human impact on the biosphere chapter 6-4 charting a course for the future
TRANSCRIPT
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HUMAN IMPACT on the BIOSPHERE
Chapter 6-4
Charting a course for the Future
http://www.claybennett.com/pages2/mistletoe.html
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ENVIRONMENTAL PROBLEMS___________________
___________________
___________________
___________________
___________________
ACID RAIN
http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg
OZONE DEPLETION
DEAD ZONES
GLOBAL WARMING
WASTE
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DEAD ZONES
When an ecosystem receives a LARGE inputof limiting nutrient (ie., fertilizer runoff) thepopulation increases dramatically = ___________
REMEMBER !
ALGAL BLOOM
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Gulf of Mexico Dead Zone
http://www.ncat.org/nutrients/hypoxia/hypoxia.html
The DEADZONE forms each April, generally grows throughout the summer, reaching a peak in late July.
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Gulf of Mexico Dead Zone
At its peak, the nearly lifeless water can span 5,000 to 8,000-plus square miles, an area almost the size of New Jersey
http://serc.carleton.edu/microbelife/topics/deadzone/index.html
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DEAD ZONESHow do we HELP?
•Use modern technology and “green” farming methods to:
•Decrease agricultural fertilizer use
• Decrease runoff of agricultural waste
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Our atmosphere between
20-50 km contains
high concentrations
of ____________
which protect us from
the sun’s harmful
______________ radiation.
OZONE LAYER
ultra-violet
http://pubweb.bnl.gov/users/xujun/www/bnl/ozone_layer_1.gif
OZONE (O3)
http://www.planetguide.net/book/chapter_5/ozone_layer.html
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EFFECTS OF UV RADIATION
Click here to see a movie about the effects of UV radiation
WMV, 618K
__________________________________
________________________ of skin
__________________________________
Reduces ________________
Disrupts __________________ in oceans
Skin cancer
Cataracts/blindness
Premature aging
crop yield
food chains
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WHAT WE KNOW
Scientists have been
monitoring the ____________
of ozone in our atmosphere
and have discovered
a hole in the ozone layer
over ____________.
depletion
Antarctica
http://ozonewatch.gsfc.nasa.gov/facts/hole.html
Click here to see a movie about the ozone hole
WMV, 616K
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The annual ozone "hole“ over Antarctica hasoccurred during the Antarctic Spring (October)since the early 1980s.
Rather than being an actual hole through the layer, the ozone hole is a large area with extremely low amounts of ozone. Ozone levels fall by over 60% during the worst years.
http://ozonewatch.gsfc.nasa.gov/facts/hole.html
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Ozone depletion is a global issue NOTjust a problem at the South Pole.
Research has shown that ozone depletionalso occurs over North America, Europe,Asia, and much of Africa, Australia, andSouth America.
Over the U.S., ozone levels have fallen 5-10%, depending on the season.
http://home.casema.nl/daveduijn/globe2.gif
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What’s the cause of Ozone Depletion?
Chlorofluorocarbon
molecules _______
released from
air conditioners,
aerosol spray cans,
fire extinguishers,
and industry
________________destroy ozone
http://www.atm.ch.cam.ac.uk/tour/part3.html
(CFC’s)
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HOW DO WE HELP?
1987- the _______________________ committed signing nations (including USA) to a ____________ in the use of CFCs and other ozone-depleting substances.
CFC production was _________ after 1995 in the developed countries, and later in developing countries. Today, over 180 countries have ratified the treaty.
OZONE DEPLETION
MONTREAL PROTOCOL
REDUCTION
banned
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_____________spray cans no longer contain CFC propellants.
Gases in ___________________and _____________ are collected and recycled.
THAT’S WHY . . .AEROSOL
AIR CONDITIONERS
http://www.roundrocktexas.gov/images/spray_cans_large.jpg
refrigerators
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OZONE DEPLETIONHow do we help?
We can't make enough ozone to replace what's been destroyed, but provided that we stop producing ozone-depleting substances, computer models predict natural ozone production reactions should return the ozone layer to normal levels by about 2050.
