1. HUMAN IMPACT on the BIOSPHERE Chapter 6-1 A Changing Landscape

2. Click here to play the Ch6 video segment.
INTEREST GRABBER
How Does Everything Fit?
Click here to play the Ch6 video segment.
Video

3. Leaving a Mark on the World
Section 6-1
Leaving a Mark on the World
Have you ever seen very old photographs of the town or city in which you now live? Has your area changed? Perhaps there are more buildings or roads than there were many years ago. Maybe your town or city has more trees and flowers now than it had years ago. Humans, like all organisms, have an effect on their environment.

4. Interest Grabber Answers
1. Choose an animal other than a human and describe at least two ways in which it may change its environment.
2. What events might have led to the changes that occurred in your town or city?
3. What positive effect have humans had on their environment? What negative effect have humans had on their environment?
Sample answers: A beaver both removes wood from a forest and dams a body of water. A dog digs a hole and may damage plants, but also may unearth worms and turn the soil.
Sample answers: increase or decrease in population and industry.
Humans preserve, conserve, and restore the natural environment as well as construct facilities that improve human health. Humans pollute the air, water, and land with materials that can harm humans and other organisms.

5. HUMAN ACTIVITIES Humans participate in
__________ & ____________________
Humans play a part in the ecosystems
on the planet
Food webs
Biogeochemical cycles

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

7. _______________________ HUNTING and GATHERING
WHAT HAVE WE BEEN DOING?
_______________________
HUNTING and GATHERING

8. HUNTING AND GATHERING Throughout human history, people have
hunted __________________, ___________
in rivers, and gathered __________________________________
Even these early people changed their _________________
birds and mammals
fished
wild seeds, fruits,and nuts.
environments

9. HUNTING AND GATHERING Today, people in many parts of the world still
follow the “hunter-gatherer” way of life.
These people make ______________ on the
environment. However, some are beginning to
use ____________________ such as guns,
snowmobiles, or other tools.
few demands
modern technology

10. WHAT PROBLEMS CAN THIS CAUSE?
OVERHUNTING
________________ can put animal populations at risk of ____________
extinction

11. 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 in danger of
becoming endangered in
the near future = ____________
extinct
endangered
threatened

12. WHAT PROBLEMS CAN THIS CAUSE?
Scientists hypothesize that the first humans to
arrive in North America caused a major
__________________of animals like
woolly mammoths, giant sloths, and
saber-toothed cats.
mass extinction

13. WHAT PROBLEMS CAN THIS CAUSE?
Many species that once lived in North America (like zebra, cheetah, and yak) have disappeared from continent.

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

15. 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

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

17. 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.

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

19. 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

20. 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

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

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

23. 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

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

25. 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

26. Changing Agriculture highly productive
Plant breeders: developed _______________
“miracle strains” of wheat and rice
AND
Modern ________________________spread
This effort = ______________________
farming techniques
GREEN REVOLUTION

27. Changing Agriculture
Large fields are planted with a single variety year after year = ________________
Chemical _____________
boosted crop growth
and ______________
controlled
damaging insects
MONOCULTURE
fertilizers
pesticides

28. 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

29. 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

30. 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

31. 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

32. HOW DO WE HELP? modern technology
Applying ____________________ to farming is changing some of this environmental impact.
EX: _________________ and
___________________
enable farmers to
apply chemicals
_____________________
Satellite imaging
GPS technology
only where needed

33. HOW DO WE FIX IT?
Applying modern technology to farming is changing some of this environmental impact.
EX:
___________ and other
“green” farming methods
can ___________________
and ___________________
“No-till”
reduce soil erosion
protect ecosystems

34. 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
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.
Yr. 1
Crop Rotation
Different crops use and
replenish different nutrients.
By rotating crops, the loss
of important plant nutrients
is decreased.
corn
oats
alfalfa
Yr. 2
alfalfa (plowed in)
corn
alfalfa
Yr. 3
oats
alfalfa
corn

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

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

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

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

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

40. 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.

41. 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

42. 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

43. 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

44. 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

45. 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

46. 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

47. 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.

48. 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

49. 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.

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

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