1.5: Human Impact on Earth’s Systems · • Create a model to understand water treatment • Give examples of ways humans can protect natural resources • &RPSUHKHQG DQG UHVSRQG

1.5: Human Impact on Earth’s Systems | 103

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1.5: Human Impact on Earth’s Systems

changes to the Earth’s surface. Large areas of land have been transformed for agricultural, industrial, mining, and living purposes. These changes have caused irreversible alterations to many ecosystems. Human activities generate pollution due to the continuous production of waste. Many human activities are not sustainable, and have caused and will continue to cause irreparable damage.

responsible management of energy resources and natural resources, aimed at reducing their impact on the environment. Several sustainable technologies have already been developed to produce and recycle in a sustainable manner. Developing such technologies is extremely important if we want to ensure the future of both the Earth and human society.

PURPOSEHuman activities in agriculture, industry, and everyday life have had major effects on Earth’s systems. Since all systems are connected, changes in one system can have profound effects in others. This lesson reviews Earth’s natural resources, the effects that humans have on them, and how communities are taking measures to help protect Earth’s resources and systems.

OBJECTIVESBy the end of the lesson, students will be able to:

• Give examples of material and energy resources

• Explain how pollution affects Earth systems and interactions between systems

• Create a model to understand water treatment

• Give examples of ways humans can protect natural resources

•

VOCABULARYIntroduce the following words during the course of the lesson. Make sure students have many opportunities to see the words in the classroom environment and to use the words as part of the

Student Activity Book.

• Biomass• Dump• Energy resource• Fossil fuels• Geothermal energy

• Hydro energy• Incineration• Inexhaustible• • Litter

• Material resource• Nonrenewable• Nuclear energy• Pollution• Recycle

• Renewable• Sewage• Smog• Solar energy

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104 | 1.5: Human Impact on Earth’s Systems


PREPARING FOR THE LESSON1. For Session 1, make sure you have recording materials available, such as chart paper and

markers or a Smartboard.

2. Session 4

3. Before Session 6, use the Filtering Kitbottles with water and mixing in 8oz of soil. You will also need to obtain a knife or a pair of sharp scissors to cut the other bottle included in the kit.

4. Optional: For Session 7, collect samples of as many types of plastics as possible.

5. For Session 8, distribute the following items from the Oil Spill Kit to each group: 1 aluminum pie pan, 1 eyedropper, a few cotton pads, 1 tablespoon of vegetable oil, and some dish detergent.

Session 1: What are Earth’s material resources?

Time: 30-40 minutes

Materials:• Activity Sheet 1: Earth’s Material Resources

• Activity Sheet 2: Material Resources Notes

• Sticky notes

Session 2: What are Earth’s energy resources?

Time: 30-40 minutes

Materials:• Activity Sheet 3: Earth’s Energy Resources

• Activity Sheet 4: Energy Resources Notes

Session 3: How do humans dispose of their waste?

Time: 30-40 minutes

Materials:• Activity Sheet 5: The Problem with TrashSam

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Session 4: What is in our lunchtime waste? (optional)

Time: 50-60 minutes

Materials:•

•

• Disposable gloves

• Bucket, 5 gal. (from the Water Distribution Kit)

• Scale

• Drop cloth

• 6 large plastic trash bags

Session 5: How do humans pollute Earth’s systems?

Time: 30-40 minutes

Materials:• Activity Sheet 8: Pollution

Session 6: How do water treatment facilities work?

Time: 50-60 minutes

Materials:• Activity Sheet 9: Water Treatment for Beginners

• Filtering Kit

• Safety glasses, one pair for each student

• Disposable gloves, for anyone handling the alum

• 1 stirring rod

• 500ml glass beaker

• Measuring spoons

• Measuring cups

• “Swamp water”

• Knife or sharp scissors (for teacher use only; see Preparing for the Lesson)Sample



Session 7: How can we protect our material and energy resources?

Time: 30-40 minutes

Materials:• Activity Sheet 10: Protecting our Resources

• Activity Sheet 11: 4 Rs Thinking

• Activity Sheet 12: Plastics Hunt (optional homework)

• Optional: samples of as many types of plastics as possible

Session 8: How can an oil spill be cleaned up?

Time: 50-60 minutes

Materials:• Activity Sheet 13: Oil Spill

• Oil Spill Kit

• Measuring spoons

• Water

Session 9+: How can we promote human responsibility for resource protection?

Time: 30-40 minutes

Materials:• Activity Sheet 14: Resources Protection Project

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TEACHING THE LESSON

Session 1: What are Earth’s material resources?

1. Students should already have some foundational knowledge about natural resources from previous grades.

2. To access and document their prior knowledge, create and display a chart with the following headings: Natural Resources, Material Resources, Energy Resources, and Pollution

should write down one or two ideas they remember about these topics.

students post their sticky notes under the correct headings on the chart.

3. Use Activity Sheet 1: Earth’s Material Resources as a shared, small group, or independent reading lesson, depending on the needs of your class and their abilities.

4. Prior to reading, call students’ attention to any vocabulary in bold print, as well as the overall text structure. Have students complete Activity Sheet 2: Material Resources Notes.

Session 2: What are Earth’s energy resources?

1. Take a few minutes to review the sticky notes from the previous session.

2. Use Activity Sheet 3: Earth’s Energy Resources as a shared, small group, or independent reading lesson, depending on the needs of your class and their abilities.

