HUMAN IMPACT on the BIOSPHERE Chapter 6-1 (plus page 160) A Changing Landscape

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Humans participate in ____________ & _______________cycles Ecosystems provide us with a variety of _____________________ Food websBiogeochemical “GOODS & SERVICES”

“GOODS & SERVICES” provided by ecosystems __________________ ___________ production Nutrient ____________________ Solar energy Oxygen storage & recycling For image sources: see last slide

“GOODS & SERVICES” provided by ecosystems ____________regulation __________ production ___________for wildlife Climate For image sources: see last slide Food Habitats

____________________of human and industrial waste ___________________ and ______________________ “GOODS & SERVICES” provided by ecosystems detoxification Images from: Natural pest disease control

Source of new ____________________ Air & water __________________ Soil _____________ and ___________ management “GOODS & SERVICES” provided by ecosystems medicines erosion runoff purification

HUMAN POPULATION

WORLD POPLUATION Current world population almost 7 BILLION Estimates predict it will reach 9 billion by World clock Image from:

HUMAN ACTIVITIES can change local and global environments! ____________________ _____________________ ___________________________ HUNTING AGRICULTURE INDUSTRY URBAN DEVELOPMENT Images from:

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. hunted fished gathered

WHEN IT BECOMES A PROBLEM? _________________ ________________ OVERHUNTING POACHING

OVERHUNTING can put animal populations at risk of ____________ extinction Alagoas Curassow: extinct in wild 1980’s Miss Waldron’s Red Colobus monkey Extinct Moa: extinct 1500’s Dodo: extinct 1681

VOCAB Species 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 = ____________ threatened extinct endangered

According to the World Conservation Union (IUCN), 784 extinctions have been recorded since the Some scientists estimate at the rate we are going 24 percent of plants and animals will be committed to extinction by 2050 We're talking about 1.25 million species! Image from: 19 th century

BIODIVERSITY THREAT Tropical rainforests are disappearing at a rate of about 80 acres per minute.

EXAMPLE: WHALES During the 19th and the earlier part of 20th centuries, over-hunting led to a severe _________of whale populations, and to _______________ of many whale species. overkill endangerment Minke whale = most hunted species

Today many major whales species are endangered North Atlantic Right< 350 Southern Right3000 Bowhead8000 Blue2,300 Sei10-28,000 Humpback10,000 Bowhead8,000

EXAMPLE: North American Buffalo ______________ in America once numbered million, ranging from Virginia to Alaska and all points in between. By 1884, the buffalo was close to extinction due to ______________. Pile of bison skulls, 1870’s Wild buffalo overhunting

HOW DO WE HELP? International Whaling Commission has placed a moratorium on whaling. Only works if nations voluntarily comply

HOW DO WE HELP? Conservation efforts, private ownership, and reintroduction of buffalo have allowed the population to recover slightly. Today, the total buffalo population in North America is estimated at 90,000 and about 85 percent of these animals are privately owned.

WHAT PROBLEMS CAN THIS CAUSE? Many endangered animals today are threatened by ____________________ / Illegal poaching

OVERHUNTING/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. It is ground into medicine in China and carved into ceremonial dagger handles in Yemen. Rhino horns habitat losspoaching endangered.

WHAT CAN WE DO TO HELP? The_______________________________ __________________________ ( ) bans international ________ in products from endangered species. trade Convention on International Trade in Endangered Species CITES

WHAT CAN WE DO TO HELP? Support “Green” organizations that work for laws to establish quotas and protect species

HUMAN ACTIVITIES can also change local and global environments! ______________________________ ____________________ _________________ ___________________________ HUNTING and GATHERING AGRICULTURE INDUSTRY URBAN DEVELOPMENT Images from:

By end of last ice age (about 11,000 years ago) humans began the practice of farming = __________________ Soon people around the world were growing crops and raising animals for food AGRICULTURE agriculture

Changing Agriculture The spread of agriculture was one of most __________ developments in human history. It provided__________ in large quantities that could be stored for later. Allowed people to _________ in one place and enabled the _______________of cities, governments, laws, and writing. important food settle development

Changing Agriculture By middle of 20 th century, despite agricultural advances there were ________________in many parts of the world. Governments and scientists began a major effort to ____________ food production food shortages increase

1.New more productive plant ________ 2. Modern farming____________ allowed planting larger areas 3. Chemical ___________ & ___________ boosted crop production and controlled pests techniques __________ REVOLUTION strains Fertilizers pesticides GREEN

MONOCULTURE Large fields are planted with a single variety year after year = ________________ MONOCULTURE

Changing Agriculture Over the last 50 years, the green revolution has helped world food production _________. Even though hunger is still a major problem in parts of the world, agriculture and the green revolution have provided many people with better nutrition. double

Challenges for Future Modern agriculture has increased world _________________, but has also created ________________ challenges. Large scale monoculture leads to problems with ____________ and _______________. Use of farm chemicals (fertilizers & pesticides) can damage ____________ insects, ________________ water supplies, and ______________ in the environment ecological food supplies Insect pests diseases beneficial contaminate accumulate

Challenges for Future Finding enough __________ for irrigation is another problem. Less than ¼ of US farmland relies heavily on ___________, but this area produces a __________ portion of our harvest. water irrigation major

Challenges for Future Many Midwest states rely on the ___________aquifer for their water needs. However, we are using water faster than the water cycle can _____________ it. Evidence indicates this aquifer may __________ within years. OGALLALA replenish run dry

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 it will be around for future generations?

HOW DO WE HELP? Applying modern______________ to farming is changing some of this environmental impact. EX: __________ imaging and _____ technology enable farmers to apply chemicals only where______________ technology Satellite GPS needed

HOW DO WE FIX IT? EX: ________ and other “green” farming methods can reduce ____________ and protect ___________________ “No-till” soil erosion ecosystems

Cover Crops Legumes, grasses, and other cover crops recycle soil nutrients, reduce fertilizer need, and prevent weed growth. Controlled Grazing By managing graze periods and herd densities, farmers can improve nutrient cycling, increase the effectiveness of precipitation, and increase the carrying capacity of pastures. Biological Pest Control The use of predators and parasites to control destructive insects minimizes pesticide use as well as crop damage Contour Plowing Contour plowing reduces soil erosion from land runoff. On hilly areas, plowing is done across the hill rather than straight up and down. Crop Rotation Different crops use and replenish different nutrients. By rotating crops, the loss of important plant nutrients is decreased. AB C Yr. 1 Yr. 2 Yr. 3 Section 6-4 Sustainable Agriculture Ways to preserve the environment corn alfalfa oats alfalfa (plowed in)

INDUSTRIAL GROWTH and URBAN DEVELOPMENT The impact of humans on the biosphere was transformed by the _____________________ during the 1800’s. INDUSTRIAL REVOLUTION

Industrial productivity and scientific advancements have provided us with the ______________________ we enjoy today modern conveniences

BUT... The spread of urban areas has resulted in the _____________ habitats. Air, water, & soil _____________ has had an impact on surrounding ecosystems. destruction pollution

Energy production requires ______________________ which impacts _______________ and _______________. burning fossil fuels air quality global climate MORE ON THIS IN 6-4!

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 activity Response 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 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.

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