1. HUMAN IMPACT ON ECOSYSTEMS
Topic 5 Day 2
HUMAN IMPACT ON ECOSYSTEMS

2. Bellringer (10 min)
What is the function of autotrophs in the carbon cycle?
How much energy moves up each step (trophic level) of the food chain?

3. DO NOW (10 min)
What is the function of autotrophs in the carbon cycle?
to use carbon dioxide to produce glucose (PRODUCE FOOD FOR CONSUMERS)

4. ONLY 10%!!!!!!! moves on Bellringer (10 min)
How much energy is transferred each step (trophic level) of the food chain?
ONLY 10%!!!!!!! moves on
90% is lost

5. Humans and Sustainability
Environmental Problems, Their Causes and Sustainability

6. What are we learning today?
Objectives
Benchmarks
Predict how the actions of humans may impact environmental systems and/or affect sustainability
Evaluate possible environmental impacts resulting from the use of renewable and/or nonrenewable resources
SC.912.L Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. AA
SC.912.L Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
To the Teacher:
Introduce today’s benchmark.
Read or have a student read the day’s objectives.

7. What is the essential question?
How do new technologies use to generate energy impact environmental systems and examine how human lifestyles as a result of these new technologies affect sustainability?
THINK about specific examples.
To the Teacher:
Read the essential question. Check for understanding, but do not accept any attempt to answer the question.
Remind students to reflect on the essential question throughout the lesson because they will be expected to answer it at the end of the topic.

8. Write everything that is in RED
Input Notes (15min)
Write everything that is in RED

9. What are the key environmental problems?
Major Environmental Problems
Air Pollution
Biodiversity Depletion
Water Pollution
Waste Production
Food Supply Problems

10. Input Notes
MAIN IDEA: Effective management of Earth’s resources will help meet the needs of the future.

11. Human Ecological Footprint Map
To the Teacher: Review and discuss with students.
Does this number seem like a lot or a little? Answers will vary, but remind students that 83% is just over 4/5 of Earth surface.
Some areas are more vulnerable to human influence than others, why might this be? Areas that are highly vulnerable are those that are easily accessible to humans and/or those that can supply natural resources that are in demand.
Predict how future human population growth could affect the environment. Accept all reasonable answers. Sample answer: It could lead to an increases human demand for water, food, and land, and thus leave fewer resources for other species.
To the Teacher: Tell students that Americans make up 5% of the world’s population. However, Americans own 30% of the world’s cars and consume 25% of the world’s energy.
Why do different cultures use and consume things at different rates? What do these numbers indicate about contemporary American culture? Possible answers: Answers will vary, but encourage students to make a connection to variables such as average lifespan; income; access to goods; diet; culture; climate.
The United States uses more resources and produces more waste than an other country. How is this resource use reflected in the ecological footprint of the united States? The United States’ ecological footprint is the largest in the world.
Is it possible to have no ecological footprint? To leave no footprint would mean that a person replaces to the environment exactly what he takes. Since the mid-1980s, humankind has been in ecological overshoot, meaning they are taking more than they are giving back.
Humans have influenced 83% of Earth’s surface based on population, travel routes, land use, and lights
Ecological footprint is the measurement of how much land, water and natural resources a person, city, country or humanity as a whole requires to produce the resource it consumes

12. (2 min)
Ecological footprint: the human impact on the environment, expressed as the amount of land, water and natural resources humanity as a whole requires to produce what it consumes

13. What is an environmentally sustainable society? (2min)
An environmentally sustainable society meets the basic resources of its people without degrading the natural capital that supplies these resources.
To the Teacher:
Tell students to imagine they have won a million dollars in the lottery. Ask them what they would do with their money. Accept all reasonable answers.
Propose that they do not touch the money at all, but invest this money at 10% interest per year, and they will have a sustainable annual income of $100,000 without depleting your capital. Wait for their reaction and accept all reasonable arguments for and against.
If you spend $200,000, your $1 million will be gone early in the 7th year.
If you spend $110,000 a year, you will be bankrupt early in the 18th year.
Introduce the verb sustain as the ability to maintain a lifestyle without losing one’s wealth, living within your means.
Tell students that the word sustain comes from the Latin words sub- which means “below,” and tenere, which means to hold.” Ask them how these meanings relate to the term sustainable development. Sustainable development is development that holds or maintains the use of resources at or below the level that allows them to replenish or survive.
Ask students to explain what they think an environmentally sustainable society is. Accept all reasonable answers.
Discuss with students what they would consider to be a basic resource. Basic resources: Clean water, clean air, shelter, food. Natural capital: Planet’s air, water, soil, wildlife, minerals, energy resources, etc.
Imagine you win $1 million dollars in the lottery.

