
dapt
ive
Cha
ract
eris
tics
Role
Hum
ans P
lay i
n th
e Su
rviv
al o
f Spe
cies
Cha
nges
to th
e En
viro
nmen
tSp
ecie
s’ R
espo
nse
to
Cha
nge
Inst
ruct
ions
: Use
info
rmat
ion
from
the
artic
le a
bout
the
Wes
tern
Gul
l to
com
plet
e th
e fo
llow
ing
char
t. (3
poi
nts e
ach)
8 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook
Inst
ruct
ions
: Rea
d ab
out y
our a
nim
al in
Ext
inct
Spe
cies
Rea
ding
s, th
en c
ompl
ete
the
rela
ted
row
in th
e ch
art b
elow
.
Des
crib
e th
e A
nim
al
Whe
n D
id It
Liv
e?W
here
Did
It L
ive?
In W
hat K
ind
of
Envi
ronm
ent D
id It
Li
ve?
Wha
t Cha
nges
Too
k Pl
ace
That
Cau
sed
This
Ani
mal
to
Beco
me
Extin
ct?
Spec
ies:
Allo
saur
us
Spec
ies:
Pass
enge
r Pig
eon
Spec
ies:
Woo
lly M
amm
oth
Extinction ChartLesson 2
Name: _____________________________________
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook 9
Instructions: Select an extinct species from the Extinct Species Readings and write the animal’s name above the box below. Draw a picture that shows the animal and the factors that may have caused it to become extinct.
Animal: ____________________________________________Drawing (4 points)
About ExtinctionLesson 2 | page 1 of 2
Name: _____________________________________
10 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook
About ExtinctionLesson 2 | page 2 of 2
Instructions: Answer the questions in the spaces provided. (3 points each)
What natural factors or environmental changes may have caused this species to go extinct?
What human factors may have caused this species to go extinct?
Name: _____________________________________
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook 11
Graphing Population Data
Lesson 3 | page 1 of 2
Instructions: Using a pencil or pen, graph world population over time. Use a different color to graph known bird and mammal extinctions over time. Note which color you use for each type of data. (8 points)
World population (pen or pencil color): ______________________
Known bird and mammal extinctions (pen or pencil color): ________________________
Name: _____________________________________
Instructions: Read each question and write the answers in the spaces provided. (2 points each)
1. Over the past 350 years, when has the rate of population change been the greatest? How is this represented on the graph?
2. Over the past 350 years, when has the rate of extinction been the greatest? How is this represented on the graph?
3. Based on the shape of the curve on the graph, what do you predict will happen to the number of bird and mammal extinctions if the human population continues to grow? Why?
Wo
rld
Po
pu
latio
n (
in m
illio
ns)
Num
ber
of E
xtin
ctio
ns (
Per
50
Yea
rs)
Year
7,000
6,000
5,000
4,000
3,000
2,000
1,000
01650 1700 1750 1800 1850 1900 1950 2000
140
120
100
80
60
40
20
0
World Population and Known Bird and Mammal Extinctions Since 1650
12 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook
Graphing Population Data
Lesson 3 | page 2 of 2
Name: _____________________________________
4. Do you think the data you used to create these graphs is completely accurate? Why or why not?
5. Do you think that human population size and extinction rates are related? How?
6. Many more people live in California now than lived here 100 years ago. How do you think this population growth has changed the state’s ecosystems?
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook 13
Instructions: With your group, answer the following question and fill in the charts based on the information from your Resource Reading.
Resource:
What is this resource used for?
Instructions: In the chart below, describe the different methods that people use to acquire and process this resource, and how these actions affect ecosystems. Use a new row for each method you describe.
Methods People Use to Acquire and Process this Resource
How this Activity Affects Ecosystems
How this Activity Affects Species
Natural Resources and Extinction
Lesson 4 | page 1 of 2
Name: _____________________________________
14 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook
Natural Resources and Extinction
Lesson 4 | page 2 of 2
Instructions: In the chart below, describe the different ways that people consume this resource, and how consumption affects ecosystems. Use a new row for each type of consumption you describe.
