1. HUMAN IMPACT on the BIOSPHERE Chapter 6-1 & 6-2 A Changing Landscape Resources

2. The Tragedy of the Commons http://www.youtube.com/watch?v=EZFkUeleHPY Watch the Chapter 6 videovideo

3. __________ participate in __________ and biogeochemical ______ Ecosystems provide us with a variety of _____________________ http://www.brevardcounty.us/mrrp/images/misc/boat_cartoon.jpg http://www.physicalgeography.net/fundamentals/images/nitrogencycle.jpg

4. “GOODS & SERVICES” provided by ecosystems __________________ ___________ production Store & recycle ____________ For image sources: see last slide

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

6. _______________human and industrial waste ______________ control ___________ “GOODS & SERVICES” provided by ecosystems Images from:

7. Source of new __________________ Clean _______________ ___________________ and manage _______ “GOODS & SERVICES” provided by ecosystems

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

9. WORLD POPULATION Current world population approaching _____________ Estimates predict it will reach 9 billion by 2050 http://www.peopleandplanet.net/ World clock Image from: http://www.sleepbamboo.com/planet_people.jpg

10. HUMAN ACTIVITIES can change local and global environments! ____________________ _____________________ ___________________________ 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 Throughout human history, people have ________ and _______ in rivers, and _________ wild seeds, fruits, and nuts. We are still doing this today in many places. 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 ? _________________ ________________ http://www.aeffonline.org/images/poachersandelephant.jpg http://msnbc.msn.com/id/8302763

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

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

15. Scientists estimate there are 10-30 million plant and animal species on the planet Most of these are unidentified. Each year as many as 50,000 species disappear. Some scientists estimate at the rate we are going ___ of the plants and animals will be committed to extinction by 2050 http://www.igreens.org.uk/extinctions_predicted_from_globa.htm Image from: http://members.graphicsfactory.com/clip-art/image_files/tn_image/2/1313572-tn_TombStone001_92007.jpg

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. http://en.wikipedia.org/wiki/Whaling#Conservation_statushttp://news.bbc.co.uk/2/shared/spl/hi/guides/456900/456973/html/nn1page1.stm Minke whale = most hunted species

18. Today many major whales species are endangered North Atlantic Right< 350 Southern Right3000 Bowhead8000 Blue2,300 Sei10-28,000 Humpback10,000 Bowhead8,000

19. North American Buffalo ___________ in America once numbered 30 - 60 million, ranging from Virginia to Alaska. By 1884, the buffalo was close to extinction due to __________. http://en.wikipedia.org/wiki/American_Bison Pile of bison skulls, 1870’s

20. WHY POACH? Many endangered big game animals today are threatened by__________________ http://cnnstudentnews.cnn.com/EARTH/9710/02/kenya.ivory.ap / http://www.aeffonline.org/images/poachersandelephant.jpg

21. WHY POACH? Fur Tusks/horns Tourist souveniers Medicine ? Artwork http://studentweb.cortland.edu/giambalvo73/poaching.jpg http://www.ens-newswire.com/ens/jul2009/20090716_rhinopoaching.jpg http://www.sciencebuzz.org/sites/default/files/images/ivory.jpgh ttp://www.peterpalms.com/fox/pictures/silverfoxcoat.jpg http://d-vers.com/images/medium/PMTung/Chinese-Ivory-Carved-Hippo-Tusk-Family-Of-Rhinos/Chinese-Carved-Ivory-Hippo-Tusk-Family-Of-Rhinocerous.jpg

22. POACHING 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. ~ ground into medicine (China) ~ carved into ceremonial dagger handles (Yemen) http://nationalzoo.si.edu/Publications/ZooGoer/2003/6/Sidebar_Forensics.cfm

23. HOW DO WE HELP? Preserves Captive breeding programs Laws/regulations Support “GREEN” organizations

24. HOW DO WE HELP? Conservation efforts, private ownership, and reintroduction of buffalo have allowed the population to recover. 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

25. Examples of efforts to keep a species from becoming extinct: ___________________ (raised and protected in zoos until population is stable, then returned to wild CONSERVING BIODIVERSITY http://www.blackfootedferret.org/

26. 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

27. WHAT CAN WE DO TO HELP? The_______________________________ _________________________ (CITES) bans international ______ in products from endangered species. http://www.mtholyoke.edu/~sjberg/CITES.htm