3. Prior to reading, call students’ attention to any vocabulary in bold print, as well as the overall text structure. Have students complete Activity Sheet 4: Energy Resources Notes.

Asking Questions; Evaluating, and Communicating Information; Engaging in Argument from Evidence

Obtaining, Evaluating & Communicating Information Sam

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Session 3: How do humans dispose of their waste?

1. Use Activity Sheet 5: The Problem with Trash as a shared, small group, or independent reading lesson, depending on the needs of your class and their abilities.

2. Prior to reading, call students’ attention to any vocabulary in bold print, as well as the overall text structure. Have students complete the

3. Close the lesson with a brief discussion of the new information students

back to the sticky notes from Session 1 and allow students to make further additions, deletions, or revisions.

Session 4: What is in our lunchtime waste? (Optional)

1.

lunchroom staff. This activity is not for those with sensitive stomachs! It is, however, very revealing.

2. Distribute and Activity . Have students read through both

sheets. Students will use the sheets to sort and examine lunchtime trash.

3. scale and have students record the weight on the back of Activity Sheet 7:

. Line the 5-gallon bucket with one of the trash bags. Leave the bucket in the lunchroom (this is where coordinating

all of their garbage into the bucket when they’re done eating. Retrieve the bucket after lunch.

4. Upon returning to the classroom, weigh the bucket full of trash using the scale and have students jot down the weight down in their science notebooks or somewhere on Activity Sheet 7. They should then subtract the weight of the empty bucket from the full bucket, and record this number on Activity Sheet 7

5. trash bag and spread it out on the drop cloth. You might want to open a window or two. Wearing the disposable gloves, sort the trash into piles by materials, as listed on the front of Activity Sheet 6. Students should observe and offer advice about how to sort each item. Those with sensitive stomachs can assist with counting the items and keeping track using tally marks on Activity Sheet 6.

Asking Questions; Analyzing and Interpreting Data; Engaging in Argument from Evidence

Analyzing and Interpreting Data; Using Mathematics and Computational Thinking; Obtaining, Evaluating, and Communicating Information; Engaging in Argument from Evidence

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6. When all the trash has been sorted, return it to the bag in the bucket and remove it from the classroom. Wash your hands thoroughly.

7. Tell students to use the graph on Activity Sheet 6 to record the trash data. They should choose a number scale to list across the bottom next to “Number of pieces found” based on the number of tally marks. (Labeling the

8. be colored if desired.

9. For the remainder of the week, weigh and record lunchtime trash each day. Take the scale, along with the 5-gallon bucket lined with a fresh trash bag, to the cafeteria. Students should place their trash in the bucket, which can be

each day to record the trash weight.

10. Activity Sheet 7. Students should analyze their observations,

their amount of lunchtime trash? Can these practices be applied at home, as well?

Session 5: How do humans pollute Earth’s systems?

1. Use Activity Sheet 8: Pollution as a shared, small group, or independent reading lesson, depending on the needs of your class and their abilities.

2. Prior to reading, call students’ attention to any vocabulary in bold print, as well as the overall text structure. Have students complete the

3. Close the lesson with another brief review of the sticky notes from Session 1, allowing students to make further additions, deletions, or revisions.

Analyzing and Interpreting Data

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Session 6: How do water treatment facilities work?

NOTE: This activity uses alum (aluminum sulfate) which can cause eye irritation. Make sure that students wear safety glasses for the duration of the activity, and distribute disposable gloves to anyone who will be handling the alum. Wash hands thoroughly after handling.

1. This session on water treatment can be messy and is very involved. If you are going to conduct the activity as a demo, make sure to have as many student assistants as possible. Otherwise, let students take the lead while you facilitate the activity.

2. Make sure all materials are gathered and organized prior to the activity, including preparation of the “swamp water.” If actual water from a wetland is available, that may be used. Distribute Activity Sheet 9: Water Treatment for Beginners. Read through the Procedure section thoroughly with students.

3. Complete the activity, following the directions carefully and stopping to make and record observations as indicated.

4. topics for additional discussion.

Session 7: How can we protect our material and energy resources?

1. Use Activity Sheet 10: Protecting our Resources as a shared, small group, or independent reading lesson, depending on the needs of your class and their abilities.

2. Prior to reading, call students’ attention to any vocabulary in bold print, as

that follow the reading. Instead, use Activity Sheet 11: 4 Rs Thinking as the follow-up. Students should choose items they recently purchased, or are

chart.

3. Encourage students to discuss the decision-making process, and what they themselves can do to promote this type of thinking at home.

4. If you want, you can use Activity Sheet 12: Plastics Hunt as a homework assignment. Optional: Collect as many examples as you can to represent each type of plastic on the activity sheet. Additional time will be needed to

you collected.

Developing and Using Models

Asking Questions; Obtaining, Evaluating, and Communicating Information; Engaging in Argument from Evidence Sam

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Session 8: How can an oil spill be cleaned up?

1. time.

2. Distribute and preview Activity Sheet 13: Oil Spill.

3. Students should work in small groups to explore the cleaning up of a representative oil spill. If you want, you can have the groups compete to see who cleans up the “spill” most completely and most cost effectively.

4. Allow plenty of time to set up, conduct, and clean up the activity. Then go

Session 9+: How can we promote human responsibility for resource protection?