14. How are renewable resources used? (2min)
Resources renewed by natural processes are sustainable if we do not use them faster than they are replenished.
Sustainable yield is the highest rate at which a renewable resource can be used indefinitely.
Environmental degradation occurs when we exceed a renewable resource’s natural replacement rate
Resources renew by natural processes are sustainable if we do not use them faster than they are replenished.

15. Is it possible to live in an environmentally sustainable society?
The world’s population is growing at a rate of about 1.25% a year.
219,000 people a day
9,100 people every hour
7 billion people today (2016)
9 billion people by 2050
36 billion people by 2300
To the Teacher: Discuss with your students
In some areas of the globe, people are already in conflict over a limited amount of natural resources. How will a growing population affect people’s access to food, potable water, and fuel? A rise in population will increase demands on food, water and fuel.
What effect might the population increase have on pollution and encroachment on wildlife habitats? Pollution and habitat loss will also likely increase unless steps are taken to offset the rise in global population.
Explain the relationship between a growing population and the environment? Growing populations will eventually stress the environment and encounter limiting factors.
Why do you think the biggest increase in population is in developing nations, rather than developed nations?

16. Is it a necessity to live in an environmentally sustainable society?
Humans use the equivalent of 1.5 planets to provide the resources we use and absorb our waste.
By 2030 we’ll need two Earth’s to support us.
We are turning resources into waste faster than waste can be turned back into resources.
Puts us in global ecological overshoot, depleting the very resources on which human life and biodiversity depend.
To the Teacher:
Explain to students that it now takes the Earth one year and six months to regenerate what we use in a year. Examples of our struggling planet is all around us: collapsing fisheries, diminishing forest cover, depletion of fresh water systems, and the build up of carbon dioxide emissions, which creates problems like global climate change.
Tell students that it is abundantly clear that Earth’s human carrying capacity has exceeded many earlier predictions. How has technology affected human population growth? Technology has improved human health and survival; made agriculture more intensive and productive; increased the speed of construction of living spaces, production of tools, equipment, and clothing; and has provided heating, air conditioning, plumbing sanitation, water purification, transportation, and many other things that have allowed the human population to grow at an exponential rate.

17. Think About It What does renew mean? What does renewable mean?
What does nonrenewable mean?
What does resource mean?
What is a renewable resource?
What is a nonrenewable resource?
To the Teacher:
Discuss with your students the following questions.
After establishing the meaning of renewable and nonrenewable, ask them to identify some of the examples in the image.
Renewable energy is energy which is generated from natural sources i.e. sun, wind, rain, tides and can be generated again and again as and when required. They are available in plenty and by far most the cleanest sources of energy available on this planet. For e.g.: Energy that we receive from the sun can be used to generate electricity. Similarly, energy from wind, geothermal, biomass from plants, tides can be used this form of energy to another form.
Non-Renewable energy is energy which is taken from the sources that are available on the earth in limited quantity and will vanish fifty-sixty years from now. Non-renewable sources are not environmental friendly and can have serious affect on our health. They are called non-renewable because they cannot be re-generated within a short span of time.

18. Energy:
Renewable energy is generated from natural sources (clean energy)
Non-Renewable energy is taken from the sources that are available in limited quantity.

19. What are the types of resources?
Renewable resources
Resources that can be replenished through natural processes
Water Trees
Nonrenewable resources
Exist in a fixed quantity
Fossil fuels Minerals
A resource is anything obtained from the environment to meet our needs and wants.
To the Teacher:
Encourage students to use Power Notes.

23. http://archives. nbclearn. com/portal/site/k-12/browse

24. Oil Cleanup Lab
-Materials Manager: Picks up, distributes, collects, turns in, or puts away materials.
-Secretary: Takes notes on important thoughts expressed in the group. Writes final summary.
-General Manager: Makes all monetary decision
-Assistant Manager: Keeps track of time and money for the group.

25. Expectations You must stay in your group at all times
Only the materials manager is allowed to leave the group
As a group you will work together to fill out the worksheet
No shouting across the room for any reason
Try to clean up as much of the oil as possible.

26. Independent Practice (10 min) SC.912.L.17.20

27. Exit Ticket (10min)