HUMAN IMPACT on the BIOSPHERE Chapter 6-3 BIODIVERSITY http://www.millan.net

BIODIVERSITY 1)The sum of the genetically based variety of all the organisms in the biosphere = ___________________ Biodiversity gives __________ to the ecosystems that we are so dependent on, enhances their ____________, and provides an important source of new _____, ________, and other _________. BIODIVERSITY stability productivity medicine food products

2)THREATS TO BIODIVERSITY _______________________ ____________ HABITAT DESTRUCTION Deforestation Fragmentation pollution Invasive species Poaching & over hunting

3)BIODIVERSITY THREAT habitat destruction Development of natural areas for cities or agriculture results in ____________________ habitat destruction http://www.simtropolis.com/idealbb/files/SG_ShoppingCenter.JPG

4)BIODIVERSITY THREAT Tropical rainforests are disappearing http://www.lubee.org/images/about-threats-1.jpg Tropical rainforests are disappearing at a rate of about 80 acres per minute.

#5)BIODIVERSITY THREAT http://www.abc.net.au/news/newsitems/200506/s1384632.htm #5)BIODIVERSITY THREAT Changes in Brazilian rainforest over 30 years The tropical rainforests once covered more than 14% of the earth's total land surface, but now cover less than 6%.

#6)BIODIVERSITY THREAT http://www.wri.org/biodiv/pubs_maps_description.cfm?ImageID=1553 Nearly half of the world's species of plants, animals and microorganisms will be destroyed or severely threatened over the next quarter century due to ____________________________ rainforest deforestation.

#7)BIODIVERSITY THREAT Splitting a habitat into smaller disconnected pieces = _____________________ It results in small “islands” of natural area isolated from each other by crop land, pasture, pavement, or even barren land. Habitat fragmentation http://en.wikipedia.org/wiki/Habitat_fragmentation

#8)BIODIVERSITY THREAT One of most important threats to biodiversity come from apparently harmless plants or animals that humans transport into new habitats = _____________________ New habitats don’t have ____________ and parasites that control the population in their native habitats, so invasive species populations _____________ rapidly. INVASIVE SPECIES PREDATORS INCREASE

#9)EXAMPLES OF INVASIVE SPECIES http://psephos.adam-carr.net/countries/a/australia/images/australiamap.gif 24 rabbits turned loose for hunting in 1859 in Australia, reproduced at such a rapid rate they have taken over the continent. Within 10 years they had multiplied so rapidly, 2 million rabbits a year could be shot or trapped without any noticeable effect on population. http://en.wikipedia.org/wiki/Image:Wild_rabbit.jpg

#10)EXAMPLES OF INVASIVE SPECIES http://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. extinction soil erosion. http://www.csiro.au/communication/rabbits/qa1.htm

#11)EXAMPLES OF INVASIVE SPECIES Zebra mussels _________________ 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. SOUTH DAKOTA http://en.wikipedia.org/wiki/Image:Dreissena_polymorpha3.jpg

#12)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

#13)EXAMPLES OF INVASIVE SPECIES http://www.team.ars.usda.gov/v2/ctoavsimages/newfrontpgpic2.jpg LEAFY SPURGE __________________ is native to Europe and Asia and first appeared in Massachusetts in 1827. Across _____________ and much of the Great Plains, leafy spurge is one of the most threatening invasive plants, ____________ out native grassland and damaging ___________________. South Dakota crowding grazing land

#14)EXAMPLES OF INVASIVE SPECIES http://www.nps.gov/plants/alien/map/eues1.htm 302,000 acres in South Dakota are infested with LEAFY 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 .

#15)BIODIVERSITY THREAT pollutants The 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.jpg http://www.iol.ie/~carigeen/pollution.jpg

_____ was first modern insecticide Example: _____ was first modern insecticide It was cheap, stayed active for long time, and kills many different insects Used to control agriculture pests and disease carrying _______________ DDT MOSQUITOES http://www.michigan.gov/images/mosquito_65147_7.jpg

drained into rivers and streams at LOW concentrations. When DDT was sprayed, it drained into rivers and streams at LOW concentrations. http://www.ci.cypress.ca.us/public_works/stormwater_images/kids_watershed.jpg

______________________. food chain tissues doesn’t degrade DDT in the environment gets into organisms through the ___________, is stored in __________, and ______________________. food chain tissues doesn’t degrade http://www.geocities.com/~greyhawk_1/sh_eagle-9.jpg

→ → BIOLOGICAL MAGNIFICATION ______________________________ = the ____________ of a harmful substance ____________as it passes to organisms at _______________levels in food chain or web. concentration increases higher trophic Plants pick up DDT from water & store it Herbivores eat plants and store some DDT Carnivores eat herbivores and store more DDT → →

Figure 6-16 Biological Magnification of DDT Section 6-3 Magnification of DDT Concentration Fish-Eating Birds 10,000,000 Large Fish 1,000,000 100,000 Small Fish 10,000 Zooplankton 1000 Producers Water 1