1. Refer back to the sticky notes from Session 1 so that students can make any

2. In the following sessions, students will work on a project to promote awareness of the need to protect natural resources. Distribute Activity Sheet 14: Resources Protection Project, which lists possible choices.

3. Allow at least 3 sessions for students to complete this culminating activity. The number of sessions can vary, depending on how involved you wish the

announcement video or creating a rap or song.)

4. If you want, have students present their projects.

Asking Questions; Developing and Using Models; Analyzing and Interpreting Data

Asking Questions; Analyzing and Interpreting Data

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ABOVE AND BEYOND1. Encourage discussion about new learning from this lesson. Conversations

2. Bring in examples of items with over-packaging and “enough” packaging. Why are the items overpackaged? Could they be packaged differently? What resources are used in the packaging?

3. If this is not possible, ask a representative from one of these facilities to visit the class.

4. Invite a guest speaker from the local DEC, Cooperative Extension, wildlife rescue or rehabilitation group, or 4-H club to talk about what their particular agency does to help protect resources.

5. Have students research the history of recycling, or of a major “pollution

6. Have students research an endangered, threatened, or protected species, particularly if there are any in your area.

7. Either prior to or as a follow up to the water treatment activity, show the class Magic Schoolbus at the Waterworks (DVD) or Magic Schoolbus Wet All Over (DVD or online video at watch?v=ZlGYcGChXN0).

8. Websites:

save Dumptown from litter and pollution

(game)

students and teachers Huge collection of informational resources, games,

and activities for students and adults Information about natural resources and

environmental issues presented in a kid-friendly format videos, lessons, games,

interactive diagrams, presentations and activities on natural resources

9. Suggested Literature: Oil Spill! by Melvin Berger (Harper Collins) Letting Swift River Go by Jane Yolen (Little, Brown Books) A River Ran Wild: An Environmental History by Lynne Cherry (HMH Books for Young Readers) The Great Kapok Tree by Lynne Cherry (HMH Books for Young Readers) Just a Dream by Chris VanAllsburg (HMH Books for Young Readers)

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True Books Natural Resources Series: Soil; Oil; Coal; Water; Wood (Children’s Press) Energy Essentials Series: Fossil Fuel, Nuclear Energy, Renewable Energy by Nigel Saunders (Capstone Classroom) Sustaining Our Natural Resources by Jen Green (Capstone Classroom) You Can Save the Planet Series: A Bright Idea: Conserving Energy; Clean Planet: Stopping Litter and Pollution; Down the Drain: Conserving Water; Something Old, Something New: Recycling; The Great Outdoors: Saving Habitats (various authors) (Capstone Classroom)

ASSESSING STUDENT LEARNINGCommunication1. Engaging students in discussion with others around a particular concept

leads to a greater understanding of the concept. This leads to the ability to

from evidence.” Clear communication of procedures, observations, and the sharing of data are essential in any community of learners, but especially in

Other Possible Assessments1. Content reading comprehension may be used as informal assessment.

2. You can use a rubric such as the one below to assess students’ learning. With

NOVICE PRACTITIONER ADVANCED

Gives examples of material and energy resources

Gives 2-3 simple examples of material and energy resources.

Gives 4-5 examples of material and energy resources and provides greater details.

Gives 4-5+ examples of material and energy resources, and explains the connections between them.

Explains how pollution affects Earth systems and interactions between systems

Minimally explains the effects of pollution, gives 2-3 examples, but does not make clear connections.

Thoroughly explains 4-5 examples of the effects of pollution, and makes clear connections.

Thoroughly explains several examples of the effects of pollution, and adds outside information beyond the lesson.

Gives examples of ways humans can protect natural resources

Gives 2-3 simple examples, making few personal connections.

Gives 4-5 examples, making personal connections.

Gives 5+ examples, making personal connections and explaining the connections between systems.

Completes nonfiction reading comprehension passages and questions

Reads passages and answers questions with considerable assistance from teacher.

Reads passages and answers questions, with minimal teacher assistance.

Reads passages and answers questions independently or in small groups, with no teacher assistance.

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CROSSCUTTING CONCEPTSCause and Effect; Scale, Proportion, and Quantity; Systems and System Models; Stability and Change

Students will explore the cause and effect relationship between human activity and Earth’s interdependent systems. They also create models to understand human use of natural resources, and gain an understanding of the human impact on Earth as a larger system.

SCIENTIFIC AND ENGINEERING PRACTICESAsking Questions; Developing and Using Models; Analyzing and Interpreting Data; Using Mathematics and Computational Thinking; Obtaining, Evaluating, and Communicating Information; Engaging in Argument from Evidence

STANDARDS CORRELATIONSNext Generation Science Standards

5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.

Common Core State Standards for English Language Arts

CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical,

CCSS.ELA-LITERACY.RI.5.4 Determine the meaning of general

a grade 5 topic or subject area.

CCSS.ELA-LITERACY.RI.5.5 Compare and contrast the overall structure

ideas, concepts, or information in two or more texts.

CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a

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CCSS.ELA-LITERACY.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

CCSS.ELA-Literacy.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize

sources.

CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational

CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually,

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Activity Sheet 1: Earth’s Material Resources

Name _____________________________

Directions: Read the text, paying close attention to the vocabulary in bold print.