This is the first example of different countries getting together on an environmental issue, agreeing on what to do, doing something, and seeing a positive effect
http://www.gifs.net/image/Words/Wow/Wow_rotates/4031
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Emissions to AtmosphereNitrogen oxidesSulfur dioxide
Chemical TransformationNitric acid
Sulfuric acid
PrecipitationAcid rain, fog,snow, and mist
Dry Fallout
Condensation
particulates, gases
Industry Transportation Ore smelting Power generation
ACID RAIN
What’s the cause?________________________BURNING FOSSIL FUELS
Releases _______________ and ________________ into the atmosphere that react with water toproduce ACID RAIN.
Sulfur oxidesNitrogen oxides
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http://www.robl.w1.com/Pix/C900991.jpghttp://www.geocities.com/kamil_pollutionpage/AcidRain.htm
http://www.scienceacross.org/media/samplingforacidrainNOAAedSAW.jpg
http://www.abc.net.au/quantum/scripts99/9905/img/asthma.jpg
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ACID RAIN EFFECTS• damages buildings and statues• damages forests• kills fish• reduces biodiversity• causes illness & premature death
from heart & lung disorders like asthma and bronchitis
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HOW DO WE HELP?Develop a National energy policy that emphasizes use of alternative renewable energy sources
Cut down on activities that use fossil fuelsconserve electricitydrive less
Drive automobiles with increased fuel efficiency OR run on alternative fuels
ACID RAIN
Recycle (uses less energy than starting from scratch)
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GREENHOUSE EFFECTTemperatures of Earth remain within a range
______________ because the _____________
acts as a natural _________________ blanket.
atmosphere
http://wwwstatic.bayareawritingproject.org/images/bawp41/earthAtmosphereIMG.gif
suitable for life
insulating
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GREENHOUSE EFFECTAtmospheric gases such as
___________________
___________________
___________________
___________________
NORMALLY trap heat
energy from the sun
like a greenhouse
= _____________________
Carbon dioxide (CO2 )
http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg
Greenhouse effect
methane water vaporCFC’s
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GLOBAL WARMING- Is it real?
Some people say that the Earth hascycles of warmer/cooler climate change and that this is just part of that cycle.
Most scientists believe that the increase inglobal temperatures is the result of humanactivities that have increased the amount ofCO2 and other greenhouse gases in theatmosphere
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In 2007 in Paris a U.N.- backed panel of international scientists issued a major announcement on climate change stating that:
1. "warming of the climate system
is unequivocal“2. There is a 90% probability the cause “man- made”.
Either way… our planet is getting warmer!
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Global mean surface temperatures have increased 0.5-1.0°F since the late 19th century.
The 20th century's ten warmest years have occurred in the last 15 years of this century.
FACTS WE KNOW
http://content.answers.com/main/content/wp/en/thumb/8/87/280px-Instrumental_Temperature_Record.png
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The snow cover in the Northern Hemisphere and floating ice in the Arctic Ocean have decreased.
FACTS WE KNOW
Graph & glacier pix: http://nsidc.org/sotc/glacier_balance.html polar bears: http://www.metro.co.uk/news/article.html?in_article_id=35720&in_page_id=34
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FACTS WE KNOW
Greenhouse gases in the atmosphere have
increased steadily.
http://en.wikipedia.org/wiki/Image:Major_greenhouse_gas_trends.png
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WHAT’S the CAUSE? • Burning solid waste, fossil fuels
(oil, natural gas, and coal), wood and wood products
• Production and transport of fossil fuels
•Decomposition of organic wastes in landfills
• Animal sources (methane)
•Deforestation(trees remove CO2 from atmosphere)
GLOBAL WARMING
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We’re freezing here in S.D.!
What’s so bad about warming up a little?
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What’s so bad about warming up a little?
Coastal flooding
Cartoon from Brookings Register
http://healthandenergy.com/images/global2.gif
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What’s so bad about warming up a little?
http://zfacts.com/metaPage/lib/Atlantic_conveyor.jpg
Changes in Gulf Stream
http://www.claybennett.com/pages/ocean_temps.html
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What’s so bad about warming up a little?
