MC	8^th Grade Integrated Science	Standard: 02
Objective: 03. Analyze human influence on the capacity of an environment to sustain living things.
ILO:

1. An article in the newspaper suggested human activity was responsible for a recent mudslide in your community. What kind of human activity is most likely to cause a mudslide?

a. humans planted grass seed there and watered it 15 minutes every day

b. humans took many trees off a slope to put in a ski run

c. humans found 8 attractive rocks there and removed them to decorate their yards

d. many humans walked on a trail that wound through the slope

2. How could local scientists gather useful evidence to determine the actual cause of the mudslide?

a. they could interview residents of the area and ask for specific events that happened before the slide

b. they could investigate other nearby mudslides to see what caused them

c. they could determine the pH of the soil on the slope and see how the pH affected wild life there

d. they could calculate the volume of mud that was displaced in the mudslide

Correct Answers:

1. b

2. a

MC	8^th Grade Integrated Science	Standard: 02
Objective: 03. Analyze human influence on the capacity of an environment to sustain living things.
ILO:

During very cold winters, deer often come down into the yards of homes built in the foothill areas of Utah. The deer can seriously damage trees there by eating the bark.

What could be done to solve this problem?

a. build 6 foot fences around the homesÕ yards

b. put up life size pictures of people in the yards to scare deer away

c. limit deer hunting in the area to preserve the herd

d. allow more deer hunting in the area to reduce herd size

Correct Answer: d

MC	8^th Grade Integrated Science	Standard: 02
Objective: 03. Analyze human influence on the capacity of an environment to sustain living things.
ILO:

1. A hypothesis can be written as an Òif-thenÓ statement. Many scientific investigations begin with a hypothesis. Suppose rural farmers in your community are having problems with wolves killing their sheep. The wolves normally eat rabbits, and rabbits eat wild grasses and shrubs. When there arenÕt enough rabbits, wolves move closer to ranches and take sheep. Which of these is the best hypothesis for finding a solution to this problem?

a. if the wolf population were increased, then the number of rabbits would decrease

b. if there were more sheep, then the wolf kills would increase

c. if there were fewer rabbits, then there would be fewer wolves around

d. if there were more rabbit food, then there would be more rabbits

2. It is not necessarily the best answer, but assume hypothesis ÒbÓ above is what you have decided to test. What is the independent variable?

a. number of sheep

b. number of wolves

c. number of sheep killed by wolves

d. number of plants available as rabbit food

3. Again assume hypothesis ÒbÓ above is what you decided to test. What is the dependent variable?

a. number of sheep

b. number of wolves

c. number of sheep killed by wolves

d. number of plants available as rabbit food

Correct Answers:

1. d

2. a

3. c

MC	8^th Grade Integrated Science	Standard: 02
Objective: 03. Analyze human influence on the capacity of an environment to sustain living things.
ILO:

Various environmental and governmental groups work hard to prevent certain animal and plant species from becoming extinct. What might be the most serious concern about allowing a species to become extinct?

a. other species may become fearful that they, too, may become extinct

b. we will miss seeing that particular species

c. it will disrupt the food web

d. we will regret not helping that species

Correct Answer: c

I	8^th Grade Integrated Science	Standard: 02
Objective: 03. Analyze human influence on the capacity of the environment to sustain living things.
ILO:

Read the following article:

Just by breathing, you add to the greenhouse effect!

As people burn wood, coal, oil and gasoline, carbon dioxide is released into the atmosphere. Like glass panes of a greenhouse, carbon dioxide molecules are transparent to sunlight, allowing it through to warm the Earth's surface. But when the Earth's surface is warmed, it gives off its heat, which the carbon dioxide will not let escape. As a result the Earth has average surface temperatures around 59 degrees F. If we did not have carbon dioxide, these temperatures would be between 40 and even 32 degrees (freezing!).

Other gases contribute to the Ògreenhouse effect.Ó Methane emitted by decay, ozone, and nitrogen oxides from automobiles are also important contributors to the effect. Another is the accelerating destruction of trees (logging) and other green ground cover (overgrazing). Green plants absorb carbon dioxide, which would reduce the greenhouse effect.