Earth’s Material ResourcesEarth’s sphere systems provide resources that living things need for survival. Any resource that originates from one of Earth’s sphere systems is called a natural resource. Everything that keeps humans alive and comfortable comes from natural resources.

There are two main types of resources: material resources and energy resources. Material resources are taken from the Earth itself. Soil, water, air, minerals, and rocks are all material resources. Energy resources are generated using material resources. They provide energy to move cars and trains and provide light, heat, and electricity.

Since Earth is so large, you might think that its resources would never run out. However, that is not true. There are three types of resources: renewable, nonrenewable, and inexhaustible. Renewable resources are those that can be replenished over a relatively short period of time. Trees and water are examples of renewable resources. Nonrenewable resources are those that are not easily replenished. Fossil fuels such as coal, petroleum, and natural gas take millions of years to form, so they are considered nonrenewable. Inexhaustible resources are those that will never run out, such as wind, solar energy, and geothermal energy sources. All resources have limitations, or constraints.

Water is by far the most important material resource. All living things depend on water for survival. Water is a renewable resource. It is naturally cleaned as part of the water cycle. However, water has limitations. It cannot be used faster than it can be cleaned and replaced. Since water is our most important resource, we need to conserve it and protects its sources.

Soil provides nutrients and moisture for plants that, in turn, provide food for animals. Soil quality determines the type of plants that can grow in an area, which determines the types of animals that live in the area. For example, the soil quality and moisture content in the desert is very different from the soil quality and moisture content in a wetland area.

Soil has limitations, as well. Erosion can be a problem if land is left bare of plants. The soil can be washed away by rain or blown away by wind. The

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quality of soil deteriorates in areas experiencing drought conditions or areas that have been over-farmed or deforested.

Minerals and rocks are nonrenewable resources. Rock, such as granite or marble, is used for buildings or statues. Minerals, such as copper, iron, silver, or gold, have different properties and their uses are varied. Copper conducts electricity. Iron is used in the production of steel, which is used in bridges and buildings. Gold and silver can be made into jewelry. Minerals and rocks limitations are that they are nonrenewable.

Air is an inexhaustible resource. It is used by plants to manufacture food. Animals require oxygen to breathe. Air has its limitations too. Like water, air purifies and recycles itself. Humans, however, release pollutants into air as they use resources to meet their needs.

Protecting material resources is necessary to ensure there will be enough for all.

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Activity Sheet 2: Material Resources Notes

Name _____________________________

Directions: Fill out the graphic organizer with information from the text. Refer back to the text as needed.

ResourceSphere(s) of

Origin

Renewable, Nonrenewable,

or Inexhaustible?Limitations

Waterhydrosphere renewable It cannot be used

faster than it can be cleaned and replaced.

Soil

biosphere, geosphere, atmosphere

renewable Erosion can be a problem if land is left bare of plants. The soil can be washed away by rain or blown away by wind.

Minerals & Rocks

geosphere nonrenewable Nonrenewable

Airatmosphere inexhaustible It cannot be used

faster than it can be cleaned and replaced.

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1. What is a natural resource?

Any resource that originates from one of Earth’s sphere systems.

2. Explain what is meant by a material resource:

Material resources are taken from the Earth itself. Soil , water, air, minerals, and rocks are all material resources.

3. Compare the following terms:

Renewable: ____________________________________________________

______________________________________________________________

Nonrenewable: _________________________________________________

______________________________________________________________

Inexhaustible: __________________________________________________

______________________________________________________________

Resources that can be replenished over a relatively short period of time.

Resources that are not easily replenished.

Resources that will never run out.

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Activity Sheet 3: Earth’s Energy Resources

Name _____________________________


Earth’s Energy ResourcesEarth provides natural resources for energy. Energy sources are used for many purposes. They provide energy to move cars and trains, and provide light, heat, and electricity. Energy runs machinery in factories that produce

goods for human use. Like material resources, they can also be considered renewable, nonrenewable, or inexhaustible.

Energy resources include solar energy, hydro energy, wind energy, nuclear energy, geothermal energy, and biomass energy. Each type of energy provides different benefits, but each also has limitations.

Solar energy can be captured using solar cells and panels. This energy can be used to produce electricity for lighting or heating buildings. Solar energy is inexhaustible. Its greatest limitation is availability and intensity. To capture solar energy, it must be a sunny day, with sufficient sunlight and free of clouds. The sunlight must be direct enough to provide enough intensity to fulfill the needs of whatever it needs to power.

Hydro energy is generated from moving water, and is usually collected by constructing a dam across a river. Hundreds of years ago, millers used moving water to turn a mill stone which ground grain into flour. Now, hydroelectric plants provide electricity for millions of people. The greatest limitation of hydro energy is availability. There must be enough precipitation for rivers to flow. The topography of an area must be such that the water flows fast enough.

Wind energy is inexhaustible. Windmills and wind turbines generate large amounts of energy, but they are limited to areas where wind blows steadily and strongly enough.

Fossil fuels are nonrenewable forms of energy. They include crude oil, coal, and natural gas. Fossil fuels are formed from the remains of prehistoric plants and animals. When they died, the chemical energy stored in their bodies gradually changed into fossil fuels. The greatest limitation of fossil fuels is that they take millions of years to form. Because of this, fossil fuels need to be conserved.