The wide spread use of DDT threatened many species… especially fish eating birds like osprey, brown pelican, and bald eagles. DDT causes birds to lay eggs with ___________ shells so eggs would break when sat on. American Bald Eagle was declared endangered in 1967. It has since been reclassified as _____________________ http://image10.webshots.com/11/3/94/67/2146394670011493049pwlCDV_ph.jpg fragile “threatened”

told of DDT’s harmful effects. http://www.kimball.k12.sd.us/Heroes%20Web%20Page/Pictures/Rachel%20Carson.jpg In 1962, American biologist _______________ published the book,_____________ which told of DDT’s harmful effects. The book led to a large public outcry and eventually resulted in DDT being _________ in the United States in the 1970’s The book was one of the important events in the birth of the _________________________. Rachel Carson Silent Spring banned environmental movement

WHAT DOES IT MEAN? REMEMBER! Everything is connected. BIODIVERSITY is a measure of the health of an ecosystem. Image from: Pearson Education Inc, publishing as Pearson Prentice Hall ©2006

CONSERVING BIODIVERSITY Wise management of natural resources = __________________ Protecting endangered species requires detailed information about __________________________ We can’t protect a species without understanding how it ____________ with the _________________. conservation ecological relationships interacts ecosystem

CONSERVING BIODIVERSITY Examples of efforts to keep a species from becoming extinct: ___________________ (raised and protected in zoos until population is stable, then returned to wild Captive breeding http://www.blackfootedferret.org/

CONSERVING BIODIVERSITY Today conservation efforts focus on protecting entire ecosystems not just individual species ______________ = are places that are MOST endangered HOT SPOTS Image from: Pearson Education Inc publishing as Pearson Prentice Hall© 2006

WHAT CAN BE DONE? Set aside land for parks/preserves Research to understand species/ecosystem interactions Concentration of $ on HOT SPOTS to maximize results for $ spent http://www.anselm.edu/homepage/jpitocch/genbios/piplosign6403.jpg

SOUTH DAKOTA CORE SCIENCE STANDARDS NATURE OF SCIENCE: Indicator 1: Understand the nature and origin of scientific knowledge 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 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 NATURE OF SCIENCE: Indicator 1: Understand the nature and origin of scientific knowledge 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. Recognize and analyze alternative explanations and models. Evaluate the scientific accuracy of information relevant to a specific issue

SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment. 9-12.L.3.1. Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems. Predict the results of biotic and abiotic interactions. Examples: Fluctuation in available resources (water, food, shelter) Human activity Response to external stimuli

SOUTH DAKOTA CORE SCIENCE STANDARDS EARTH SCIENCE: Indicator 1: Analyze the various structures and processes of the Earth system. 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

SOUTH DAKOTA CORE SCIENCE STANDARDS TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society. 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

SOUTH DAKOTA ADVANCED SCIENCE STANDARDS LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment. 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

SOUTH DAKOTA CORE SCIENCE STANDARDS TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. 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

Core High School Nature of Science Performance Descriptors High school students performing at the ADVANCED level: given a scientific discovery, evaluate how different societal, cultural, and personal beliefs influenced the investigation and its interpretation; High school students performing at the PROFICIENT level: given a scientific discovery narrative, determine and describe how societal, cultural, and personal beliefs influenced the investigation and its interpretation; High school students performing at the BASIC level: describe the role of observation in the development of hypotheses, theories, and laws and conduct student investigations; given a scientific discovery narrative, identify the cultural and personal beliefs that influenced the investigation.

Core High School Life/Earth Science Performance Descriptors High school students performing at the ADVANCED level: predict the effect of an interruption in a given cycles; predict how human activity may change the land, ocean, and atmosphere of Earth. High school students performing at the PROFICIENT level: predict how life systems respond to changes in the environment; describe how various factors may affect global climate; explain how human activity changes the land, ocean, and atmosphere of Earth High school students performing at the BASIC level: describe one factor that may affect global climate; give an example of human activity that changes the land, ocean, or atmosphere of Earth

Core High School Technology, Environment, Society Performance Descriptors High school students performing at the ADVANCED level: modify a technology taking into consideration limiting factors of design; given a narrative of a scientific discovery, defend a position on the impact of the ethical issues. High school students performing at the PROFICIENT level: given a narrative of a scientific discovery, identify and evaluate the immediate and long-term consequences of scientific issues evaluate factors that could limit technological design; given a narrative description of a resource, analyze and describe the benefits, limitations, cost, and consequences involved in its use, conservation, or recycling High school students performing at the BASIC level: given a narrative of a scientific discovery, identify the immediate consequences of scientific issues; identify ethical roles and responsibilities concerning a given research project; identify factors that could limit technological design; given a narrative description of a resource, describe a benefit and limitation involved in its use, conservation, or recycling.