The greenhouse effect contributes to the planetary-wide phenomenon known as Global Warming. The major groups of scientist organized to study Global Warming, composed of scientists from many nations, have concluded that Global Warming (an increased average temperature of the planet) is real. The precise causes of the warming are not fully resolved.

In 1996, atmospheric scientists at a large meeting discussed the problem and agreed to adopt a policy statement warning the countries of the world that they needed to seriously consider taking steps to meet this challenge.

They warned that if steps are not taken, fertile farmland in the U.S. and Ukraine will become too dry to farm. Parts of Canada and the northern Soviet Union will become farmable. The Antarctic ice cap will melt. That would raise ocean levels worldwide as much as 5 feet. Florida and Louisiana will lose coastland and wetlands vital to ocean food chains.

As marginal lands are rendered uninhabitable because of diminishing water supplies, political conflicts will intensify. Poverty will spur further depletion of forests and topsoil hastening the effect, hordes of refugees will be forced to flee their homes. And yet, China plans to double its coal production and emissions in the next 15 years to spur economic development! Another concern is that as temperature and humidity climb, such parasitic and infectious tropical diseases as yellow fever, dengue fever, and malaria will migrate northward.

Answer the following questions in complete sentences:

1. How would you describe the attitudes of the writer of this article concerning the problem of Global Warming? Give an example to support your position.

2. From the article, what are three facts scientists have learned that support the theory of Global Warming?

3. What do scientists disagree on?

4. What evidence will be necessary to resolve the issue involved with Global Warming?

5. Would a scientist working for the Canadian Agriculture Department view Global Warming differently from a scientist in the U.S.? How?

6. What is the role of scientists in the Global Warming debate?

7. Name two other groups that will play a role in determining what steps countries will take to deal with Global Warming. What values will they use to determine their positions?

8. How are scientific data and interpretations determined to be accurate or reliable?

Ideal answers:

1. The writer of this article has accepted the inevitability of Global Warming and is trying to convince others to do the same. Use of dramatic language "hordes of refugees" and "just by breathing" is used to make the authorÕs point of view convincing.

2. Three facts that scientists use to support global warming are: light can pass through carbon dioxide, heat cannot travel well through carbon dioxide, methane, ozone and nitrogen oxides, removing green plants from the Earth reduces the ability to remove carbon dioxide from the air.

3. Scientists disagree about precise causes of Global Warming.

4. More precise data on the contributions of human causes versus natural causes.

5. A scientist with the Canadian Agriculture Dept. might think that global warming was a great thing. It could help Canadian Agriculture.

6. The role of scientists in this debate is to provide accurate data and predictions based on that data.

7. Group: Values:

politicians what is best for their country, reelection

environmentalists what is best for wildlife, pollution control

doctors control of human disease of top importance, development

of vaccine and treatments

citizens quality of life, job availability, survivability

producers of carbon dioxide continued profits, availability of raw materials (industry,

logging firms)

8. Consensus on the adequacy and meaning of data are arrived at as scientists discuss issues and reach conclusions. Specific teams of scientists may be organized to study a particular problem of interest.

I	8^th Grade Integrated Science	Standard: 02
Objective: 03. Analyze human influence on the capacity of the environment to sustain living things.
ILO:

The United States, with 4.5 percent of the worldÕs population consumes:

26% of all oil

24 % of all aluminum

20% of all copper

19% of all nickel

13% of all steel

1. Forecast what will happen if the consumption patterns do not change.

2. What alternatives does society have in order to help prevent what you just forecast?

Example Answer:

1. If we continue to consume these natural resources at this rate they will be exhausted. They take millions of years to form and cannot be replaced. As we use up these resources inflation for them will skyrocket and people may war over land with these resources. Once deflated the world will be in an energy crisis.

2. Possible alternatives: renewable resources, solar power, even recycling and conservation.

Scoring Guide:

40% Forecast

40% Predictions

20% Correct spelling, language use

I	8^th Grade Integrated Science	Standard: 02
Objective: 03. Analyze human influence on the capacity of an environment to sustain living things.
ILO:

Rachel Carson was a wildlife biologist. She noticed the decline of bald eagle populations. After much study, she came to the conclusion that pesticides and other man-made chemicals were being released in the water. The water affected the fish, which the bald eagles ate. She published a book called Silent Spring, which suggested that these chemicals were contributing to the decline in eagle populations.