Nuclear energy is produced by splitting atoms. Its limitation is that it is a complicated process which needs to be closely monitored. Nuclear energy is

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considered a nonrenewable energy source because it requires uranium, which is a scarce and nonrenewable metal. Nuclear energy also generates dangerous waste products.

Geothermal energy is a renewable energy source. It uses water from deep below Earth’s surface. The water, which is heated by hot, melted rock, is pumped up to the surface where it can be used to heat buildings or produce electricity. When the water has cooled, it is pumped back down into the ground where it is heated again. Geothermal energy is safe and clean, but it has limitations. It is not yet widely used, so setting up and running a geothermal power plant is very expensive. Like hydro energy, it is limited by topography, and like water, it may run out in a local area if it is used faster than it can regenerate.

Biomass energy sources are renewable. They come from plants and animals. Stored chemical energy in wood, peat, and animal dung can be burned to produce heat for comfort or for cooking. Biomass energy is reliable and plentiful. However, it has limitations because it is expensive to process on a large scale, and is not the most efficient way to produce energy.

Like material resources, energy resources also need to be protected to ensure that there will be enough for all.

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Activity Sheet 4: Energy Resources Notes

Name _____________________________

Directions: Fill out the graphic organizer. Refer back to the text as needed.

Energy Resource

Sphere(s) of Origin

Renewable, Nonrenewable,

or Inexhaustible?Limitations

Solar atmosphere inexhaustible It must be direct enough to provide enough intensity

Hydro hydrosphere renewable availability

Wind atmosphere renewable limited to areas where wind blows steadily and strongly enough

Fossil fuels geosphere nonrenewable It takes millions of years to form

Nuclear geosphere nonrenewable it is a complicated process which needs to be closely monitored

Geothermal geosphere renewable it is limited by topography and may run out in a local area if used faster than it can regenerate

Biomass biosphere renewable expensive to process on a large scale and is not the most efficient way to produce energy

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Why is it so important to protect and conserve all natural resources, even inexhaustible ones?

Energy sources are used for many purposes. They provide energy to move cars and trains and provide light, heat, and electricity. Energy runs machinery in factories that produce goods for human use.

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Activity Sheet 5: The Problem with Trash

Name _____________________________


The Problem with TrashHumans are unique in that they have the knowledge and ability to combine and transform natural resources to create unique human-made resources. For example, glass is made mostly from melted sand, and concrete is made from a combination of sand, limestone, rocks, and water. Both are human-made materials that combine material resources and energy resources.

Unfortunately, this means that we generate waste that does not break down through the work of decomposers in a food chain or food web. Since the waste products that humans produce do not easily decompose, this creates a problem: what do we do with the waste products? Humans have come up with several solutions, which impact the environment to a greater or lesser extent.

For many years, most trash was placed in dumps. A dump was a large hole dug into the ground. When the hole filled up with trash, it was covered over. There were many problems with dumps. Uncovered waste attracted rats, flies, birds, and other undesirable animals. This created an unsafe situation for anyone using the dump. Another problem was that the uncovered, rotting trash smelled bad. The worst problem was that rainwater moving through the material in the dump picked up any harmful chemicals and carried them down to the groundwater level.

Nowadays, some large cities bring trash out into open ocean areas and dump it there. Depending on currents and wind, much of the lighter trash is carried back to shore. It can be a problem for animals living in or near the ocean.

Landfills are similar to dumps but solve some of the problems associated with dumps. A landfill is also a large hole in the ground. The difference is that the inside of the hole is lined with waterproof clay or plastic. This liner keeps liquids from leeching through the soil into groundwater. The trash is dumped into the hole and then compressed so it takes up less room. When one layer is filled, it is covered with soil. When the landfill is full, the area can be covered over with soil and grass. Some communities build parks or playgrounds over old landfill areas.

Nevertheless, landfills do still create problems for surrounding areas. There are strict guidelines about how a landfill should be maintained, which can be costly. For obvious reasons, people do not like to live near landfills. As a result, finding places to set up new landfills can be a problem. Also, landfills

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do not produce good conditions for decomposition. People originally thought that trash in a landfill would rot, just like trash in a dump. This is not the case. Trash that is dug up from a landfill years later looks just like it did when it was placed there. Because it is in a lined hole and tightly compressed, little air or water can get in. Air and water are key ingredients for decomposition to occur.

Another way to deal with trash is by burning it, through a process called incineration. Burning trash at very high temperatures reduces the waste to ash, which is much easier to dispose of. The heat produced by burning trash can even be used to generate electricity. However, the problem is that burning produces smoke, which may contain harmful pollutants. Depending on what is being burned, the ash itself may also contain harmful pollutants.

Burying and burning offer partial solutions to the problem of human-made waste material, but there are better ways to solve the problem.

Directions: Answer the questions below. Refer back to the text as needed.

Look at the graphic and then answer the questions.

1. What makes up the greatest amount of waste?

Paper and paperboard

2. What two items total nearly 27% of waste?

Food scraps and yard trimmings

3. What could be done with these items other than place them in a landfill?

Incineration

4. Which items in this graphic could be recycled? Which could not be recycled?

Could be: Paper, plastics, metals, glass

Could not be: food scraps, yard trimmings, textiles, wood

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5. Fill in the chart below to compare characteristics of each method of trash disposal.