Ways People Consume this Resource
How this Activity Affects Ecosystems
How this Activity Affects Species
Instructions: In the chart below, describe the different ways that people can reduce resource use. Use a new row for each conservation activity you describe.
Ways People Conserve this Resource
How this Activity Affects Ecosystems
How this Activity Affects Species
Name: _____________________________________
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook 15
Natural Resources Summary
Lesson 4
Name: _____________________________________
Inst
ruct
ions
: For
each
reso
urce
stud
ied
in cl
ass,
give
exam
ples
of h
ow p
eopl
e acq
uire
, pro
cess
, or c
onsu
me t
he n
atur
al re
sour
ce ca
n aff
ect e
cosy
stem
s. Ba
se y
our a
nsw
ers o
n yo
ur re
adin
g an
d yo
ur cl
assm
ates
’ rep
orts
. (2
poin
ts ea
ch ce
ll)
Way
s Peo
ple
Acq
uire
, Pr
oces
s, or
Con
sum
e th
is
Res
ourc
e
How
this
Act
ivity
A
ffec
ts E
cosy
stem
sH
ow th
is A
ctio
n
Aff
ects
Spe
cies
How
Hum
ans C
an
Red
uce
Effe
cts o
n Sp
ecie
s and
Ec
osys
tem
s
Res
ourc
e: C
rude
Oil
Res
ourc
e: C
oal
Res
ourc
e: P
aper
Res
ourc
e: F
ish
16 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook
Changes in EcosystemsLesson 5 | page 1 of 3
Instructions: Fill in the chart below with an example from each ecosystem in the Changes in Ecosystems game. Use the information in the chart to answer the questions on the next page. (1 point per cell)
Ecosystem Give an example of one human activity and why it could put a species at risk of extinction
Give an example of one human activity and why it could increase the population of a species
Describe one characteristic of the ecosystem that affects how it responds to one type of human change
Coastal Dunes
Kelp Forest
High Desert
Name: _____________________________________
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook 17
Changes in EcosystemsLesson 5 | page 2 of 3
Name: _____________________________________
Instructions: Human activities have put all three of these ecosystems at risk of being destroyed. Select one of the ecosystems and use the information from the chart on the previous page to answer the questions in the space provided. (3 points each).
Ecosystem: _________________________________________________ 1. What kinds of things do people do to this ecosystem that alter it?
2. Some ecosystems can recover from human actions better than others once those actions are stopped or reversed. What is one thing about this ecosystem that affects how it is able to recover from human actions?
18 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook
Changes in EcosystemsLesson 5 | page 3 of 3
Name: _____________________________________
3. How can people change their activities to help this ecosystem survive?
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook 19
Risk of Extinction Lesson 6 | page 1 of 2
Name: _____________________________________
Instructions: Read each question and write the answers in the space provided.
1. Look at the species you described as being at high risk of extinction. Why are these species endangered? (4 points)
Instructions: Read the Species Background to find out about each of the five species in California. Next, on the Human Imprint student map, locate the areas where each species lives. Use the information you find there and in the reading to fill in the chart below. (1 point per cell)
Species Describe the level of human change to this animal’s ecosystem (High, Medium, Low, or Varies)
Do you think this species can survive despite these changes?
Do you think this species is at high or low risk of extinction? (High risk means it is endangered)
Salt marsh harvest mouse
Coyote
California least tern
Raccoon
Fresno kangaroo rat
20 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit 7.3.e. I Responding to Environmental Change I Student Workbook
Risk of Extinction Lesson 6 | page 2 of 2
Name: _____________________________________
2. Give one example of a species that you have learned about in this unit that is threatened or endangered. What kinds of environmental changes are happening to this species’ ecosystem? (3 points)
3. What prevents this species from responding to these changes? (3 points)
4. If a species is at high risk of extinction, what actions can be taken to prevent this from happening? (3 points)
California Education and the Environment InitiativePrinted on post-consumer recycled paper73eSW