What can you predict about the reaction of the manufacturers of pesticides and other chemicals?

a. They were very pleased and gave Rachel Carson a medal.

b. They were pleased and made an effort to help clean the environment.

c. They did not care because that is not their responsibility.

d. They were upset because Rachel Carson found the relationship between bald eagles and pesticides before they did.

e. They were very upset and defensive against Rachel Carson.

Correct Answer: e

E	8^th Grade Integrated Science	Standard: 02
Objective: 03. Analyze human influence on the capacity of an environment to sustain living things.
ILO:

In some very severe winters, helicopters in Utah have dropped bales of hay for the deer and elk. Investigate this practice, and in 3 to 6 paragraphs discuss the positive and negative effects this could have on UtahÕs deer and elk populations. Be sure to include your feelings of whether this practice should be continued. Cite at least 3 sources.

Scoring Guide:

Student has written 3 to 6 paragraphs 15 points

Student has discussed at least 4 issues 20

Student has included his or her opinion 10

Spelling/grammar 10

Writing flows well 5

Bibliography 10

--------

70 points

P	8^th Grade Integrated Science	Standard: 02
Objective: 03. Analyze human influence on the capacity of an environment to sustain living things.
ILO:

Information for the Teacher:

This activity takes about one week or longer. Divide your class into groups of 3 or 4. Each group gets a different environmental issue they must research and present to the class. Give each member of the group a copy of their topic so they donÕt have to share the paper. Their own opinions are an important part of their presentation. Presentations should last not more than 10-12 minutes. Each group must develop a method for information. This might be a simple worksheet, an oral quiz, a crossword puzzle, etc. You, as the teacher, must be at least familiar with each of these topics to be able to score their presentations.

You might want to follow this sort of schedule:

Day 1: make group assignments and give each group its topic, explain scoring method, go to Internet lab for research

Day 2: group members share what they have learned, go to Internet lab to research (last time)

Day 3: group members share what they have learned, and decide what and how to present their material to class; group members may have assignment to work on at home

Day 4: group members develop method to review their information with class

Day 5: groups must be ready to present (not all may have time) but they must show they are ready or they are penalized (-15 points); groups begin to present and review with the class

Tell students the point value of this task and how they will be scored.

If the project is worth 135 points, this is a possible scoring guide:

Presentation gives accurate information 50

Students include their opinions in presentation 25

Group has method for review with the class 25

Group self-evaluation 10

Student took part in the class presentation 25

If student is absent on the day of presentation, they would get 0 here.

Here is a group self-evaluation that can be used:

Group self-evaluation

Name________________________

Period_______________________

1. Everyone in my group deserves the same amount of points. Yes No (Circle one.) If no, go on:

2. _________________ deserves fewer points because they did less of the work.

3. _________________ deserves no points because they did none of the work.

Performance Task on Environmental Issue

Names of other students in my group _______________________________________________

Date of presentation ____________________

Points this project is worth: 135

How this project will be graded:

Presentation gives accurate information 50

Students include their opinions in presentation 25

Group has method for review with the class 25

Make up some game or review activity

Group self-evaluation 10

Student took part in the class presentation 25

If student is absent on the day of presentation, they would get 0 here.

DISTRIBUTE A COPY OF THE GROUPÕS TOPIC TO EACH MEMBER OF THE GROUP. DO NOT DUPLICATE TOPICS WITHIN A SINGLE CLASS PERIOD. IN PRESENTATIONS, GROUP MUST RESPOND TO * ITEMS.

1. In the 1950Õs and 60Õs, people would pour oil in streams to kill mosquito larvae (babies), which lived at the surface of the water to get air. Also, DDT, a chemical to kill insect pests, was sprayed in park areas.

*Find out why DDT was later banned.

*How long did it or its breakdown products remain in the food webs of animals?

*Find out what putting oil in water does to the environment.

*Why are mosquitoes dangerous? Investigate at least three safe ways to control insect pests.

*Prepare to explain all this and present your findings to the class.

