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Modifying the Environment of United States

Modifying the Environment of United States. Unit 3 Lesson 7. Content Expectations

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Modifying the Environment of United States

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  1. Modifying the Environment of United States Unit 3 Lesson 7

  2. Content Expectations 4- G1.0.3: Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image). 4 - G1.0.4: Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. 4 - G5.0.1: Assess the positive and negative effects of human activities on the physical environment of the United States.

  3. Graphic Organizer Trees Water Fertile Soil Minerals Oil and Gas CHANGING THE ENVIRONMENT Effects of Irrigation Clearing of Land Effects of Chemicals Clear Cutting Off Shore Drilling Open pit mining Effects of Dams Clearing of Land

  4. Big Ideas Card

  5. Word Cards Word Cards from previous lessons needed for this lesson: • Human/Environment Interaction – Word Card #3 from Lesson 1 • Natural Resources – Word Card #1 from Lesson 6 • Modifying the Environment – Word Card #4 from Lesson 6

  6. “adapting to the environment” “modifying the environment” Geographers often study the ways in which people change, or modify, the environment. How these terms are different?

  7. Review the book Just a Dream Look at illustrations. Identify ways in which the environment has been modified.

  8. The following are illustrated in the book: • The land was covered by mountains of trash. • Many trees had been cut down. • Factories with huge smokestacks had been built. These polluted the air. • A hotel had been built on Mount Everest. • People had overfished the Earth’s waters. • The land had been covered with roads and cars and trucks were everywhere. • Smog had filled Grand Canyon.

  9. The book Just a Dream was about a possible future. To what extent have some of the things illustrated in the book happened already?

  10. changes include the following: • Animal populations were reduced • Forests were cleared for farming • Farming resulted in soil erosion • Forests were lost to lumbering • Factory waste polluted rivers • Land was used up as cities grew. • Sewage was dumped in rivers. • Manufacturing resulted in air pollution • The Great Lakes were polluted.

  11. In pairs using a set of “Environmental History of Michigan” timeline cards, place the cards in the correct chronological order. Then list three ways the environment of Michigan was changed, or modified, by people.

  12. MICHIGAN ENVIRONMENTAL HISTORY TIMELINE

  13. MICHIGAN ENVIRONMENTAL HISTORY TIMELINE Correct Sequence: • American Indians used the natural resources they found, but did not change the environment in major ways. • Europeans came for fur-trading. As a result the number of fur-bearing animals was greatly reduced. • In the early 1800s, people began to settle in Michigan for farming. They cleared forest land. As land was plowed, the soil was exposed and wasted away quicker. • A lumbering boom began. Mature forests were clear-cut for logging. Acres of stumps were left behind. Sawmills left streams and bays clogged with sawdust. By 1900, 92% of the native forests of Michigan had been logged. • In the 1900s manufacturing became increasingly important. The number of factories increased. • Factories began to dump waste into rivers. This polluted one river after another. • Industry and farming continued to grow. New chemicals like PCBs and DDT were used. Air and water pollution increased. • As manufacturing grew, so did cities. Urban problems included the dumping of sewage into lakes and rivers. • The water quality in the Great Lakes decreased. This is especially true of Lake Erie, which was declared a “dead lake” in the 1960s.

  14. Attempts were made in Michigan to reverse or minimize some of these changes to the environment. For example, trees were planted, there was improved sewage control, laws were passed to limit factory emission and protect the Great Lakes.

  15. The human activities that led to environmental changes often had positive economic consequences. For example, farming and lumbering helped Michigan grow and develop. Cities provided places for people to live and find jobs. People often have to balance environmental concerns with economic concerns. This lesson will help students better understand that balancing act.

  16. Grand Canyon South Rim Village Map Source: <http://gocalifornia.about.com/library/weekly/n_az_gc_map_vlg.htm>. We analyzed this map in the previous unit when they were exploring the connection between physical characteristics and human characteristics. Source: <http://www.silverspurtours.com/gfx/grand-canyon-village.jpg>.

  17. 1910 • NOW • Source: <http://www.latimes.com/travel/la-trw-westerncanyons-pg,0,6099700.photogallery?index=2>. • Source: <http://www.silverspurtours.com/gfx/grand-canyon-village.jpg>.

  18. According to this map and the two photographs, how has the environment of the Grand Canyon area been modified, or changed? Write and then share answers.

  19. We analyzed this map in a lesson on special purpose maps.

  20. How do you think the environment has been changed by the growth of cities and the development of metropolitan areas?

  21. possible answers include the following: • Areas of forest were cleared. • Open lands were covered with roads and buildings. • Wetlands were filled. • Animal populations were reduced and plants were eliminated. • Rivers and lakes were polluted.