Method Key Details Benefits Disadvantages

Dump Large hole dug into the ground

Attracts animals, smells badly, and it is harmful

Landfill Large waterproof hole into the ground

Less harmful then dumps It does not decompose

Incineration Burning trash at very high temperatures

Heat produced by burning trash can be used to generate electricity

Burning produces smoke, which may contain harmful pollutants. Depending on what is burned, the ash itself may also contain harmful pollutants.

6. Imagine you are a member of your local town council. The council needs to choose between building a new landfill or a town incinerator. What method would you vote for? Why?

Answers may vary.

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Activity Sheet 6: Lunchtime at the Landfill Part 1

Name _____________________________

Directions: Count and tally the number of pieces that were tossed for each type of trash. Then fill in the graph at the bottom. Based on your trash tally, decide on an appropriate scale.

Paper __________________________________________

Cardboard _______________________________________

Plastic __________________________________________

Metal ___________________________________________

Food ___________________________________________

Other ___________________________________________

Answers may vary.

paper

cardboard

plastic

food

metal

other

Number of pieces found

Answers may vary.

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Activity Sheet 7: Lunchtime at the Landfill Part 2

Name _____________________________

Directions: Weigh and chart your class’ lunchtime waste. List the items found most frequently. After 5 days of recording, answer the questions at the bottom of the page.

Day Number of Students

Weight of Trashlbs. or kg

1

2

3

4

5

Answers may vary.

Types of trash tossed:

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Answers may vary.

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1. On what day did students toss out the most trash? ____________________What might be a reason?

2. On what day did students toss out the least trash? ____________________What might be a reason?

3. What types of items were most thrown out?

4. How could your class help reduce lunchtime waste?

Answers may vary.

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Activity Sheet 8: Pollution

Name _____________________________


PollutionEarth’s systems work interdependently, providing a variety of environments that are suitable for life. These systems are naturally self-regulating. When an area changes significantly due to a natural event or interaction over time, many aspects of the area may return to a condition similar to the one prior to the change. However, the key word here is “natural.” Humans are the only species known to change their habitats to a point where self-regulation is difficult or not possible. Harmful waste materials generated by humans can find their way into Earth’s systems with negative effects.

Litter is one form of pollution. It can be described as solid waste—trash—which is discarded on the ground or in the water. Littering makes an area unattractive. It may harm living things in a particular area by attracting undesirable animals, causing animals to become sick (if they ingest the litter), or causing injury to animals.

Humans cause pollution when waste materials are not properly contained or disposed of. Water, air, and soil can become polluted to varying degrees by either natural or human events.

Water can be polluted by sediment, sewage, chemicals, bacteria, and other disease-causing organisms, or even by heat. Sediments caused by erosion are blown by the wind into bodies of water. The particles may float in the water, blocking sunlight and harming plants, fish, and other organisms living in the water. Sewage that has been dumped down storm drains instead of properly disposed of can be toxic to organisms. This includes motor oil, paint, detergents, and organic human waste. Human waste may contain bacteria which can cause disease if it enters water that is used for drinking or washing without being treated. Chemical waste from factories and farms that is dumped into waterways can be poisonous to organisms. Finally, water that is used to cool machinery is sometimes released into nearby waterways. This hot water can also be harmful because of its temperature and its content.

Oil spills cause widespread and long-term damage to marine and coastal animals and plants. Spills also harm beach areas. Two of the most destructive

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oil spills in history are from the Exxon Valdez spill (1989) and the Deepwater Horizon spill (2010).

Air is polluted by the release of harmful chemicals. These chemicals generally originate from the burning of fossil fuels by vehicles, factories, and power plants. Smog may be produced near urban areas, making air unhealthy to breathe. Some air pollution may be caused by natural events, such as volcanic eruptions or forest fires. Acid rain is caused by air pollution. Harmful gases released into the atmosphere combine with water vapor, forming an acid. The resulting rain causes harm to plants, pollutes water, and damages buildings,

bridges, or any structure made from stone, brick, or metal.

Soil may be polluted in several ways. Fertilizer or pesticides from farming may remain in soil if applied in incorrect amounts. Area vegetation may be affected. Crops grown in the area may absorb the chemicals, which in turn may find their way into the bodies of consumers. Toxic waste from mining or quarry operations may also contaminate area soil. Any factory waste that is released into water may find its way into the soil as well.

Since we, as humans, are capable of polluting Earth’s systems, it is vitally important that we also take responsibility for protecting our natural resources.

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Directions: Answer the questions below. Refer back to the text as needed.

1. For each type of pollution listed below, identify the Earth system(s) affected and resulting negative impacts.

Type of Pollution Earth System(s) Negative Impacts

Litter Geosphere, atmosphere, biosphere May harm living things in a particular area by attracting undesirable animals, causing animals to become sick from ingesting the litter, or causing injury to animals.

Water Hydrosphere, biosphere Blocks sunlight and harms plants, fish, and other organisms. Can be toxic to organisms. Can cause disease.

Oil Spill Hydrosphere, biosphere Causes long-term damage to marine and coastal animals and plants.

Air Atmosphere, biosphere Smog makes air unhealthy to breathe. Acid rain causes harm to plants, pollutes water, and damages any structure made from stone, brick, or metal

SoilGeosphere, biosphere Plants may absorb the

chemicals, which may be harmful to consumers. Toxic waste from mining or quarry operations may contaminate area soil. Factory waste released into water may find its way into soil.