28. WHAT CAN WE DO TO HELP? Support “Green” organizations that work for laws to establish quotas and protect species. http://www.sierraclub.org/ http://www.ducks.org/states/62/index.html http://www.nwf.org/ http://www.maksimum.com/haberler/h/greenpeacee_cevre_cezasi.php http://www.sierraclub.org/ http://www.brookingshumane.org/ POWER OF ONE VIDEO

29. 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 http://www.bu.edu/mzank/Jerusalem/im/agriculture.jpg agriculture IMPACT OF AGRICULTURE

30. Agriculture one of most __________ developments in human history. provided______ in large quantities that could be stored for later. Allowed people to ______ in one place Lead to: cities, governments, laws, and writing. http://www.columbianacountylawlibrary.com/Law-Books-for-Research.jpg http://www.franchisehelp.com/wp-content/uploads/2012/01/government-reselling-franchise-opportunities.jpg

31. Importance of Agriculture By middle of 20 th 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/

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

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

34. 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. http://www.enjoy.org/hstech/HungerSite02/america/FordSchwartz/

35. WHY IS THIS A PROBLEM? Modern MONOCULTURE agriculture allows farmers to grow more food BUT... __________ and ______________ ~ kill ________ insects _________from feedlots and fields ~ __________ surface and ground water http://www.biology-blog.com/images/blogs/10-2007/fertilizer-15101.gif http://cms1.good.is/posts/full_1289265646pesticides.jp

36. 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. http://www.suu.edu/faculty/bowman/Econ1740/HeilbronerZinn/ogallala_aquifer_map_pic_2.gif

37. Challenges for Future Many Midwest states rely on the ___________aquifer for their water needs. We are ______________ faster than the water cycle can _____________ it. Evidence indicates this aquifer may _________ within 20-40 years. http://www.suu.edu/faculty/bowman/Econ1740/HeilbronerZinn/ogallala_aquifer_map_pic_2.gif

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

39. HOW DO WE HELP? Modern_________ is changing how farmers farm and lessening the impact on the environment. EX: __________ imaging _____ technology enable farmers to apply chemicals only where______________

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

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

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

43. 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

44. WHAT’S THE PROBLEM? Destruction of habitats Air & water pollution Use of resources Uses lots of fossil fuel All lead to a decrease _______________ http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpg http://tuberose.com/Environmental_Toxicity.html

45. WHAT DOES IT MEAN? REMEMBER! Everything is connected. BIODIVERSITY is a measure of the _________ of an ecosystem. _______ DIVERSITY = ___________ Image from: Pearson Education Inc, publishing as Pearson Prentice Hall ©2006 http://images1.wikia.nocookie.net/__cb20061028011328/uncyclopedia/images/4/4f/JengaTower.jpg

46. A __________________ is anything an organism needs for life REMEMBER NATURAL RESOURCES = LAND AIRFORESTSWATER http://www.lenntech.com/images/discharge.gif http://www.newtonswindow.com/problem-solving.htm http://coweeta.ecology.uga.edu/coweeta_photographs/erosion.htm

47. ________________ RESOURCES Living can ____________ Non living replaced by _____________________ http://www.inclusive.co.uk/downloads/images/pics2/tree.gif http://www.sfu.ca/aq/archives/Nov2007/features/fish_story.html http://www.navitron.org.uk/wind/600kw.JPG

48. “Renewable” depends on context Even through trees can regrow, mature forests take years to return. _______________ forests have never been cut. It takes centuries to replace these and species may be lost. http://image.guardian.co.uk/sys-images/Guardian/Pix/gallery/2002/08/30/deforestedland.jpg

49. can _______________________ by natural processes NONRENEWABLE RESOURCES http://www.greenpeace.org/raw/image_full/international/photosvideos/photos/illegal-deforestation-and-land.jpg http://www.npr.org/news/images/2005/aug/16/pumping_gas200.jpg

50. “Renewable” depends on context “OLD GROWTH” forests provide unique habitats and are home to many species that don’t live anywhere else. = _________________ RENEWABLE RESOURCES http://en.wikipedia.org/wiki/Old_growth_forest

51. “Renewable” depends on context Renewable does NOT mean __________ Ex: ______________ is a renewable resource but can become limited by ______ OR _______ http://earth.ooups.com/uk/images/100/tapwater.jpg http://www.wrightwoodcalif.com/watershort/ConserveWater.JPG

52. Provide ______ for human communities Provide ___________ for industry LAND RESOURCES http://www.fotogalerie-naturpur.de/pic/land1.html http://lloydsfunds.com/mining_12.jpg

53. LAND RESOURCES includes _____ ________ resource (if managed properly) _________ ~ made of sand, clay, rock, and _______(=decayed organisms) ~ produced and maintained by interactions between soil and plants growing in it.

