* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download lesson 1 materials
Solar radiation management wikipedia , lookup
Global warming wikipedia , lookup
Effects of global warming on human health wikipedia , lookup
Effects of global warming on humans wikipedia , lookup
Attribution of recent climate change wikipedia , lookup
Scientific opinion on climate change wikipedia , lookup
Surveys of scientists' views on climate change wikipedia , lookup
Climate change, industry and society wikipedia , lookup
Politics of global warming wikipedia , lookup
Climate change and poverty wikipedia , lookup
IPCC Fourth Assessment Report wikipedia , lookup
Climate change feedback wikipedia , lookup
Climate change in Tuvalu wikipedia , lookup
Physical impacts of climate change wikipedia , lookup
6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 Graphic Organizer Using the Environment Human Environment Interaction Adapting to the Environment Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Modifying the Environment Page 1 of 25 December 19, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 Big Idea Card Big Ideas of Lesson 1, Unit 5 • Human-environment interaction is one of the five themes of geography. • Under the theme of human-environment interaction, geographers investigate how people use, adapt to, and modify the environment. • Human-environment interactions take place at all spatial scales from the local to the global. • Global problems such as climate change, deforestation, pollution, and resource depletion can be investigated through the geographic theme of humanenvironment interaction. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 2 of 25 December 19, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 Word Cards 1 cultural adaptation 2 cultural landscape patterns of behavior that enable a culture to cope with its surroundings or when an individual modifies his/her customs to fit in to a particular culture Example: Cultural adaptation is reflected in the types of housing people use because of their surroundings or when individuals change their clothing to fit in with a different culture. the visible features of an area of land as modified by humans showing the imprint of a cultural group Example: Buildings, bridges, cell towers, and other human features make up cultural landscapes. (SS060501) (SS060501) 3 human-environment interaction the geographic theme that explores how people use, adapt to, and modify the environment. Example: Human/environment interaction can be used to explain what caused the drying of the Aral Sea. (SS060501) Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 3 of 25 December 19, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 Reviewing Human-Environment Interaction Using the Environment Modifying the Environment Our Community Michigan The United States The World Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 4 of 25 December 19, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 PowerPoint Notes page 1 1. Describe what you see in this photograph (SLIDE 2) 2. Where do you think this place is? (SLIDE 2) 3. What do you think caused the Aral Sea to shrink? (SLIDE 4) 4. On what continent is the Aral Sea? ______________________________ (SLIDE 5) 5. In what country or countries is the Aral Sea? (SLIDE 5) 6. How might the fact that the Aral Sea is shared by two countries make it challenging to solve the problem of the drying up of the sea? (SLIDE 5) 7. Describe what is happening to the Aral Sea between 2000 and 2009 (SLIDES 6-15) 8. What might have caused the Aral Sea to have more water in 2010? (SLIDE 16) 9. What might have caused the Northern Aral Sea to have more water in 2006? (SLIDES 19 AND 20) Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 5 of 25 December 19, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 The Shrinking of the Aral Sea In the 1960s, the Soviet Union undertook a major water diversion project on the arid plains of Kazakhstan, Uzbekistan, and Turkmenistan. The region’s two major rivers, fed by snowmelt and precipitation in faraway mountains, were used to transform the desert into farms for cotton and other crops. Before the project, the Syr Darya and the Amu Darya rivers flowed down from the mountains, cut northwest through the Kyzylkum Desert, and finally pooled together in the lowest part of the basin. The lake they made, the Aral Sea, was once the fourth largest in the world. Although irrigation made the desert bloom, it devastated the Aral Sea. In 2000, the lake was already a fraction of what it was in 1960. The Northern Aral Sea (sometimes called the Small Aral Sea) had separated from the Southern (Large) Aral Sea. The Southern Aral Sea had split into eastern and Northern (Small) western lobes that remained tenuously connected at both ends. Aral Sea By 2001, the southern connection had been severed, and the shallower eastern part retreated rapidly over the next several years. Especially large retreats in the eastern lobe of the Southern Sea appear Southern (Large) Aral Sea to have occurred between 2005 and 2009, when drought limited and then cut off the flow of the Amu Darya. Aral Sea in 2000 As the lake dried up, fisheries and the communities that depended on them collapsed. The increasingly salty water became polluted with fertilizer and pesticides. The blowing dust from the exposed lakebed, contaminated with agricultural chemicals, became a public health hazard. The salty dust blew