2. Every year, fishing nets kill thousands of ocean mammals like dolphins, porpoises, and whales.

*Find out why fishing nets kill them.

*Find current numbers on how many mammals are dying from this. Contact at least three environmental groups (Save the Whales, Greenpeace, etc.) and find out what they are doing to prevent these deaths.

*Do you think the environmental groupsÕ ideas are reasonable?

*Decide on three things you think should be done and prepare to present these to the class, along with explanations of the fishing net problems.

3. Many animals are used in scientific research to test products (like cosmetics) or medical treatments (like cancer studies). These tests are conducted by universities, research institutions, and commercial companies. There are groups who oppose this type of animal research and consider it cruelty to animals. Contact three animal rights groups like the Human Society of America, PETA, Jane Goodall Institute, ASPCA, etc.

*Learn about some of the practices they are trying to stop.

*Find out what they have done to reduce cruelty to animals.

*Research alternative ways to test products without harming animals.

*Prepare to present both sides of this issue and at least 5 alternatives to the class.

4. Investigate the logging of ancient forests.

*Research what Ôtree-huggersÕ are.

*Identify at least three organizations that are involved in trying to limit logging of ancient forests.

*Find out what these organizations are trying to accomplish.

*Define Ôancient forestsÕ and Ôold growth.Õ

*Teach the class about tree-huggers, and why ancient forests and old growth are considered important.

*Prepare at least three things that you think should be done and present them to the class.

5. Investigate the Legacy Highway controversy in Salt Lake City, Utah.

*What is the course of action favored by state officials?

*What is the course of action favored by environmental groups?

*Find at least three reasons state officials are in favor of the highway, and how environmental groups argue against each reason.

*Explain the importance of wetlands.

*Define ÔflywayÕ. Locate the Rocky Mountain Flyway on a map and explain it to the class.

*Prepare to present all these data, along with a solution you think would be best, to the class.

6. Investigate threatened and endangered species.

*Find out what the EPA does.

*Find current lists of endangered and threatened species in North America.

*What could be cone to preserve them?

*Which of these species live in Utah?

*Which species have recovered their numbers and been removed from the endangered or threatened lists?

*Are any of these present in Utah?

*Explain all this to the class, along with what the EPA suggests and what you think should be done.

7. Learn about nuclear waste in the United States.

*What are different types of nuclear waste?

*Where does it come from?

*Why does nuclear waste need to be buried?

*What are the dangers?

*Investigate the plan to bury nuclear waste in a site in Nevada called Yucca Mountain.

*What are some reasons why people want some nuclear waste buried in Skull Valley, Utah?

*Why is Utah Governor Leavitt opposed to transporting nuclear waste through Utah?

*Explain all this, along with what you think should be done with the nuclear waste, to the class. Be sure your idea is well thought out and reasonable. If you identify a different place to bury the waste, be able to tell why this is a better choice and what dangers there still might be.

8. Investigate the issue of pollution of the oceans in the world. Focus on a particular ocean if you want.

*What is making the water so polluted?

*How bad is it?

*How does nature clean its own water?

*Who are the worst polluters?

*What can be done to stop so much pollution?

*What is the water cycle?

*What can be done to fix the problem?

*Explain all this, and five reasonable suggestions you have developed to reduce ocean pollution to the class.

9. Investigate the issue of pollution of the lakes in the world. Focus on a particular lake if you want.

*What is making the lake so polluted?

*How bad is it?

*How does nature clean its own water?

*Who are the worst polluters?

*What can be done to stop so much pollution?

*What is the water cycle?

*What can be done to fix the problem?

*Explain all this, and five reasonable suggestion you have developed to reduce water pollution to the class.

10. Investigate acid rain.

*What is acid rain?

*What causes it?

*When did it start?

*What areas of the world are hardest hit?

*Find five problems worldwide that are caused by acid rain.

*Who is to blame for these five?

*Develop solutions to the five problems and prepare to present all this to the class.

11. People have different opinions about zoos. Some think it is great to display animals to the public who would never see certain types of live animals. Some feel it is animal cruelty.

*Investigate how zoos began and what purposes they serve today.

*Have any species of animals been rescued from extinction by zoos?