54. LAND RESOURCES Wearing away of topsoil = ____________ is caused by plowing land and removing plant roots http://coweeta.ecology.uga.edu/coweeta_photographs/erosion.htm

55. LAND RESOURCES ____________ = changing of fertile land in dry climates into desert areas caused by farming, overgrazing, and drought http://www.the-human-race.com/images/environment/drought.jpg

56. Provide _____ for products ranging from homes to paper Wood provides____ in many countries FOREST RESOURCES http://www.nature.org/images/sotw_logging.jpg http://www.forestlearn.org/graphics/wood_fuel.jpg http://mi-comics.com/wp-content/uploads/2012/02/lumber1.jpg

57. Forests have been called the “lungs of the Earth” because they remove ________________ from and produce ________ for atmosphere FOREST RESOURCES http://www.ecoworld.com/air/Images/Photosynthesis.jpg

58. Forests also: Store ___________ Provide_________ Moderate ________ _______soil erosion Protect fresh ______ FOREST RESOURCES http://www.gdccc.org/Records/EOY2004/NS%20Salon%20HM%20Brittain%20Roger%20Owl%20in%20Hole%20No%202.jpg

59. FOREST RESOURCES Loss of forests = ____________ can result in erosion and loss of nutrients preventing regrowth http://www.greenpeace.org/raw/image_full/international/photosvideos/photos/illegal-deforestation-and-land.jpg

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

61. BIODIVERSITY THREAT The tropical rainforests once covered more than 14% of the earth's total land surface, but now cover less than 6%. http://www.abc.net.au/news/newsitems/200506/s1384632.htm Changes in Brazilian rainforest over 30 years

62. 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 ____________________________ http://www.wri.org/biodiv/pubs_maps_description.cfm?ImageID=1553

63. HOW DO WE HELP? Sustainable development: Stop clear cutting of forests/jungles selective harvest of mature trees replanting of logged areas tree farms breeding new, faster growing species

64. ___________ = harmful material that can enter the biosphere through land, air, or water ________ = Mixture of chemicals that appear as a gray-brown haze in the atmosphere AIR RESOURCES http://www.cyberolimpiadas.com.sv/proyectos2004/gamma/proyecto3/smog.jpg

65. Burning __________ releases pollutants that cause smog and other problems in atmosphere. Toxic chemicals like nitrates, sulfates, and particulates can cause ________________ like ___________ AIR RESOURCES http://www.cyberolimpiadas.com.sv/proyectos2004/gamma/proyecto3/smog.jpg

66. Smokestack “Scrubbers” can control emissions Auto emission standards Clean air regulations Reduce use of fossil fuels HOW DO WE HELP ? http://www.alexvisani.com/darkgallery/smog.jpg

67. Americans use BILLIONS of gallons of freshwater daily for ________, ________ and ___________________ FRESH WATER RESOURCES http://www.thesolutionsite.com/lesson/4601/freshwater.jpg

68. Although water is a ______________ resource, the total supply of fresh water is __________. FRESH WATER RESOURCES http://www.mos.org/oceans/graphics/planet/watercycle.jpg

69. Wetlands remove ________ and ______ water passing through. FRESH WATER RESOURCES http://www.epa.gov/bioiweb1/aquatic/importance.html

70. Water conservation Protect wetlands and forests Water treatment plants Clean water regulations HOW DO WE HELP ? hhttp://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us

71. DON’T FORGET THE WATER WE CAN’T SEE! The PRODUCTION OF: 1 kg wheat costs 1,300 L water kg rice costs 3,400 L water 1 kg eggs costs 3,300 L water 1 kg beef costs 15,000 L water 1 cotton shirt costs 2,500 L water 1000 g of blue jeans costs 10,850 liters water 1 ton passenger car costs 400,000 liters of water Building a house uses about 6 million liters of water VIDEO http://www.youtube.com/watch?v=-nekqKEsbdU

72. WAYS TO CONSERVE WATER http://www.watersavingtips.org/images/saving_1.jpg

73. Human activities affect ________________ like land, forests, air, fresh water. How can we provide for our needs without using up all resources? _____________________________ THE BIG QUESTION ? ~ Use natural resources without using them up ~ Provide for human needs WITHOUT causing long term environmental harm

74. HUMAN IMPACT on the BIOSPHERE Chapter 6-3 BIODIVERSITY http://www.millan.net

75. THREATS TO BIODIVERSITY _______________________ __________________ ________________ ________________ ________________ ________________ ________________

76. BIODIVERSITY THREAT Development of natural areas for cities or agriculture results in _________________ ____________________ http://www.simtropolis.com/idealbb/files/SG_ShoppingCenter.JPG

77. 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. http://en.wikipedia.org/wiki/Habitat_fragmentation

78. BIODIVERSITY THREAT Habitat fragmentation brings wildlife in more frequent contact with humans. When it comes down to “us or them”... “they” usually lose. http://www.chrismadden.co.uk/eco/peterrabbit.html

79. 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.

