HUMAN IMPACT on the BIOSPHERE Chapter 6-3 BIODIVERSITY

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1 HUMAN IMPACT on the BIOSPHERE Chapter 6-3 BIODIVERSITY

2 The sum of the genetically based variety of all the organisms in the BIODIVERSITY biosphere = Biodiversity gives stability to the ecosystems that we are so dependent on, enhances their, productivity and provides an important source of new, food, medicine and other. products

3 THREATS TO BIODIVERSITY HABITAT DESTRUCTION Deforestation Fragmentation pollution Invasive species Poaching & over hunting

4 BIODIVERSITY THREAT Development of natural areas for cities or agriculture results in habitat destruction

5 BIODIVERSITY THREAT Tropical rainforests are disappearing at a rate of about 80 acres per minute (1.5 acres/second!)

6 BIODIVERSITY THREAT Changes in Brazilian rainforest over 30 years! The tropical rainforests once covered more than 14% of the earth's total land surface, but now cover less than 6%.

7 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 rainforest deforestation.

8 BIODIVERSITY THREAT Splitting a habitat into smaller disconnected pieces = Habitat fragmentation It results in small islands of natural area isolated from each other by crop land, pasture, pavement, or even barren land.

9 BIODIVERSITY THREAT Habitat fragmentation brings wildlife in more frequent contact with humans. When it comes down to us or them... they usually lose.

10 BIODIVERSITY THREAT One of most important threats to biodiversity come from apparently harmless plants or animals that humans transport into new habitats = INVASIVE SPECIES PREDATORS New habitats don t have and parasites that control the population in their native habitats, so invasive species populations INCREASE rapidly.

11 EXAMPLES OF INVASIVE SPECIES 24 rabbits turned loose for hunting in 1859 in Australia, reproduced at such a rapid rate they have taken over the continent. Within 10 years they had multiplied so rapidly, 2 million rabbits a year could be shot or trapped without any noticeable effect on population.

12 EXAMPLES OF INVASIVE SPECIES They are believed to be responsible for the extinction of 1/8 of the mammal species, unknown numbers of plant species, as well as serious soil erosion. problems. It is still a major problem and rabbit diseases have been purposely introduced to try to control the population.

13 EXAMPLES OF INVASIVE SPECIES Zebra mussels 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 WISCONSIN and into Canada.

14 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 Latest Threat.

15 EXAMPLES OF INVASIVE SPECIES Garlic Mustard is a rapidly spreading woodland weed that is displacing native woodland wildflowers in Wisconsin. It dominates the forest floor and can displace most native herbaceous species within ten years. This plant is a major threat to the survival of Wisconsin's woodland herbaceous flora and the wildlife that depend on it. (DNR Link)

16 BIODIVERSITY THREAT The addition of pollutants = harmful materials that can enter the biosphere through land, water or air can also threaten biodiversity.

17 Example: DDT 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 MOSQUITOES

18 When DDT was sprayed, it drained into rivers and streams at LOW concentrations.

19 DDT in the environment gets into organisms through the, food chain is stored in, tissues and doesn t. degrade

20 BIOLOGICAL MAGNIFICATION = the concentration of a harmful substance as increases it passes to organisms at levels higher trophic 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

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

22 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 fragile shells so eggs would break when sat on. American Bald Eagle was declared endangered in It has since been reclassified as threatened

23 In 1962, American biologist Rachel Carson published the book, Silent Spring which told of DDT s harmful effects. The book led to a large public outcry and eventually resulted in DDT being banned in the United States in the 1970 s The book was one of the important events in the birth of the. environmental movement

24 WHAT DOES IT MEAN? REMEMBER! Everything is connected. BIODIVERSITY is a measure of the HEALTH of an ecosystem. MORE DIVERSITY = BETTER

25 CONSERVING BIODIVERSITY Wise management of natural resources = conservation Protecting endangered species requires detailed information about ecological relationships We can t protect a species without understanding how it interacts with the. ecosystem

26 CONSERVING BIODIVERSITY Examples of efforts to keep a species from becoming extinct: Captive breeding (raised and protected in zoos until population is stable, then returned to wild

27 CONSERVING BIODIVERSITY Today conservation efforts focus on protecting entire ecosystems not just individual species HOT SPOTS = are places that are MOST endangered

28 WHAT CAN BE DONE? 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

29 CORE SCIENCE STANDARDS NATURE OF SCIENCE: Indicator 1: Understand the nature and origin of scientific knowledge 9-12.N.1.1. Students are able to evaluate a scientific discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations Recognize scientific knowledge is not merely a set of static facts but is dynamic and affords the best current explanations. Discuss how progress in science can be affected by social issues.

30 CORE SCIENCE STANDARDS NATURE OF SCIENCE: Indicator 1: Understand the nature and origin of scientific knowledge 9-12.N.1.2. Students are able to describe the role of observation and evidence in the development and modification of hypotheses, theories, and laws. Recognize and analyze alternative explanations and models. Evaluate the scientific accuracy of information relevant to a specific issue

31 CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment 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

32 CORE SCIENCE STANDARDS EARTH SCIENCE: Indicator 1: Analyze the various structures and processes of the Earth system 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

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

34 ADVANCED SCIENCE STANDARDS LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment 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

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

36 Core High School Nature of Science Performance Descriptors High school students performing at the ADVANCED level: High school students performing at the PROFICIENT level: High school students performing at the BASIC level: given a scientific discovery, evaluate how different societal, cultural, and personal beliefs influenced the investigation and its interpretation; given a scientific discovery narrative, determine and describe how societal, cultural, and personal beliefs influenced the investigation and its interpretation; 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.

37 Core High School Life/Earth Science Performance Descriptors High school students performing at the ADVANCED level: High school students performing at the PROFICIENT level: High school students performing at the BASIC level: predict the effect of an interruption in a given cycles; predict how human activity may change the land, ocean, and atmosphere of Earth. 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 describe one factor that may affect global climate; give an example of human activity that changes the land, ocean, or atmosphere of Earth

38 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: High school students performing at the BASIC 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 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.