*In what ways have zoos changed over the last 30 years?

*What educational purposes do or can zoos serve?

*Explain to the class both sides of this issue.

*Give your opinions on zoos and what value they may have today.

12. People have different opinions about rodeos. Some think it is great entertainment to see cowboys and cowgirls challenged by roping and riding untamed animals. Some feel it is animal cruelty.

*Investigate how rodeos began.

*How many competitors are involved today?

*What organizations support rodeo competitions now?

*Explain to the class both sides of the issue.

*Give your opinions on rodeos and what value they may have today.

13. Investigate what is happening with EarthÕs ozone layer.

*What is the ozone layer and where is it found?

*What is ozone, and what is its chemical make up?

*What is happening to the ozone layer?

*Is anything good happening to it?

*What is causing changes in the ozone layer?

*Where is the hole located?

*Who is currently studying this? Where?

*What has already been done to preserve the ozone layer?

*What could happen if it continues to them or expand the hole in it?

*Prepare to explain all this to the class, and what further steps you think should be taken.

14. Investigate what is happening with Global Warming and the Greenhouse Effect.

*What is the Greenhouse Effect? How does this affect EarthÕs temperatures?

*What causes Greenhouse Effect?

*How does the Greenhouse Effect benefit people?

*When did scientists begin to be concerned about Global Warming?

*What do scientists predict will happen if nothing is done? How would people be affected?

*What do scientists think should be done?

*What do you recommend?

Scoring criteria for teacher during presentations

Check off as groups perform as assigned.

1. Why was DDT banned? How long in food webs? Putting oil on water does what? Why mosquitoes are dangerous? Safe ways to control insect pests: 1 2 3

2. Why fishnets kill mammals? How many are killed? Environmental groups: 1 2 3

What environmental groups are doing: 1 2 3 What group thinks should be done: 1 2 3

3. What animal rights groups? 1 2 3 What theyÕre trying to stop?

What have they done? 1 2 3 Alternative ways to test products? 1 2 3 4 5

4. What are tree-huggers? Organizations to limit logging ancient forests: 1 2 3

What have organizations done? 1 2 3 Define: ancient forests Old growth Why are ancient forests and old growth important? What should be done to preserve trees: 1 2 3

5. What is Legacy Highway? Position of state officials? Position of environmentalists?

Why state officials want Legacy: 1 2 3 Env arguments against 1 2 3

Importance of wetlands? Define flyway. What should be the solution?

6. What does EPA do? Current endangered list? Current threatened list? Any threatened or endangered live in Utah? Species removed from T & E list? Any from Utah? What EPA says should be done? What should be done?

7. Different types of nuclear waste? Where does nuclear waste come from? Why does nuclear waste need to be buried? Dangers in burying nuclear waste? Plan for Yucca Mt?

Why people favor Skull Valley? Why is Gov. Leavitt opposed to nuclear transport through UT? What should be done with nuclear waste? What are dangers in this plan?

8. Why is ocean polluted? How bad is it? How does nature clean water? Who are worst polluters? What can be done to stop it? What is water cycle? Suggestions to reduce ocean pollution: 1 2 3 4 5

9. Why are lakes polluted? How bad is it? How does nature clean water? Who are worst polluters? What can be done to stop it? What is water cycle? Suggestions to reduce lake pollution: 1 2 3 4 5

10. What is acid rain? Causes? When it started? What areas hardest hit?

Problems worldwide: 1 2 3 4 5 Who is to blame? Solutions by the group: 1 2 3 4 5

11. How did zoos begin? What purpose today? Last 30 year how changed? Educational purposes zoos serve? Explain current issues with zoos? Group gave their opinion on zoos and what value they have today?

12. How rodeos began? How many competitors today? What organizations support? Explain both sides of issue? Group gave their opinion on rodeos and what value they have today?
13. What is ozone layer? Where found? Chemical make up? What is happening to it?

Anything good happening to it? What causes changes? Where is hole located?

Who is now studying this? Where? What has already been done? What could happen if hole expands or more thinning? What steps group thinks should be taken?

14. What is Greenhouse Effect? How affect Earth temperatures? What causes Greenhouse Effect? How Greenhouse Effect benefit