1. HUMAN IMPACT on the BIOSPHERE Chapter 6-3 BIODIVERSITY

2. 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

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

4. 3)BIODIVERSITY THREAT habitat destruction
Development of natural areas for cities or
agriculture results in ____________________
habitat destruction

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

6. #5)BIODIVERSITY THREAT
#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%.

7. #6)BIODIVERSITY THREAT
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.

8. #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

9. #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

10. #9)EXAMPLES OF INVASIVE SPECIES
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.

11. #10)EXAMPLES OF INVASIVE SPECIES
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.

12. #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

13. #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

14. #13)EXAMPLES OF INVASIVE SPECIES
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

15. #14)EXAMPLES OF INVASIVE SPECIES
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 .

16. #15)BIODIVERSITY THREAT
pollutants
The addition of ________________
= harmful materials that can enter the biosphere through land, water or air can also threaten biodiversity.

17. _____ 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

18. drained into rivers and streams at LOW concentrations.
When DDT was sprayed, it
drained into rivers and
streams at LOW
concentrations.

19. ______________________. 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

20. → → 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 → →

21. 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

22. 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 It has since been
reclassified as _____________________
fragile
“threatened”

23. told of DDT’s harmful effects.
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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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.

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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.

37. 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

38. 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.