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2. What personal experiences have you had with any of these types of pollution?

Answers may vary.

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Activity Sheet 9: Water Treatment

Name ___________________________

Directions: Follow the directions below to make your own water purifier model.

Water Treatment for BeginnersWater in lakes and rivers often contains impurities that make it look and smell bad. It may also contain bacteria that cause illness. This water treatment activity models how actual water treatment facilities clean the water that you use.

Materials:

1L of “swamp water”

1L bottle with cap, empty

1 stirring rod

1 tablespoon of alum

8oz of sand

8oz of gravel

3 sheets of filter paper

Do not at any point consider drinking the treated or untreated water!Sample



Procedure:1. Your teacher will cut the bottle in half so the top with the cap is separated

from the bottom. Be careful when handling the cut bottle – it may have sharp edges.

2. Turn the top half of the bottle upside-down and place it inside the bottom half of the bottle.

gravel.

3. faucet and let the water drain into the sink until it is clear. Then place

below.

Gravel

Sand

4. Your teacher will now pour out a sample of the “swamp water” into a separate container. Observe how it looks and smells. Save this sample for comparison with the filtered water at the end.

Swamp Water

Appearance Answers may vary.Smell Answers may vary.

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5. Tightly put the cap on the bottle of swamp water, and begin to shake it. This part of the process is called aeration. Aeration adds air to the water. It allows gases trapped in the water to escape and adds oxygen. Observe the water again.


6. Your teacher will now pour the aerated swamp water into the beaker. Add two tablespoons of alum to the aerated water. Caution: the alum can be an eye irritant, so use gloves and goggles when you handle it. Slowly stir the mixture for 5 minutes. Coagulation is the process by which dirt and other suspended solid particles chemically “stick together” in a clump (called “floc”). The alum helps the particles clump so they can easily be removed from water. This makes it harder for them to get through a filter at the treatment plant.

Describe the appearance of the water now.


7. Allow the water to stand undisturbed in the beaker for 15 minutes. Observe the water at 5-minute intervals. Sedimentation should now be occurring. At a treatment plant, the clumps settle to the bottom, allowing the clear water to be drained and continue through the process.

Time (min.) Appearance

5 Answers may vary.10 Answers may vary.15 Answers may vary.

8. After sediment has settled at the bottom of the beaker, your teacher will carefully pour (without disturbing the sediment) the top 2/3 of the swamp water out and into the bottle filter. Watch what happens.

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9. Observe the treated water. Compare it with the untreated water set aside at the beginning of the activity. Record the differences.

Treated Water


Remember: Do not drink the “treated water.” At an actual treatment plant, chlorine or other chemicals would be added to the filtered water to disinfect the water prior to it leaving the treatment plant.

Questions:1. What is it dangerous to release used water that has not been properly

treated back into the environment?

Releasing impurities in the hydrosphere, biosphere, geosphere, atmosphere, which may be harmful.

2. Did you know that wetlands actually “clean” water? Water in wetlands moves very slowly. Sediment settles out. Plants absorb pollutants from the water. Bacteria living in water, soil, and mud in wetland areas decomposes any plant or animal waste in the water. Cleaner water seeps through the soil into ground water.

Suppose your town zoning board wants to fill in a nearby wetland area due to the large number of mosquitoes that breed there and other undesirable animals that live there. A group of citizens wants to preserve the wetland. The town decides to put the matter up for a community vote. Which way would you vote? Why?

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Activity Sheet 10: Protecting our Resources

Name _____________________________


Protecting our ResourcesHumans need Earth’s material and energy resources to meet our basic needs, and to be comfortable. To achieve comfort, however, we often over-use water, air, soil, mineral, fossil fuels, and plant and animal products. Many of these resources are nonrenewable and need to be protected through the practices of conservation.

We can conserve material and energy resources through practicing the 4 Rs: rethink, reduce, reuse, and recycle. (1) Rethink or consider carefully how resources are used in your home. What is really necessary? Do you really need to purchase that new item, or discard that old one? Rethinking our use of resources helps us reduce how much we use.

(2) Reduce or conserve water by not letting it run unnecessarily, and by purchasing water-saving showerheads and toilets. Bring along reusable grocery bags when buying groceries. Consider packaging carefully. Many items are over packaged and use more plastic and cardboard than necessary. Purchase items made from recycled materials. Reduce energy usage by using vehicles only when necessary. Turn down the thermostat. Use energy-saving light bulbs, and turn off lights or other electronic devices when not in use.

(3) Reuse items as long as possible before discarding them. Many plastic containers can be used for other purposes, such as organizing and storing things like nails, washers, buttons, paperclips, Legos, baseball cards, or other household items or toys. Avoid buying products that can only be used once, such as paper plates or plastic silverware. Start a compost pile. Grass clippings, fruit and vegetable scraps, eggshells, coffee grounds, and newspapers all decay into soil that can be used in gardens.

(4) Recycle anything and everything possible. Most communities have a recycling program that includes glass, aluminum, most plastics, paper, and cardboard. Paper is easily recycled into stationery or egg cartons. Glass is first crushed into tiny pieces, and then the pieces are cleaned and mixed with sand, soda ash, and limestone. Finally, this mixture is melted and reformed into new containers. Aluminum follows a recycling process similar to glass. Plastics are recycled into many different products according to their material content. Recyclable plastics have a numbered code stamped into them which indicates

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their original content, as well as what they may be turned into. Most plastics are chopped up into smaller pieces, which are then cleaned, dried, melted, shaped into strands, and chopped again into small beads. Manufacturers purchase the specific type of beads they need for their product.

