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

2. ____________ & _______________cycles
Humans participate in
____________ & _______________cycles
Ecosystems provide us with
a variety of _____________________
Food webs
Biogeochemical
“GOODS & SERVICES”

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

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

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

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

7. HUMAN POPULATION

8. WORLD POPLUATION Current world population almost 7 BILLION
Image from:
WORLD POPLUATION
World clock
Current world population
almost 7 BILLION
Estimates predict it will reach billion by 2050

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

10. HUNTING AND GATHERING Throughout human history, people have
in rivers, and _____________ wild seeds, fruits, and nuts.
We are still doing this today in many places.
hunted fished
gathered

11. WHEN IT BECOMES A PROBLEM?
_________________
________________
OVERHUNTING
POACHING

12. OVERHUNTING can put animal populations at risk of ____________
extinction
Miss Waldron’s Red Colobus monkey
Extinct 2000
Alagoas Curassow:
extinct in wild 1980’s
Dodo: extinct 1681
Moa: extinct 1500’s

13. VOCAB Species that has died out = ______________ extinct
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 = ____________
extinct
endangered
threatened

14. World Conservation Union (IUCN), 784 extinctions have been
Image from:
According to the
World Conservation Union (IUCN),
784 extinctions have been
recorded since
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!
the 19th century

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

16. 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

17. Today many major whales species are endangered
North Atlantic Right
< 350
Southern Right
3,000
Bowhead
8,000
Blue
2,300
Sei
10-28,000
Humpback
10,000

18. EXAMPLE: North American Buffalo
Wild 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
overhunting

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

20. 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.

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

22. OVERHUNTING/POACHING
endangered.
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.
habitat loss
poaching
Rhino horns

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

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

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

26. 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

27. 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

28. Changing Agriculture
By 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
food shortages
increase

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

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

31. 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

32. 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
food supplies
ecological
Insect pests
diseases
beneficial
contaminate
accumulate

33. 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

34. Challenges for Future Many Midwest states rely
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

35. 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?

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

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

38. Sustainable Agriculture Ways to preserve the environment
Section 6-4
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 A B C
Yr. 1
Crop Rotation
Different crops use and
replenish different
nutrients. By rotating
crops, the loss of
important plant nutrients
is decreased.
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.
corn
oats
alfalfa
Yr. 2
alfalfa (plowed in)
corn
alfalfa
Yr. 3
oats
alfalfa
corn

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

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

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

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

43. SOUTH DAKOTA CORE SCIENCE STANDARDS
NATURE OF SCIENCE: Indicator 1: Understand the nature and
origin of scientific knowledge
9-12.N 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.

44. SOUTH DAKOTA CORE SCIENCE STANDARDS
NATURE OF SCIENCE: Indicator 1: Understand the nature and
origin of scientific knowledge
9-12.N 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

45. SOUTH DAKOTA CORE SCIENCE STANDARDS
LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one
another and the environment.
9-12.L 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

46. 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 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

47. 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 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

48. 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

49. SOUTH DAKOTA CORE SCIENCE STANDARDS
TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 2: Analyze the relationships/interactions
among science, technology, environment, and society.
9-12.S 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 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 Students are able to analyze and describe the benefits, limitations, cost, and consequences involved in using, conserving, or recycling resources.
Examples: agriculture, energy

50. 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.

51. 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

52. 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.

53. SOURCES http://www.animation-station.com/smileys/index.php?page=17

54. SOURCES http://www.oldetimecooking.com/Images/Fruits/Apple.jpg