80. EXAMPLES OF INVASIVE SPECIES http://en.wikipedia.org/wiki/Image:Wild_rabbit.jpg 24 rabbits turned loose for hunting in 1859 in Australia, reproduced at such a rapid rate they have taken over the continent. http://psephos.adam-carr.net/countries/a/australia/images/australiamap.gif Within 10 years they had multiplied so rapidly, 2 million rabbits a year could be shot or trapped without any noticeable effect on population.

81. EXAMPLES OF INVASIVE SPECIES http://en.wikipedia.org/wiki/Image:Rabbit-erosion.jpg 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. http://www.csiro.au/communication/rabbits/qa1.htm

82. EXAMPLES OF INVASIVE SPECIES _________________ 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. http://en.wikipedia.org/wiki/Image:Dreissena_polymorpha3.jpg

83. 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 http://en.wikipedia.org/wiki/Zebra_mussel

84. EXAMPLES OF INVASIVE SPECIES __________________ is native to Europe and Asia and first appeared in Massachusetts in 1827. http://www.team.ars.usda.gov/v2/ctoavsimages/newfrontpgpic2.jpg Across _____________ and much of the Great Plains, leafy spurge is one of the most threatening invasive plants, ____________ out native grassland and damaging ___________________.

85. 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. http://www.nps.gov/plants/alien/map/eues1.htm

86. BIODIVERSITY THREAT The addition of ________________ = harmful materials that can enter the biosphere through land, water or air can also threaten biodiversity. http://www.kidcrosswords.com/kidoutdoors/the%20environment/pollution_smokestacks.jpg http://www.iol.ie/~carigeen/pollution.jpg

87. 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 _______________ http://www.michigan.gov/images/mosquito_65147_7.jpg

88. When DDT was sprayed, it drained into rivers and streams at LOW concentrations. http://www.ci.cypress.ca.us/public_works/stormwater_images/kids_watershed.jpg

89. DDT in the environment gets into organisms through the ___________, is stored in __________, and doesn’t ______________. http://www.geocities.com/~greyhawk_1/sh_eagle-9.jpg

90. ______________________________ = the ____________ of a harmful substance ____________as it passes to organisms at _______________levels in food chain or web. Plants pick up DDT from water & store it Herbivores eat plants and store some DDT Carnivores eat herbivores and store more DDT →→

91. Fish-Eating Birds Magnification of DDT Concentration 10,000,000 100,000 10,000 1,000,000 1 1000 Large Fish Small Fish Zooplankton Producers Water Section 6-3 Figure 6-16 Biological Magnification of DDT

92. 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 1967. It has since been reclassified as _____________________ http://image10.webshots.com/11/3/94/67/2146394670011493049pwlCDV_ph.jpg

93. 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 _________________________. http://www.kimball.k12.sd.us/Heroes%20Web%20Page/Pictures/Rachel%20Carson.jpg

94. CONSERVING BIODIVERSITY Wise management of natural resources = __________________ Protecting endangered species requires detailed information about ecological _________________ We can’t protect a species without understanding how it ____________ with the _________________.

95. Today conservation efforts focus on protecting entire ecosystems not just individual species ______________ = are places that are MOST endangered CONSERVING BIODIVERSITY Image from: Pearson Education Inc publishing as Pearson Prentice Hall© 2006

96. Urban planning so there is less “ Sprawl” Set aside land for parks/preserves Research to understand species/ecosystem interactions Concentration of $ on ________________ to maximize results for $ spent WHAT CAN BE DONE? http://www.anselm.edu/homepage/jpitocch/genbios/piplosign6403.jpg

97. HUMAN IMPACT on the BIOSPHERE Chapter 6-4 Charting a course for the Future http://www.claybennett.com/pages2/mistletoe.html

98. ENVIRONMENTAL PROBLEMS ___________________ ___________________ http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg

99. DEAD ZONES When an ecosystem receives a LARGE input of limiting nutrient (ie., fertilizer runoff) the population increases dramatically = ___________ REMEMBER !