Plants, as you know, are important because they provide oxygen, lower ambient temperatures, hold soil in place, and provide food and shelter for animals. This is why it’s such a problem when humans cause deforestation. New trees need to be planted to replace those that were cut, and land areas need to be reclaimed by nature.

Many animal species are endangered or threatened due to habitat destruction, over-hunting and over-fishing, and pollution due to human activities. These animals need to be protected through wildlife preserves where their numbers may be increased. Captive breeding is another practice used to increase populations of threatened or endangered species.

All humans have a responsibility to do their part to protect Earth’s resources. It doesn’t take a lot of effort to rethink, reduce, reuse, and recycle, but the Earth will thank you for it.

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Activity Sheet 11: 4Rs Thinking

Name _____________________________

Directions: Think of an item that you think you need to purchase. Take it through the model.

Item: ________________________________

Landfill

Reduce

Reuse

Recycle/Reuse

Reduce/Compost

Do you really need

it?

Stop – do notbuy it!

No

Can it be reused?

Yes

Consider another choice.

Yes

Can it be composted? Great choice!

Can it be recycled? Great choice!

No

Yes

Yes

No

Consider another choice.

No

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1. What have you purchased recently that can be reused?

2. What have you purchased recently that can be recycled?

3. What have you purchased recently that will end up in the landfill?

4. What have you purchased recently that you did not need?

Answers may vary.

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Activity Sheet 12: Plastics Hunt

Name _____________________________

Directions: Using the chart below as a guide, find and list as many of each plastic as you can that you find in your home. The plastic gets harder to recycle as numbers increase.

Container Code Kind of Plastic Products

Polyethylene Terephthalate (PETE)Two-liter soda, water, cooking oil bottles, peanut butter jars

High Density Polyethylene (HDPE)Detergent bottles, milk/water jugs, grocery bags, yogurt cups

Polyvinyl Chloride (PVC or V)Plastic pipes, outdoor furniture, shrink-wrap, water bottles, liquid detergent containers

Low Density Polyethylene (LDPE)Dry cleaning bags, produce bags, trash can liners, food storage containers

Polypropylene (PP)Ketchup bottles, aerosol caps, drinking straws, yogurt containers

Polystyrene (PS)Packaging pellets/Styrofoam peanuts, cups, plastic tableware, meat trays, clamshell containers, egg cartons

OtherThree- and five-gallon reusable water bottles, ketchup bottles

Answers may vary.

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Activity Sheet 13: Oil Spill

Name _____________________________

Directions: Follow the procedure below to explore ways to clean an oil spill.

Oil Spill!

Problem: What is the most effective way to clean up an ocean oil spill?

Background: In this activity you will make your own ocean oil spill in a pan of water. You will then work with your group to decide how to clean up this environmental disaster using the materials below.

Materials:pie pan cotton pad

water detergent

measuring spoon eyedropper

vegetable oil

Procedure: 1. Fill the pie pan halfway with water. Add a tablespoon of vegetable oil to

the middle of the pan to simulate a leaking oil tanker.

2. After one group member releases the oil in the center of your “ocean” pan, have another student gently shake the pan to simulate waves. Someone else should begin timing for 30 seconds as the oil spreads.

3. Begin your cleanup of the oil using the available materials. You may take no more than ten minutes to clean it up.

4. Keep track of the materials you use on the chart below. You will be charged for the use of each piece of equipment. (No cleanup is free!)

5. Use the chart and a calculator to add up the cost of your cleanup efforts. Sample



Observations:Oil Spill Cost Sheet

Equipment Cost Number Times Used Total Cost

Eye dropper skimmer $100 / skim =

Cotton pad $20 each =

Detergent $50 / drop =

Waste removal of cotton pad $50 each =

Wastewater removal

$1000 (one-time fee) =

Grand Total

Questions:

1. Did you clean up your oil spill within ten minutes? _____________________

2. Did everyone agree that the spill was cleaned up effectively? ____________

3. Which technique(s) seemed to work best?




4. Draw a picture of your cleanup in the space below:

Conclusions:1. Why do you think it is important to begin to clean up an oil spill as soon as

possible?

2. What did you learn while doing this activity?




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Activity Sheet 14: Resources Project

Name _____________________________

Resources Protection Project

Your task: Create a project that promotes awareness of the need to protect natural resources.

1. Use information from local resources, books, the Internet, or other Activity Sheets.

2. Possible products include:

✓ Poster ✓ Short video (public service announcement) ✓ Interview with an environmental “expert” ✓ Rap or dong ✓ PowerPoint ✓ Pamphlet

3. Illustrations may include drawings or sketches, digital photographs, clip art, or Internet images (properly cited).

4. You may work alone, with a partner, or in a small group. If you’re working with a partner or small group, make sure everyone participates in the task.

5. Be ready to share your project with the class.

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Documents

1.5: Human Impact on Earth’s Systems · • Create a model to understand water treatment • Give examples of ways humans can protect natural resources • &RPSUHKHQG DQG UHVSRQG