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

2. The sum of the genetically based variety of all the organisms in the biosphere = ___________________ BIODIVERSITY http://www.jacksons-camping.co.uk/kidstuff/garden-games/images/giant-jenga.jpg

3. WHAT DOES IT MEAN? REMEMBER! Everything is connected. BIODIVERSITY is a measure of the __________ of an ecosystem. _______ DIVERSITY = BETTER Image from: Pearson Education Inc, publishing as Pearson Prentice Hall ©2006 HEALTH MORE

4. THREATS TO BIODIVERSITY _______________________ ____________ _________________ ______________________ HABITAT DESTRUCTION Deforestation Fragmentation pollution Poaching & over hunting Invasive species

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

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

7. 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

8. 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 rainforest deforestation.

9. BIODIVERSITY THREAT Splitting a habitat into smaller disconnected pieces = _____________________ It results in small “islands” of natural area isolated from each other by crop land, pasture, pavement, or even barren land. Habitat fragmentation http://en.wikipedia.org/wiki/Habitat_fragmentation

10. 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

11. BIODIVERSITY THREAT One of most important threats to biodiversity come from apparently harmless plants or animals that humans transport into new habitats = ______________ species. New habitats don’t have ____________ and parasites that control the population in their native habitats, so invasive species populations _____________ rapidly. INVASIVE PREDATORS INCREASE

12. 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.

13. 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 soil___________ 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 erosion extinction

14. 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 Zebra mussels SOUTH DAKOTA

15. 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

16. 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 ___________________. LEAFY SPURGE South Dakota crowding grazing land

17. 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

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

19. Example: _____ was first modern insecticide It was cheap, stayed active for long time, and kills many different insects Used to control agriculture pests and disease carrying _______________ DDT http://www.michigan.gov/images/mosquito_65147_7.jpg MOSQUITOES

20. 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

21. 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 food chain tissues degrade

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

23. Go to Section: 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

24. 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 _____________________ fragile “threatened” http://image10.webshots.com/11/3/94/67/2146394670011493049pwlCDV_ph.jpg

25. In 1962, American biologist _______________ published the book,_____________ which told of DDT’s harmful effects. The book led to a large public outcry and eventually resulted in DDT being _________ in the United States in the 1970’s The book was one of the important events in the birth of the _________________________. Rachel Carson Silent Spring banned http://www.kimball.k12.sd.us/Heroes%20Web%20Page/Pictures/Rachel%20Carson.jpg environmental movement

26. 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 _________________. conservation relationships interacts ecosystem

27. 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 Captive breeding http://www.blackfootedferret.org/

28. 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 HOT SPOTS

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

30. 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.

31. 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

32. 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.

33. 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.

34. 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.

35. 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.

36. 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.

37. 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.

38. 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

39. 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.