off the lakebed and settled onto fields, degrading the soil. Croplands had to be flushed with larger and larger volumes of river water. The loss of the moderating influence of such a large body of water made winters colder and summers hotter and drier. In a last-ditch effort to save some of the lake, Kazakhstan built a dam between the northern and southern parts of the Aral Sea. Completed in 2005, the dam was basically a death sentence for the southern Aral Sea, which was judged to be beyond saving. All of the water flowing into the desert basin from the Syr Darya now stays in the Northern Aral Sea. Between 2005 and 2006, the water levels in that part of the lake rebounded significantly and very small increases are visible throughout the rest of the time period. The differences in water color are due to changes in sediment. Aral Sea in 2012 Adapted from: Shrinking of the Aral Sea. Earth Observatory. NASA. 3 December 2013 <http://earthobservatory.nasa.gov/Features/WorldOfChange/aral_sea.php>. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 6 of 25 December 19, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 The Aral Sea Identifying Causes and Effects Cause Cause Drying Up of the Aral Sea Effect Effect Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Effect Effect Effect Effect Page 7 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 The Aral Sea Identifying Causes and Effects – Sample Answers Cause Cause Diversion of rivers for irrigation Drought Drying Up of the Aral Sea Effect Effect Effect Effect Effect Effect The fishing industry collapsed. Communities dependent on fishing collapsed. Water pollution Soil damage from salty dust Health problems from dust on the lakebed Local climate change Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 8 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 2004 This theme asked that we make a choice as to how we want to treat the Earth’s seas and oceans. Oceans cover 70 percent of the world´s surface and more than 90 percent of the world´s living biomass - from seaweed to blue whales - is found in the oceans. More than 3.5 billion people depend on the seas for their primary source of food. The numbers could double in 20 years. More than 70 percent of the world´s marine fisheries are fished up to or beyond their sustainable limit. Stocks of fish such as tuna, cod, swordfish and marlin have declined by up to 90 percent in the past century. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 9 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 2005 When roads and buildings replace natural land cover, urban air temperatures can exceed those of the surrounding countryside by as much as 41ºF (5ºC). Creation or preservation of green spaces in cities can lessen this so-called heat-island effect. Green areas in urban settings also produce oxygen, absorb carbon dioxide, and enhance air quality; provide storm water control; and provide habitat for urban wildlife. Well-managed urban settlements can support growing urban populations by limiting their impact on the environment and improving their health. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 10 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 2006 This theme emphasized the importance of protecting drylands, which cover more than 40% of the planet’s land area. This ecosystem is home to one-third of the world’s people. Desertification is defined by the UN Convention to Combat Desertification as “land degradation in arid, semi-arid and dry sub-humid areas resulting from various factors, including climatic variations and human activities.” Land degradation in dry lands is defined as the reduction or loss of the biological or economic productivity of dry lands. It affects one third of the Earth’s surface and more than 1 billion people. The consequences of desertification and drought include food insecurity, famine and poverty. The ensuing social, economic, and political tensions can create conflicts, cause more impoverishment, and further increase land degradation. Growing desertification worldwide threatens to increase by millions the number of poor forced to seek new homes and livelihoods. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 11 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 2007 The futures of hundreds of millions of people across the world will be affected by declines in snow cover, sea ice, glaciers, permafrost, and lake ice. Effects are likely to include significant changes in the availability of water supplies for drinking and agriculture. Additionally, rising sea levels may affect low lying coasts and islands. An estimated 40 percent of the world's population could be affected by loss of snow and glaciers on the mountains of Asia. Similar challenges are facing countries, communities, farmers, and power generators in the Alps to the Andes and the Pyrenees. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 12 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 2008 Kick the Habit! Towards a Low Carbon Economy Recognizing that climate change was becoming the defining issue of our era, this theme asked countries, companies, and communities to focus on greenhouse gas emissions and how to reduce them. The World Environment Day in 2008 highlighted resources and initiatives that promoted low carbon economies and life-styles, such as improved energy efficiency, alternative energy sources, forest conservation, and eco-friendly consumption. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 13 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 2009 Climate change will affect many aspects of the environment. Globally, there will be more extreme weather including drought, flooding, disruption and destruction of plant and animal species, the spread of diseases and other natural disasters. These consequences make the issue of climate change a major concern to all. Halting climate change will require a commitment from everyone because humans are causing the damage. Green technologies and habits should replace carbon emitting, fuel-guzzling practices. Responsible use of water, energy, and recycling on the part of individuals can go a long way in saving our future from catastrophes and devastation. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 14 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 2010 This theme echoed the urgent call to conserve the diversity of life on our planet. A world without biodiversity is a very bleak prospect. Millions of people and millions of species all share the same planet, and only together can we enjoy a safer and more prosperous future. A total of 17,291 species are known to be threatened with extinction – from little-known plants and insects to charismatic birds and mammals. This is just the tip of the iceberg; many species disappear before they are even discovered. The reason? Human activities. With our present approach to development, we have caused the clearing of much of the original forest, drained half of the world’s wetlands, depleted three quarters of all fish stocks, and emitted enough heat-trapping gases to keep our planet warming for centuries to come. We have put our foot on the accelerator, making species extinctions occur at up to 1000 times the natural rate. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 15 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 2011 Forests cover one third of the earth's land mass, performing vital functions and services around the world which make our planet alive with possibilities. In fact, 1.6 billion people depend on forests for their livelihoods. They play a key role in our battle against climate change, releasing oxygen into the atmosphere while storing carbon dioxide. Forests feed our rivers and are essential to supplying the water for nearly 50% of our largest cities. They create and maintain soil fertility. They help to regulate the often devastating impact of storms, floods and fires. Forests are home to more than half of the terrestrial species of animals, plants and insects. They are the green lungs of the earth, vital to the survival of people everywhere - all seven billion of us. Moreover, they embody so much of what is good and strong in our lives. Yet despite all of these priceless ecological, economic, social and health benefits, we are destroying the very forests we need to live and breathe. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 16 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 2012 There were two components to this theme. The first tackled the subject of the Green Economy. The UN Environment Programme defines the Green Economy as one that results in improved human well-being and social equity, while significantly reducing environmental risks and ecological scarcities. In its simplest expression, a green economy can be thought of as one which is low carbon, resource efficient and socially inclusive. The second part of the theme questioned what this all meant for individuals. The idea was if the Green Economy is about social equity and inclusiveness then technically it is all about you! The question therefore asked one to find out more about the Green Economy and assess whether, in their country, they were being included in it. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 17 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 2013 This theme is an anti-food waste and food loss campaign. According to the UN Food and Agriculture Organization (FAO), every year 1.3 billion tons of food is wasted. This is equivalent to the same amount produced in the whole of sub-Saharan Africa. At the same time, 1 in every 7 people in the world go to bed hungry and more than 20,000 children under the age of 5 die daily from hunger. Given this enormous imbalance in lifestyles and the resultant devastating effects on the environment, the year’s theme – Think. Eat. Save – encouraged people to become more aware of the environmental impact of the food choices they make and empowers them to make informed decisions. While the planet is struggling to provide us with enough resources to sustain its 7 billion people, FAO estimates that a third of global food production is either wasted or lost. Food waste is an enormous drain on natural resources and a contributor to negative environmental impacts. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 18 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 Identifying Global Problems Relating to Human/Environment Interaction What global problem was the focus of the year? What is one reason it is a global problem? 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 19 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 Identifying Global Problems Relating to Human/Environment Interaction Sample Answers What global problem was the focus What is one reason it is a global problem? of the year? Ocean pollution More than 70 percent of the world´s marine fisheries are fished up to or beyond their sustainable limit. 