More severe stormshttp://i.a.cnn.net/cnn/2005/WEATHER/08/25/tropical.storm/story.katrina.915p.jpg
http://en.wikipedia.org/wiki/Hurricane_Katrina
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What’s so bad about warming up a little?
Weather extremes
Brookings Register
http://www.cactus-art.biz/note-book/Dictionary/aaa_Dictionary_pictures/drought.jpg
Heat waves and drought
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What’s so bad about warming up a little?
Changing habitats meansloss of species
http://www.metro.co.uk/news/article.html?in_article_id=35720&in_page_id=34
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What’s the Kyoto Accord got to do with it?
The Kyoto Accord is an agreement, aimed at
reducing global warming that asks
participants to __________ their ________________ emissions to a percentage of their 1990
emission levels _____________.
REDUCE
GREENHOUSE GAS
by 2012
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PROBLEMS WITH the KYOTO ACCORD
(The US has not ratified this agreement)In 1998-Clinton administration signs the Kyoto
Accord committing the United States to a 7% reduction in carbon dioxide and other greenhouse gas emissions from 1990 emissions levels, to be achieved between the years 2008 and 2012.
2001- Bush administration withdrew the U.S. signature, claiming that the treaty was "fatally flawed".
2008- Australia (last major nation hold out) signed160 nations have now agreed (not US)
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PROBLEMS WITH the KYOTO ACCORD
ALL countries not required to reduce emissions equally7% for the US, 6% for Japan, 0% for Russia,
Developing nations don’t have to reduce emissions at allIndia and China, which have ratified the protocol, are not required to reduce carbon emissions under the present agreement despite their relatively large populations.
Developed nations (like USA) can meet required reductions bypurchasing emission reductions from elsewhere and fundingdeveloping countries for climate related studies, projects, andtechnology
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KYOTO is “OLD NEWS”!Standards set by Kyoto will expire in 2012.
United Nations Meeting on Climate Change
Met in December 2009 - Copenhagen, Denmark
http://unfccc.int/meetings/items/2654.php
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Current Status• OBJECTIVE: to keep the maximum temperature rise
to below 2 degrees Celsius;
• the commitment to list developed country emission reduction targets and mitigation action by developing countries for 2020;
• Proposed $ 30 billion short-term funding for immediate action till 2012 and $100 billion annually by 2020 in long-term financing (still needs to be approved by countries)
• The challenge now is to turn what is agreed into something that is legally binding in Mexico one year from now.
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What is a CARBON FOOTPRINT?
A ____________________ =
the total set of GHG (greenhouse gas) emissions caused directly and indirectly by an individual, organization, event or product
CARBON FOOTPRINT
http://www.gifanimations.com/animation/MenuSelection/1/56
http://www.nature.org/initiatives/climatechange/calculator/
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The US is no longer the #1 CO2 emitter
http://www.chrismadden.co.uk/eco/china-carbon-footprint.html
but . . . we contribute to the problem.
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Even if you don’t “believe” in global warming . . .
Even if countries can’t agree on emission levels …
we should still work to reduce our emissions of global warming gases BECAUSE . . .
http://matadornetwork.cachefly.net/bravenewtraveler.com/docs//wp-content/images/posts/20080418-planet.jpg
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THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
http://www.inkcinct.com.au/Web/CARTOONS/2005/2005-379C--last-fossil-fuel.gif
Fossil fuels are a limited resource… eventually they will be gone!
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THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
http://healthandenergy.com/global_warming_cartoons.htm
Our supply of fossil fuels is dependent on countries that are not “friendly” to the U.S.
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THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
Brookings Register
Drilling for and transporting fossil fuels has negative environmental consequences
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THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
Brookings Register
Drilling and transporting fossil fuels has negative environmental consequences
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THINGS WE DO TO “FIX GLOBAL WARMING”
make sense anyway!
Innovation and alternative energy technologies for automobiles and power generation are good for our economy
Images from: http://www.cartoonstock.com/directory/R/Renewable_energy.asp
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HOW DO WE HELP?