103. Gulf of Mexico Dead Zone http://www.ncat.org/nutrients/hypoxia/hypoxia.html The DEADZONE forms each April, generally grows throughout the summer, reaching a peak in late July.

104. Gulf of Mexico Dead Zone At its peak, the nearly lifeless water can span 5,000 to 8,000-plus square miles, an area almost the size of New Jersey http://serc.carleton.edu/microbelife/topics/deadzone/index.html

105. DEAD ZONES How do we HELP? Use modern technology and “green” farming methods to: Decrease agricultural fertilizer use Decrease runoff of agricultural waste

106. Our atmosphere between 20-50 km contains high concentrations of ____________ which protect us from the sun’s harmful ______________ radiation. OZONE LAYER http://pubweb.bnl.gov/users/xujun/www/bnl/ozone_layer_1.gif http://www.planetguide.net/book/chapter_5/ozone_layer.html

107. EFFECTS OF UV RADIATION Click here to see a movie about the effects of UV radiation WMV, 618K __________________________________ ________________________ of skin __________________________________ Reduces ________________ Disrupts __________________ in oceans

108. WHAT WE KNOW Scientists have been monitoring the ____________ of ozone in our atmosphere and have discovered a hole in the ozone layer over ____________. http://ozonewatch.gsfc.nasa.gov/facts/hole.html Click here to see a movie about the ozone hole WMV, 616K

109. The annual ozone "hole“ over Antarctica has occurred during the Antarctic Spring (October) since the early 1980s. Rather than being an actual hole through the layer, the ozone hole is a large area with extremely low amounts of ozone. Ozone levels fall by over 60% during the worst years. http://ozonewatch.gsfc.nasa.gov/facts/hole.html

110. Ozone depletion is a global issue NOT just a problem at the South Pole. Research has shown that ozone depletion also occurs over North America, Europe, Asia, and much of Africa, Australia, and South America. Over the U.S., ozone levels have fallen 5-10%, depending on the season. http://home.casema.nl/daveduijn/globe2.gif

111. What’s the cause of Ozone Depletion? Chlorofluorocarbon molecules _______ released from air conditioners, aerosol spray cans, fire extinguishers, and industry ________________ http://www.atm.ch.cam.ac.uk/tour/part3.html

112. HOW DO WE HELP? 1987- the _______________________ committed signing nations (including USA) to a ____________ in the use of CFCs and other ozone-depleting substances. CFC production was _________ after 1995 in the developed countries, and later in developing countries. Today, over 180 countries have ratified the treaty. OZONE DEPLETION

113. _____________spray cans no longer contain CFC propellants. Gases in ___________________ and _____________ are collected and recycled. THAT’S WHY... http://www.roundrocktexas.gov/images/spray_cans_large.jpg

114. OZONE DEPLETION How do we help? We can't make enough ozone to replace what's been destroyed, but provided that we stop producing ozone-depleting substances, computer models predict natural ozone production reactions should return the ozone layer to normal levels by about 2050. This is the first example of different countries getting together on an environmental issue, agreeing on what to do, doing something, and seeing a positive effect http://www.gifs.net/image/Words/Wow/Wow_rotates/4031

115. Emissions to Atmosphere Nitrogen oxides Sulfur dioxide Chemical Transformation Nitric acid Sulfuric acid Precipitation Acid rain, fog, snow, and mist Dry Fallout Condensation particulates, gases IndustryTransportationOre smeltingPower generation ACID RAIN What’s the cause?________________________ Releases _______________ and ________________ into the atmosphere that react with water to produce ACID RAIN.

116. http://www.robl.w1.com/Pix/C900991.jpg http://www.geocities.com/kamil_pollutionpage/AcidRain.htm http://www.scienceacross.org/media/samplingforacidrainNOAAedSAW.jpg http://www.abc.net.au/quantum/scripts99/9905/img/asthma.jpg

117. ACID RAIN EFFECTS damages buildings and statues damages forests kills fish reduces biodiversity causes illness & premature death from heart & lung disorders like asthma and bronchitis

118. HOW DO WE HELP? Develop a National energy policy that emphasizes use of alternative renewable energy sources Cut down on activities that use fossil fuels conserve electricity drive less Drive automobiles with increased fuel efficiency OR run on alternative fuels ACID RAIN Recycle (uses less energy than starting from scratch)

119. GREENHOUSE EFFECT Temperatures of Earth remain within a range ______________ because the _____________ acts as a natural _________________ blanket. http://wwwstatic.bayareawritingproject.org/images/bawp41/earthAtmosphereIMG.gif

120. GREENHOUSE EFFECT Atmospheric gases such as ___________________ NORMALLY trap heat energy from the sun like a greenhouse = _____________________ http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg

121. GLOBAL WARMING- Is it real? Some people say that the Earth has cycles of warmer/cooler climate change and that this is just part of that cycle. Most scientists believe that the increase in global temperatures is the result of human activities that have increased the amount of CO 2 and other greenhouse gases in the atmosphere

122. In 2007 in Paris a U.N.- backed panel of international scientists issued a major announcement on climate change stating that: 1. "warming of the climate system is unequivocal“ 2. There is a 90% probability the cause “man- made”. Either way… our planet is getting warmer!

