Download CONSOLIDATION TASK Facing the Future – Impact of Humans

CONSOLIDATION TASK
Facing the Future – Impact of Humans
Teaching Notes:
Through a focus on a local environmental issue, students gain an understanding of the
environmental impact of human activity on sustainable ecosystems. Having identified an
issue of interest to them, each student completes several tasks demonstrating their
understanding and analysis of the issue chosen. Refer to BLM 1 for the Student Task.
They examine their issue/topic through research, critical reading, and peer discussions.
This culminating task also enables students to focus on how the activities and decisions
of other people affect them, and how their activities and decisions may affect others.
Much of the work of this task relies on the understanding of basic concepts of the
dynamic nature of ecosystems. They will be encouraged to further develop their
research and communication skills.
Connections can be made with concepts of sustainability and ecological footprint
introduced in grade 9 Geography.
Planning Notes:
 The basis for this task was begun with the Minds On Activities. These activities
introduce critical thinking and assist students in preparing a list including local and
regional issues that involve the impact that human activities have had on sustainable
ecosystems.
 Determine which local community projects have environmental significance and
relate to the issues students have identified.
 This task involves several activities and is ongoing, requiring several research/work
periods. These can be full periods or 30-minute focused sessions in either the library,
in class, or on the computer.
 Teachers will need to continue to monitor student progress; a checklist is included to
assist you.
 Teachers may also need to provide assistance by narrowing the topics and directing
student work. The teacher should encourage choice of topics/issues which are
consistent with student ability, as some of these issues are quite complex.
 There are many different formats for students to choose from; exemplars may be
shown or modeled during the course/unit (e.g., introduce the Venn diagram when
comparing terrestrial and aquatic ecosystems).
 Like ordering dinner, teachers may choose to make the dessert optional!
Related Skills:
 Ability to assess bias in material presented
 Ability to identify information from media related to a specific scientific topic
 Ability to summarize information from a variety of resources
 Ability to choose modes of presentation that are suited to individual strengths
Assessment and Evaluation:
A variety of assessment tasks can be used; included is a Research Checklist. See
BLM 2
.
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BLM 1
FACING THE FUTURE – IMPACT OF HUMANS
Humans, like all species, exploit their surroundings for the resources they need to
survive. Our current exploitation of the world, however, is greater than those of most
species. Unlike other species, humans are able to affect entire regions; our technology
has progressed to the point where we can level mountains and control the flow of rivers,
something that was simply impossible a relatively short while ago. We can now modify
our world relatively easily and quickly.
Our skyrocketing population also impacts the earth. It is estimated that the world's
population reached one billion (109) in 1804. By 1927, it was two billion, and it was three
billion by 1960. It is currently over six billion, and estimates for the year 2050 are for a
global population of just under nine billion. With so many people, even minor activities
will have major impact on natural ecosystems.
Finally, consider human consumption habits. Rich nations, like Canada, consume more
resources and generate more and more waste.
It is not always easy to pin the blame for deterioration of natural ecosystems on any one
cause. Human presence in the Great Lakes ecosystem is a good example of this. The
Great Lakes drain 20% of the world's freshwater. Despite their significant size, the
biodiversity of the Great Lakes ecosystem is threatened for a number of reasons. Forty
percent of the population of Canada lives along the Quebec-Windsor corridor (which
divides the watershed), and the greatest density of industrial activity in North America is
concentrated along the shores of Lakes Michigan, Huron, Erie, and Ontario, which has
led to large-scale pollution of water, air, and soil. The Great Lakes have also been
overfished for many decades. Both pollution and overfishing have had a negative impact
on the availability of suitable fish habitat, even in areas that are unpolluted enough for
aquatic life to thrive in. Additionally, the introduction of exotic species, both
unintentionally, as a result of increased international traffic in the waters, and
intentionally, to boost sport fishing, has destroyed many native populations of aquatic
organisms. Of the 12 or 13 distinct populations of lake trout that were native to Lake
Superior, only 2 or 3 remain. This example illustrates how difficult it is to isolate the
different stresses on a system and to pinpoint one singular cause of the decline in
biodiversity of the Great Lakes.
Knowing how important diverse ecosystems are and that our activities are having
negative affects upon it leads to the inescapable conclusion that it must be protected.
Agreeing that it needs to be protected is simple enough, but deciding how to protect it
and what to protect is much more complicated.
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In this assignment, you will analyze the impact of human activities on our local
ecosystems.
Procedure:
1. Choose a topic from the list below or one that impacts your local community.
2. Conduct initial research to become aware of the impact humans have on
ecosystems.
3. Read the Dinner Menu Activity. Choose your Entrée and Side Dishes.
4. Complete the menu.
Topics:
1.
2.
3.
4.
5.
6.
7.
8.
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10.
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12.
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Garbage dumps
Use of pesticides
Use of fertilizers
Building of dams
Overfishing
Stocking lakes with fish
Building highways
Introduction of exotic species
Planting non-native species
Deforestation
Urban sprawl
Hunting
Other???? ___________
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BIODINNER MENU
APPETIZER – Everyone
Describe the limiting factors of ecosystems and how these
factors affect the carrying capacity of an ecosystem. (150 word
max.)
5 marks
ENTRÉE – Choose ONE
What local/municipal or provincial initiative or legislation has the
greatest impact on addressing this issue? (150 word max.)
10 marks
SIDE DISH – Select TWO







Find an article describing the impact of the issue chosen and
write a review of it.
Create a Venn diagram about your topic comparing the
risks/benefits.
Create a Plus Minus chart about your topic comparing the
risks/benefits.
Draw a picture or create a photo essay that illustrates the topic chosen.
Write a poem or a letter to the editor that defines the key issues in the topic
chosen.
Design and build a “cube” that describes the key issues of the topic chosen.
Write, conduct, and analyze an opinion poll for your peers concerning your topic.
(min. 10 questions & 10 responses)
8 marks each
DESSERT
Create a 5W’s chart summarizing what you learned about your topic.
(what is it, who is involved, who is affected, w ?, w?)
5 marks
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BLM 2
CULMINATING TASK CHECKLIST
Topic:
Student Name:
Does your research
include?
Description of the limiting
factors of ecosystems
Teacher comments
Peer review
(optional)
Your comments
Description of how
limiting factors affect the
carrying capacity of an
ecosystem
-
Define and describe your
chosen issue
- how human action has
impacted natural
ecosystem
- impact on producers?
- impact on consumers?
Important supporting
facts
e.g., impact on local
economy? farming?
List and describe details
of how communities are
trying to deal with the
impact
List and describe any
legislation addressing the
issue
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