  22. 1910 1905 1905 1925 Now 1925 Photographs of Las Vegas

  23. Satellite Images of Las Vegas

  24. Las Vegas is one of the fastest growing areas of the United States. Historians often use historic photographs like these to study how places have been changed by people. Analyze the photographs in terms of evidence for changes in the desert environment of Las Vegas resulting from the growth of the city.

  25. Since Las Vegas is in a desert area, water has been a problem. Since it has grown so rapidly people must have found a way to solve this water problem. How do you think the water problem was solved? Turn and talk or write in learning log.

  26. Hoover Dam and Lake Mead

  27. Hoover Dam and Lake Mead

  28. • Hoover Dam, one of the largest dams in the world, was completed in 1936 on the Colorado River. • It was built to control the river, to provide irrigation water for farmlands nearby, and to provide a supply of water of communities in Nevada and California. • Above the dam, Lake Mead was created. This human-made lake, or reservoir, now supplies 85% of the water used in Las Vegas and the majority of the water used to irrigate farms in the Imperial Valley of California. • The electricity generated at Hoover Dam provides power to over 1.3 million people.

  29. Notice the difference in color in the rock walls along Lake Mead. What they think causes the color change.

  30. A recent drought plus the huge amounts of water needed in Las Vegas have resulted in a lowering of the water levels of Lake Mead. The construction of Hoover Dam caused changes in the environment by creating Lake Mead. Once again humans are changing the environment of the area by drawing vast amounts of water from Lake Mead.

  31. Based on what you have learned about Hoover Dam, what are some of the positive consequences of building dams.

  32. • Generating of electricity • Recreational purposes (creation of lakes) • Supply of water for humans • Irrigation of agricultural lands • Flood control • Tourism

  33. What do you think might be some negative consequences of building dams?

  34. • Archaeological and historical places might be covered by water after dams are created. • The temperature of the river might change. This could affect fish and water plants. • The dam might become a barrier to the movement of fish populations. • There could be changes in water quality. • There might be some climate changes as the dam changes the amount of precipitation in the air and perhaps air temperatures. • Dams might result in people having to move.

  35. As a supplemental activity, use all or part of the “North America PowerPoint” showing satellite images of environmental changes which can be downloaded at the following website: One Planet Many People: Atlas of our Changing Environment. United Nations Environment Programme. 21 November 2008 <http://na.unep.net/OnePlanetManyPeople/index.php>. The PowerPoint includes the photographs of Las Vegas and several other examples of change.

  36. 17. Place students in small groups and assign each group to one of the following human activities that have resulted in changes to the environment in the U.S: • Use of pesticides and fertilizers in agriculture • Clear cutting of forests • Power generation by coal burning power plants • Strip mining • Filling in wetlands • Offshore drilling for oil Give each group a copy of the “Gathering Information” chart located in the Supplemental Materials. Explain that groups should research their assigned topic and summarize what they have found on the chart. 18.

  37. 18. Give groups time to conduct research. Note that the Student Resources include useful websites for the various topics. When groups have completed the summary charts have them design a short presentation on their assigned topic. Have each group give their presentation.

  38. 19. As a summary activity, have students engage in a class discussion about the positive and negative effects of the human activities studied in this lesson by focusing on the question, “Is it worth it?”

  39. Assessment Create a graphic organizer such as web illustrating how people have changed the environment of the United States and the positive and negative consequences of the changes.

  40. Gathering Information

  41. Teacher Resource Camping on the South Rim. LA Times. 21 November 2008 <http://www.latimes.com/travel/la-trw-westerncanyons-pg,0,6099700.photogallery?index=2>. Earthshots: Satellite Images of Environmental Change. U.S. Department of the Interior. 21 November 2008 <http://edcwww.cr.usgs.gov/earthshots/slow/tableofcontents>. Egbo, Carol. Supplemental Materials (Unit 3, Lesson 7).Teacher-made material. Michigan Citizenship Collaborative, 2008. Grand Canyon. 21 November 2008 <http://www.silverspurtours.com/gfx/grand-canyon-village.jpg>. Grand Canyon South Rim Village Map. About.com. 21 November 2008 <http://gocalifornia.about.com/library/weekly/n_az_gc_map_vlg.htm>. History of Las Vegas photos. Early Vegas. 21 November 2008 <http://www.earlyvegas.com/early_downtown_vegas.html>. • Note that a fact sheet about Hoover Dam designed for students can be found at the following website: http://www.usbr.gov/lc/hooverdam/educate/kidfacts.html

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