123. Global mean surface temperatures have increased 0.5-1.0°F since the late 19th century. The 20th century's ten warmest years have occurred in the last 15 years of this century. FACTS WE KNOW http://content.answers.com/main/content/wp/en/thumb/8/87/280px-Instrumental_Temperature_Record.png

124. The snow cover in the Northern Hemisphere and floating ice in the Arctic Ocean have decreased. FACTS WE KNOW Graph & glacier pix: http://nsidc.org/sotc/glacier_balance.html polar bears: http://www.metro.co.uk/news/article.html?in_article_id=35720&in_page_id=34

125. FACTS WE KNOW Greenhouse gases in the atmosphere have increased steadily. http://en.wikipedia.org/wiki/Image:Major_greenhouse_gas_trends.png

126. WHAT’S the CAUSE? Burning solid waste, fossil fuels (oil, natural gas, and coal), wood and wood products Production and transport of fossil fuels Decomposition of organic wastes in landfills Animal sources (methane) Deforestation (trees remove CO 2 from atmosphere) GLOBAL WARMING

127. We’re freezing here in S.D.! What’s so bad about warming up a little?

128. ______________________ Cartoon from Brookings Register http://healthandenergy.com/images/global2.gif

129. What’s so bad about warming up a little? http://zfacts.com/metaPage/lib/Atlantic_conveyor.jpg Changes in ___________ http://www.claybennett.com/pages/ocean_temps.html

130. What’s so bad about warming up a little? ________________________ http://i.a.cnn.net/cnn/2005/WEATHER/08/25/tropical.storm/story.katrina.915p.jpg http://en.wikipedia.org/wiki/Hurricane_Katrina

131. What’s so bad about warming up a little? Weather extremes Brookings Register http://www.cactus-art.biz/note-book/Dictionary/aaa_Dictionary_pictures/drought.jpg __________________________

132. What’s so bad about warming up a little? Changing habitats means ________________ http://www.metro.co.uk/news/article.html?in_article_id=35720&in_page_id=34

133. What’s the Kyoto Accord? Aimed at reducing global warming Participants asked to _______ their ________________ emissions to a percentage below 1990 emission levels Set binding targets for greenhouse gas (GHG) emissions for countries to reach ___________ 37 industrialized countries (includes US) which make almost 65% of greenhouse gases (GHG) were to decrease to ~ 5% less than 1990 levels (US target = 7%) REDUCE GREENHOUSE GAS by 2012

134. PROBLEMS WITH KYOTO ACCORD ALL countries not required to reduce emissions equally 7% for the US, 6% for Japan, 0% for Russia, Developing nations didn’t have to reduce emissions at all India and China, which have ratified the protocol, are not required to reduce carbon emissions under the present agreement despite their relatively large populations. Developed nations (like USA) could meet required reductions by purchasing emission reductions from elsewhere and funding developing countries for climate related studies, projects, and technology

135. WHAT HAPPENED? (The US did NOT ratified this agreement) In 1998-Clinton administration signs the Kyoto Accord committing the United States to a 7% reduction in carbon dioxide and other greenhouse gas emissions from 1990 emissions levels, to be achieved between the years 2008 and 2012. 2001- Bush administration withdrew the U.S. signature, claiming that the treaty was "fatally flawed". 2008- Australia (last major nation hold out) signed 160 nations have now agreed (not US)

136. AND NOW? George W. Bush “First of all, the globe is warming. The fundamental debate — is it manmade or natural?” (3/29/06) Barack Obama-”All across the world, in every kind of environment and region known to man, increasingly dangerous weather patterns and devastating storms are abruptly putting an end to the long-running debate over whether or not climate change is real. Not only is it real, it's here, and its effects are giving rise to a frighteningly new global phenomenon: the man-made natural disaster.” BARACK OBAMA, speech, Apr. 3, 2006 All of the major Republican candidates have stated they don’t “believe” in global warming. AND ITS 2012... and Kyoto Accord expires at end of this year.

