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

HUMAN IMPACT on the BIOSPHERE Chapter 6-1 (plus page 160) A Changing Landscape. Watch the Chapter 6 video. Food webs. Biogeochemical. http://www.physicalgeography.net/fundamentals/images/nitrogencycle.jpg. Humans participate in ____________ & _______________cycles

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

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

  2. Watch the Chapter 6 video

  3. Food webs Biogeochemical http://www.physicalgeography.net/fundamentals/images/nitrogencycle.jpg Humans participate in ____________ & _______________cycles Ecosystems provide us with a variety of _____________________ “GOODS & SERVICES” http://www.brevardcounty.us/mrrp/images/misc/boat_cartoon.jpg http://www.physicalgeography.net/fundamentals/images/nitrogencycle.jpg

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

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

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

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

  8. HUMAN POPULATION http://www.learner.org/jnorth/spring2002/species/spring/Update041902.html#Humankind

  9. Image from: http://www.sleepbamboo.com/planet_people.jpg WORLD POPLUATION World clock • Current world population almost 7 BILLION • Estimates predict it will reach 9 billion by 2050 http://www.peopleandplanet.net/

  10. HUMAN ACTIVITIES can change local and global environments! ____________________ ____________________ _____________________ ___________________________ HUNTING AGRICULTURE INDUSTRY URBAN DEVELOPMENT Images from: http://www.cs.utexas.edu/users/s2s/latest/art1/src/proj/Art/cave_art/Hunters-Deer.jpg http://www.istockphoto.com/file_thumbview_approve/127525/2/istockphoto_127525_farming.jpg http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpg http://www.lubee.org/images/about-threats-1.jpg

  11. HUNTING AND GATHERING hunted fished Throughout human history, people have ____________ and ___________ in rivers, and _____________ wild seeds, fruits, and nuts. We are still doing this today in many places. gathered http://www.amonsoquath.net/gallery/pages/chee.html http://www.travelwriter.co.za/let-the-train-strain_p2.html

  12. WHEN IT BECOMES A PROBLEM? OVERHUNTING _________________ ________________ POACHING http://msnbc.msn.com/id/8302763 http://www.aeffonline.org/images/poachersandelephant.jpg

  13. extinction Miss Waldron’s Red Colobus monkey Extinct 2000 OVERHUNTING can put animal populations at risk of ____________ Alagoas Curassow: extinct in wild 1980’s Dodo: extinct 1681 Moa: extinct 1500’s http://www.petermaas.nl/extinct/speciesinfo/misswaldronredcolobus.htm http://www.birdlife.org/datazone/species/index.html?action=SpcHTMDetails.asp&sid=100&m=0 http://lawyerkm.files.wordpress.com/2008/09/dodo_11.jpg http://en.wikipedia.org/wiki/Moa

  14. http://www.southeastutah.org/photos/dino.jpg VOCAB 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 = ____________ endangered http://www.blackfootedferret.org/ threatened http://www.fresnochaffeezoo.com/images/bald-eagle.gif

  15. Image from: http://members.graphicsfactory.com/clip-art/image_files/tn_image/2/1313572-tn_TombStone001_92007.jpg 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! 19th century http://www.igreens.org.uk/extinctions_predicted_from_globa.htm

  16. BIODIVERSITY THREAT http://www.lubee.org/images/about-threats-1.jpg Tropical rainforests are disappearing at a rate of about 80 acres per minute.

  17. 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 http://news.bbc.co.uk/2/shared/spl/hi/guides/456900/456973/html/nn1page1.stm http://en.wikipedia.org/wiki/Whaling#Conservation_status

  18. Today many major whales species are endangered

  19. EXAMPLE: North American Buffalo Wild buffalo ______________ in America once numbered 30 - 60 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 http://en.wikipedia.org/wiki/American_Bison

  20. HOW DO WE HELP? International Whaling Commission has placed a moratorium on whaling. Only works if nations voluntarily comply http://www.cdnn.info/eco/whaling_250146.jpg

  21. 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. http://en.wikipedia.org/wiki/American_Bison

  22. WHAT PROBLEMS CAN THIS CAUSE? Many endangered animals today are threatened by ____________________ Illegal poaching http://www.aeffonline.org/images/poachersandelephant.jpg http://cnnstudentnews.cnn.com/EARTH/9710/02/kenya.ivory.ap/

  23. 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 http://nationalzoo.si.edu/Publications/ZooGoer/2003/6/Sidebar_Forensics.cfm

  24. Convention on International Trade in Endangered Species CITES WHAT CAN WE DO TO HELP? The_________________________________________________________ ( ) bans international ________ in products from endangered species. trade http://www.mtholyoke.edu/~sjberg/CITES.htm