Cut down on CO2 emissions (with or without the Kyoto accord)
Develop a National energy policy that emphasizes use of alternative renewable energy sources
Cut down on activities that use fossil fuels
Drive automobiles with increased fuel efficiency OR run on alternative fuels
GLOBAL WARMING
Recycle (uses less energy than starting from scratch)Reduce deforestation (plants use CO2)
Watch your carbon footprint
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WHAT DO WE DO WITH OUR TRASH?
According to the Environmental Protection Agency, the average American produces about 4.4 pounds of garbage a day.
That adds up to a approximately 220 million tons of garbage each year for all of us.
This only takes into consideration the average household member and does not count industrial waste or commercial trash.
http://blog.lib.umn.edu/stau0156/architecture/garbage%20can.jpg
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PICTURE THIS:
It would bury more than 990,000 football fields under six-foot high piles of waste..
http://www.wisegeek.com/how-much-garbage-does-a-person-create-in-one-year.htm
http://wchs.warren.k12.in.us/athletics/Pictures/FOOTBALL%20STADIUM%20&%20PRESSBOX_gif.jpg
. . . and that’s just the United States!
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TRASH KILLS
http://lh4.ggpht.com/abramsv/SBAxRydox-I/AAAAAAAAPOs/IWuOgznte9Q/fish_story_003.jpghttp://www.mindfully.org/Plastic/Ocean/Sea-Plastic-LN-PG5oct05.htmhttp://saveourshores.org/files/md/Distorted-Turtle.jpg
It has been estimated that over a million sea-birds and 100,000 marine mammals and sea turtles are killed each year by ingestion of plastics or entanglement.
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http://lowcarbonhome.info/wp-content/uploads/2008/05/plastic-garbageii.jpg
PLASTIC IS MADE FROM FOSSIL FUELS!
PLASTIC IS FOREVER!
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PACIFIC OCEAN GARBAGE GYRE
• See a video
http://earthfirst.com/wp-content/uploads/2009/01/floating-trash.jpg
Covers an area twice the size of TEXAS
Estimated to contain over 100 million tons of debris
http://www.jadedthea.com/images/PacificGyre.gif
http://www.youtube.com/watch?v=Lt-MivNezes&NR=1
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We Can’t Just Keep Piling it up in Landfills
We have to:
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REDUCE, REUSE, RECYCLE
Plastic recycling video
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QUOTES
This we know... the earth does not belong to man,man belongs to earth. All things are connected,like the blood which connects one family.
Whatever befalls the earth befalls the children ofthe earth. Man did not weave the web of life –he is merely a strand in it. Whatever he does tothe web, he does to himself.
~ Chief Seattle, 1854
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If you want to see an endangered species, get up and look in the mirror.
~ John Young, former Apollo astronaut
A true conservationist is a man who knows that the world is not given by his fathers,but borrowed from his children.
~ John James Audubon, 1785 - 1851
It's not easy being green.~ Kermit the Frog
Unless someone like you cares a whole awful lot, Nothing is going to get better. It's not. ~ Dr. Seuss, The Lorax
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WE NEED TO START CONSIDERING THE EFFECTS ON OUR PLANET WHEN WE MAKE DECISIONS!
http://www.claybennett.com/pages/earth_d5.html
http://www.chrismadden.co.uk/eco/hourglass.html
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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.
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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
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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 activityResponse to external stimuli
LIFE SCIENCE:Indicator 3: Analyze how organisms are linked to one another and the environment.
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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.
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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.
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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.
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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.
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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.
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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
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Core High School Technology, Environment, Society
Performance DescriptorsHigh 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.
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SOURCES
http://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us
http://mff.dsisd.net/Environment/Cycles.htm
http://www.animation-station.com/smileys/index.php?page=17
http://www.hindu.com/mp/2006/02/06/images/2006020601090301.jpg
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SOURCES
http://www.oldetimecooking.com/Images/Fruits/Apple.jpg
http://vilenski.org/science/safari/classifyall/eukaryotic.html
http://dustconnection.com/images/stories/cleaning_bucket_sm.jpg