137. KYOTO is “OLD NEWS”! Standards set by Kyoto will expire in 2012. United Nations Meeting on Climate Change Met in December 2009 - Copenhagen, Denmark http://unfccc.int/meetings/items/2654.php

138. Current Status OBJECTIVE: to keep the maximum temperature rise to below 2 degrees Celsius; the commitment to new reduction targets by developing countries for 2020 Proposed $ 30 billion short-term funding for immediate action till 2012 and $100 billion annually by 2020 in long-term financing (still needs to be approved by countries) The challenge now is to turn what is agreed into something that is legally binding

139. WHAT NEXT? Some developed countries have already declared that they will not continue to follow commitments to reduce emissions developing countries have increased their carbon emissions by 130% or more Delegates from nearly 200 countries have met several times for major climate talks, but no new agreement has been reached. They have just agreed to “talk about it” Some countries say no deal will be in place until at least 2020.

140. What is a CARBON FOOTPRINT? A ____________________ = the total set of GHG (greenhouse gas) emissions caused directly and indirectly by an individual, organization, event or product http://www.gifanimations.com/animation/MenuSelection/1/56 http://www.nature.org/initiatives/climatechange/calculator /

141. The US is no longer the #1 CO 2 emitter http://www.chrismadden.co.uk/eco/china-carbon-footprint.html but... we contribute to the problem.

142. Even if you don’t “believe” in global warming... Even if countries can’t agree on emission levels … we should still work to reduce our emissions of global warming gases BECAUSE... http://matadornetwork.cachefly.net/bravenewtraveler.com/docs//wp-content/images/posts/20080418-planet.jpg

143. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! http://www.inkcinct.com.au/Web/CARTOONS/2005/2005-379C--last-fossil-fuel.gif Fossil fuels are a limited resource… eventually they will be gone!

144. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! http://healthandenergy.com/global_warming_cartoons.htm Our supply of fossil fuels is dependent on countries that are not “friendly” to the U.S.

145. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! Brookings Register March 2012 Our supply of fossil fuels is dependent on countries that are not “friendly” to the U.S.

146. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! Brookings Register Drilling for and transporting fossil fuels has negative environmental consequences

147. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! Brookings Register Drilling and transporting fossil fuels has negative environmental consequences

148. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! Brookings Register Drilling and transporting fossil fuels has negative environmental consequences http://i2.cdn.turner.com/money/2011/04/14/news/companies/bp_meeting/deepwater_horizon_fire.top.jpg http://pn.b5z.net/zirw/b12qa/i/u/68100167/i//Jan11/0126drill.jpg BP oil spill in Gulf 2011 HOW QUICKLY WE FORGET!

149. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! Brookings Register Drilling and transporting fossil fuels has negative environmental consequences http://i2.cdn.turner.com/money/2011/04/14/news/companies/bp_meeting/deepwater_horizon_fire.top.jpg http://pn.b5z.net/zirw/b12qa/i/u/68100167/i//Jan11/0126drill.jpg BP oil spill in Gulf 2011 HOW QUICKLY WE FORGET!

150. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! Innovation and alternative energy technologies for automobiles and power generation are good for our economy Images from: http://www.cartoonstock.com/directory/R/Renewable_energy.asp

151. THINK ABOUT IT Scientists are RIGHT about man-made global warming Scientists are WRONG about man-made global warming WE KEEP DOING WHAT WE ARE DOING- NOTHING! Environmental Disaster Consequences too awful to think about Still have other problems associated with fossil fuel use: pollution/acid rain/ dependence on our enemies WE WORK TO GET OFF FOSSIL FUELS CHANGES HELP TURN THINGS AROUND + solve other fossil fuel problems Helps solve other problems associated with fossil fuel use

152. HOW DO WE HELP? Cut down on CO 2 emissions (with or without the Kyoto accord) Develop a National energy policy that emphasizes use of alternative renewable energy sources Cut down on activities that use fossil fuels Drive automobiles with increased fuel efficiency OR run on alternative fuels GLOBAL WARMING Recycle (uses less energy than starting from scratch) Reduce deforestation (plants use CO 2 ) Watch your carbon footprint

153. WHAT DO WE DO WITH OUR TRASH? According to the Environmental Protection Agency, the average American produces about 4.4 pounds of garbage a day. That adds up to a approximately 220 million tons of garbage each year for all of us. This only takes into consideration the average household member and does not count industrial waste or commercial trash. http://blog.lib.umn.edu/stau0156/architecture/garbage%20can.jpg

154. PICTURE THIS: It would bury more than 990,000 football fields under six-foot high piles of waste.. http://www.wisegeek.com/how-much-garbage-does-a-person-create-in-one-year.htm http://wchs.warren.k12.in.us/athletics/Pictures/FOOTBALL%20STADIUM%20&%20PRESSBOX_gif.jpg... and that’s just the United States!