  25. WHAT CAN WE DO TO HELP? Support “Green” organizations that work for laws to establish quotas and protect species. http://www.nwf.org/ http://www.maksimum.com/haberler/h/greenpeacee_cevre_cezasi.php http://www.sierraclub.org/ http://www.sierraclub.org/

  26. HUMAN ACTIVITIES can also change local and global environments! ______________________________ ____________________ _________________ ___________________________ HUNTING and GATHERING AGRICULTURE INDUSTRY URBAN DEVELOPMENT Images from: http://www.cs.utexas.edu/users/s2s/latest/art1/src/proj/Art/cave_art/Hunters-Deer.jpg http://www.istockphoto.com/file_thumbview_approve/127525/2/istockphoto_127525_farming.jpg http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpg http://www.lubee.org/images/about-threats-1.jpg

  27. 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 http://www.bu.edu/mzank/Jerusalem/im/agriculture.jpg

  28. Changing Agriculture important 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. food settle development http://www.travelwriter.co.za/let-the-train-strain_p2.html http://www.museevirtuel.ca/Exhibitions/Inuit_Haida/inuit/snowmobile.jpg

  29. Changing Agriculture food shortages 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 http://www.enjoy.org/hstech/HungerSite02/america/FordSchwartz/ increase

  30. GREEN __________ REVOLUTION strains • New more productive plant ________ 2. Modern farming____________ allowed planting larger areas 3. Chemical ___________ & ___________ boosted crop production and controlled pests techniques Fertilizers pesticides http://interactive.usask.ca/ski/media/stills/agriculture/crops/t_plant-breeder.jpg http://www.wfbf.com/media_center/photo_gallery/Soybean%20combine.jpg

  31. MONOCULTURE Large fields are planted with a single variety year after year = ________________ MONOCULTURE http://imagesource.allposters.com/images/NGSPOD04/107870.jpg

  32. Changing Agriculture double 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. http://www.enjoy.org/hstech/HungerSite02/america/FordSchwartz/

  33. Challenges for Future food supplies 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 Insect pests diseases beneficial contaminate accumulate

  34. Challenges for Future water 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. irrigation major http://www.suu.edu/faculty/bowman/Econ1740/HeilbronerZinn/ogallala_aquifer_map_pic_2.gif

  35. http://www.suu.edu/faculty/bowman/Econ1740/HeilbronerZinn/ogallala_aquifer_map_pic_2.gifhttp://www.suu.edu/faculty/bowman/Econ1740/HeilbronerZinn/ogallala_aquifer_map_pic_2.gif Challenges for Future OGALLALA 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 20-40 years. replenish run dry

  36. http://www.cibike.org/Eating.htm 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?

  37. 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

  38. HOW DO WE FIX IT? “No-till” EX: ________ and other “green” farming methods can reduce ____________ and protect ___________________ soil erosion ecosystems http://cbarc.aes.oregonstate.edu/images/no-till.jpg

  39. 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

  40. INDUSTRIAL GROWTH and URBAN DEVELOPMENT The impact of humans on the biosphere was transformed by the _____________________ during the 1800’s. INDUSTRIAL REVOLUTION http://www.archives.gov/research/american-cities/images/american-cities-015.jpg

  41. modern conveniences Industrial productivity and scientific advancements have provided us with the ______________________ we enjoy today http://www.vallartasource.com/images/cell_phone.jpg http://www.danielwiener.com/daniel/tips/archives/humvee_2.jpg http://www.scriptfx.com/gallery/computer/laptop.jpg http://www.wii-volution.com/images/wii/gamecube.jpg http://www.nbz.ru/pic/catalog/ipod/ipod_color.gif

  42. BUT . . . The spread of urban areas has resulted in the _____________ habitats. Air, water, & soil _____________ has had an impact on surrounding ecosystems. destruction pollution http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpg

  43. burning fossil fuels Energy production requires ______________________ which impacts _______________ and _______________. air quality global climate MORE ON THISIN 6-4! http://tuberose.com/Environmental_Toxicity.html

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

  45. SOUTH DAKOTA CORE SCIENCE STANDARDS NATURE OF SCIENCE:Indicator 1: Understand the nature and origin of scientific knowledge 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. • Recognize and analyze alternative explanations and models. • Evaluate the scientific accuracy of information relevant to a specific issue

  46. SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE:Indicator 3: Analyze how organisms are linked to one another and the environment. 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

  47. 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.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

  48. 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.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

  49. 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

  50. SOUTH DAKOTA CORE SCIENCE STANDARDS TECHNOLOGY, ENVIRONMENT, & SOCIETY:Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. 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

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