2005 Loss of green space in cities When roads and buildings replace natural land cover, urban air temperatures can exceed those of the surrounding countryside by as much as 41ºF (5ºC). 2006 Desertification and other dry land issues The consequences of desertification and drought include food insecurity, famine and poverty. 2007 Effects that climate change was having on polar ecosystems and communities Climate change can cause rising sea levels that can affect low lying coasts and islands. 2008 Greenhouse gas emissions Greenhouse gas emissions have led to climate change. 2009 Climate change Globally, there will be more extreme weather including drought, flooding, disruption and destruction of plant and animal species. 2010 Biodiversity A total of 17,291 species are known to be threatened with extinction. 2011 Destruction of forests We need trees because they play a key role in our battle against climate change. 2012 How a Green Economy can help lower environmental risks We have a lot of environmental problems that could be reduced with a Green Economy. 2013 Food waste and food loss Every year 1.3 billion tons of food is wasted. 2004 Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 20 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 Analyzing Cartoons #1 Polar Bear Earth Day Cartoon. Political Humor. About.com. 15 April 2013 <http://politicalhumor.about.com/od/environment/ig/Environment-Cartoons/Polar-Bear-Earth-Day.05Pg.htm>. #2 Climate Change Cartoon. Mankind and Climate Change. Political Humor. About.com. 15 April 2013 <http://politicalhumor.about.com/od/globalwarming/ig/Global-Warming-Cartoons/Mankind-and-Climate-Change.0ywq.htm>. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 21 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 #3 Dithering on Climate Change. Political Humor. About.com. 15 April 2013 <http://politicalhumor.about.com/od/globalwarming/ig/Global-Warming-Cartoons/Dithering-on-Climate- #4 Global Warming Cartoon. Global Warming Myth. Political Humor. About.com. 15 April 2013 <http://politicalhumor.about.com/od/globalwarming/ig/Global-Warming-Cartoons/Global-Warming-Myth.05VG.htm>. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 22 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 Analyzing Cartoons Number What point is the cartoonist trying to make? Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 23 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction ROBERTA BONDAR My quiet epiphany took place as I floated in space far removed from the sounds, smells and tastes of Earth, touched only by the clothes on my body. My first view of the planet was, not surprisingly, over water, the sunlight reflecting from the glistening blue sheet of the Pacific Ocean, though I couldn’t hear the surf or taste the salt in the air. The light was piercing in its clarity with no atmosphere to soften the sun’s rays. The earth’s blue sky had been replaced by black, bordered by a thin band of fuzzy bright blue around the edge of the planet itself. SS060501 Lesson 1 Dr. Roberta Bondar — the first neurologist in space and Canada’s first woman astronaut — flew in the space shuttle in January 1992. For the next ten years she headed an international space medicine research team working with NASA to support two dozen missions on the space shuttle and the MIR space station and now has her own foundation which aims to inspire environmental learning through the art of photography. After observing the planet for eight days from space, I have a deeper interest and respect for the forces that shape our world. Each particle of soil, each plant and animal is special. I also marvel at the creativity and ingenuity of our own species, but wonder why we all cannot see that we create our future each day, and that our local actions affect the global community, today as well as for generations to come. From space, to see the planet without humans certainly can be disconcerting. But we must come back to Earth changed, for only when we are on its surface can we see precious plants, trusting animals, and delicate butterflies. Humans should show their respect and admiration rather than bring destruction and extinction. Because we have developed frightening technologies and evolved quickly into a resource-depleting species, we have the ultimate responsibility of protecting others from ourselves. We must understand that, though an integral part of the environment, we are observers and change-agents. We can induce and produce change in the environment, positively or negatively. Adapted from: Roberta Bondar. Our Planet: Global Commons – The planet we share. United Nations Environment Programme. Pp. 34-36. 3 December 2013 <http://www.unep.org/pdf/op_sept_2011/EN/OP-2011-09-EN-FULLVERSION.pdf>. Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 24 of 25 December 3, 2013 6th Grade Social Studies: World Geography and Global Issues Unit 5: Human/Environment Interaction SS060501 Lesson 1 Comprehending Text Explain the meaning of these vocabulary terms in your own words: epiphany particle disconcerting integral Explain the main idea of each of the paragraphs in the text selection: 1 2 3 4 What led Dr. Roberta Bondar to have the opinions she expresses in this text selection? Michigan Citizenship Collaborative Curriculum Copyright © 2010-2014 Oakland Schools Page 25 of 25 December 3, 2013