155. TRASH KILLS http://lh4.ggpht.com/abramsv/SBAxRydox-I/AAAAAAAAPOs/IWuOgznte9Q/fish_story_003.jpg http://www.mindfully.org/Plastic/Ocean/Sea-Plastic-LN-PG5oct05.htm http://saveourshores.org/files/md/Distorted-Turtle.jpg It has been estimated that over a million sea-birds and 100,000 marine mammals and sea turtles are killed each year by ingestion of plastics or entanglement.

156. http://lowcarbonhome.info/wp-content/uploads/2008/05/plastic-garbageii.jpg PLASTIC IS MADE FROM FOSSIL FUELS! PLASTIC IS FOREVER!

157. PACIFIC OCEAN GARBAGE GYRE See a video http://earthfirst.com/wp-content/uploads/2009/01/floating-trash.jpg Covers an area twice the size of TEXAS Estimated to contain over 100 million tons of debris http://www.jadedthea.com/images/PacificGyre.gif http://www.youtube.com/watch?v=Lt-MivNezes&NR=1

158. We Can’t Just Keep Piling it up in Landfills We have to: _____________ REDUCE, REUSE, RECYCLE Plastic recycling video

159. QUOTES This we know... the earth does not belong to man, man belongs to earth. All things are connected, like the blood which connects one family. Whatever befalls the earth befalls the children of the earth. Man did not weave the web of life – he is merely a strand in it. Whatever he does to the web, he does to himself. ~ Chief Seattle, 1854

160. If you want to see an endangered species, get up and look in the mirror. ~ John Young, former Apollo astronaut A true conservationist is a man who knows that the world is not given by his fathers, but borrowed from his children. ~ John James Audubon, 1785 - 1851 It's not easy being green. ~ Kermit the Frog Unless someone like you cares a whole awful lot, Nothing is going to get better. It's not. ~ Dr. Seuss, The Lorax

161. WE NEED TO START CONSIDERING THE EFFECTS ON OUR PLANET WHEN WE MAKE DECISIONS! http://www.claybennett.com/pages/earth_d5.html http://www.chrismadden.co.uk/eco/hourglass.html

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

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

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

165. SOUTH DAKOTA CORE SCIENCE STANDARDS 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 EARTH SCIENCE: Indicator 1: Analyze the various structures and processes of the Earth system.

166. SOUTH DAKOTA CORE SCIENCE STANDARDS 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 TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

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

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

169. 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.

170. 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

171. 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.

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

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

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

175. SOUTH DAKOTA CORE SCIENCE STANDARDS 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 EARTH SCIENCE: Indicator 1: Analyze the various structures and processes of the Earth system.

176. SOUTH DAKOTA CORE SCIENCE STANDARDS 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 TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

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

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

179. 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.

180. 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

181. 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.

182. SOURCES http://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us http://mff.dsisd.net/Environment/Cycles.htm http://www.animation-station.com/smileys/index.php?page=17

183. SOURCES http://www.oldetimecooking.com/Images/Fruits/Apple.jpg http://vilenski.org/science/safari/classifyall/eukaryotic.html http://dustconnection.com/images/stories/cleaning_bucket_sm.jpg

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

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

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

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

188. SOUTH DAKOTA CORE SCIENCE STANDARDS 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 EARTH SCIENCE: Indicator 1: Analyze the various structures and processes of the Earth system.

189. SOUTH DAKOTA CORE SCIENCE STANDARDS 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 TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

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

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

192. 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.

193. 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

194. 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.

195. SOURCES http://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us http://mff.dsisd.net/Environment/Cycles.htm http://www.animation-station.com/smileys/index.php?page=17

196. SOURCES http://www.oldetimecooking.com/Images/Fruits/Apple.jpg http://vilenski.org/science/safari/classifyall/eukaryotic.html http://dustconnection.com/images/stories/cleaning_bucket_sm.jpg

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

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

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

200. SOUTH DAKOTA CORE SCIENCE STANDARDS 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 EARTH SCIENCE: Indicator 1: Analyze the various structures and processes of the Earth system.

201. SOUTH DAKOTA CORE SCIENCE STANDARDS 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 TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

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

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

204. 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.

205. 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

206. 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.