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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 . STAO/OTF2013 1 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. STAO/OTF2013 2 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. 9. 10. 11. 12. 13. STAO/OTF2013 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???? ___________ 3 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 STAO/OTF2013 4 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 STAO/OTF2013 5