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| Overview |
| Grade Level: 9-12 |
| Background Information:
In our society, given the density of people and the lifestyles
we are used to, it is necessary to utilize many, many natural resources.
Often, our current level of use is not sustainable and our consumption
of natural resources is causing the degradation of ecosystems around
the world. Some environmentalists believe that economic use of public
areas should be stopped so that those ecosystems can heal and thrive
for future generations. However, completely prohibiting economic
activities in natural areas is not possible without enormous economic
and social implications. Many of the farmers, ranchers, foresters,
fishermen and others who depend on these resources for their livelihoods
realize the limited future of traditional methods of resource utilization
and are now trying to find a balance between economic productivity
of the land and sustainability of ecosystems for the future. In
this lesson, students will see footage of efforts being made to
find a balance and they will examine some of the differences themselves.
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| Content Standards |
| Related National Standards
This lesson addresses the following National Content Standards
found at: http://books.nap.edu/html/nses
Content Standard F: As a result of their activities in grades
9-12, all students should develop an understanding of:
- Natural Resources
- Human populations use resources in the environment
in order to maintain and improve their existence. Natural
resources have been and will continue to be used to
maintain human populations.
- The earth does not have infinite resources; increasing
human consumption places severe stress on the natural
processes that renew some resources, and it depletes
those resources that cannot be renewed.
- Humans use many natural systems as resources. Natural
systems have the capacity to reuse waste, but that capacity
is limited. Natural systems can change to an extent
that exceeds the limits of organisms to adapt naturally
or humans to adapt technologically.
- Environmental Quality
- Many factors influence environmental quality. Factors
that students might investigate include population growth,
resource use, population distribution, over-consumption,
the capacity of technology to solve problems, poverty,
the role of economic, political, and religious views,
and different ways humans view the earth.
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| Extension Web Sites
from PBS: |
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Newton's
Apple - Spotted Owl/Old Growth Forests
Learn about the importance of old growth forests to rare species
such as the Spotted Owl.
Journey
to Planet Earth - Land of Plenty, Land of Want
This lesson on sustainable agriculture gives students the opportunity
to view farming in four distinctly different countries: Zimbabwe,
France, China, and the United States.
American
Field Guide - Ecotourism in National Parks and Wilderness
Develop an ecotourism plan for a wild area near you to encourage
people to keep wild areas wild!
American
Field Guide - The Dam Removal Debate on the Elwha River
Construct a solution to the problems of dam removal on small
rivers. Learn how difficult it is to find a solution that will keep
everyone happy!
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| Activity 1: Power Plant Controversy |
| Time Allotted:
20 minutes
Materials:
Butcher Paper
| Objectives: |
- Students will learn some pros and cons of power generation.
- Students will examine their use of resources.
- Students will consider the origin of resources for their
consumption.
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| Teaching Instructions: |
- Have students make a list describing all the ways they
have used power today. You might want to make it a competition
to see who can think of the most uses.
- Discuss with the class:
- How would your day be different without power?
- Where does power come from in your area?
- Are there any disadvantages to power generation?
- How would you feel if a power plant was built within
sight of your house?
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Watch the AFG Video Segment:
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Fluvanna
Power Plant
A
controversy ignites over a proposed power plant in Fluvanna
County, Virginia. |
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Note: Start at the beginning and stop after hearing "you
know, you don't usually look at developed areas and see low
taxes"
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- Have students write their responses to the following questions:
- How many of the resources you depend on, such as food,
material goods, and power, come from within a mile of
your home?
- Do you think more of them should come from your immediate
neighborhood? Why or why not?
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|
| Activity 2: Grazing America's
Public Lands |
| Time Allotted:
45 minutes
Materials:
Access to Internet or computers or color printouts of the before
and after photos from the website listed below.
Butcher paper
| Objectives: |
- Students will determine impacts of cattle grazing on ecosystems.
- Students will learn methods of riparian zone repair.
- Students will learn ways ranchers can adjust ranching
habits for the benefit of all.
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| Teaching Instructions: |
|
In this activity, students will make observations about the
impacts of cattle on riparian zones in western habitats. These
areas have been greatly altered over the last 150 years since
European settlers came to this area. In that time, killing
of beavers, deforestation, and cattle grazing have had enormous
impacts on riparian zones including loss of vegetation, compacted
soil, incised banks, and narrower flood plains. Students will
learn how one group of ranchers is trying to amend their ranching
methods to support both ranching and the environment.
For background information about the controversy between
ranchers and environmentalists for the use of public lands,
see this Report
on Cattle Grazing on Public Lands
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- For maximum success, you will want to download photo pairs
from either of the following sites to have available on
school computers, or print out photos for students to analyze.
Forest
Guardians or
WWP
Before and After Picture Show
- Be sure to include text, if available, for the students
to read as it often includes information about dates and
locations.
- Divide the class into pairs and assign each partnership
to one of the photo pairs (more if time allows).
- Ask students to analyze the photo pair. They should attempt
to find at least five differences between the before and
after photos and list these on the butcher paper.
- Have students share their observations with the class.
- Discuss:
- What common patterns do you see in the pictures?
- How might cattle contribute to these differences?
- Are there other explanations for these differences?
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Watch the AFG Video Segments:
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Rangeland
Repair - Part 1
Some
Oregon ranchers address environmental concerns as they experiment
with new ranching methods that both repair the land and prove
beneficial to business. |
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Rangeland
Repair - Part 2
Some
Oregon ranchers address environmental concerns as they experiment
with new ranching methods that both repair the land and prove
beneficial to business. |
| Discussion Questions for Video Segments: |
- What impact has cattle grazing had on riparian (streamside)
zones in this area?
- How have private landowners worked with the government
to create a compromise acceptable to both?
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|
| Activity 3: Natural
Resource Consumption Costs and Benefits |
| Time Allotted:
At least one 45-minute class period for introduction and research.
More time out of class may be needed to complete the assignment.
Materials:
Access to the Internet and library resources
| Objectives: |
- Students will use AFG video and other resources to research
an area of natural resource use.
- Students will understand how they use natural resources
in their daily lives.
- Students will learn how natural resource extraction can
have an impact on the ecosystem of the area.
- Students will weigh the costs and benefits of using a
particular resource.
- Students will apply expository and persuasive writing
skills to write a paper on Natural Resource use in our culture.
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| Teaching Instructions: |
| Students, and indeed most Americans,
are typically unaware of the origins of most products they use.
Being unaware of the origin, they certainly have little idea
of the impact of resource consumption. In our throw-away society,
many resources are taken for granted and things are thrown out
rather than being reused. With a recent focus on recycling,
people are becoming more aware of the problems with garbage
disposal. In this activity, students will examine the impacts
of resource extraction industries on the environment. |
- Assign or let students select topics from the following
list:
- Mining
- Logging
- Commercial Fishing
- Hydroelectric Power Generation
- Ranching
- Dry-land farming/ irrigation of deserts
- Students should watch the AFG video clips for more background
on their topics. They may also search the AFG video database
at www.pbs.org/afg for more videos relevant to their research.
- Mining - "Mending the Clark Fork" Outdoor Idaho
- Logging - "Iowa's Woodlands - Conservation vs. Preservation"
- Commercial Fishing - "Columbia River Sturgeon"
- Hydroelectric Power Generation - "The Glen Canyon
Dam"
- Ranching - "Rangeland Repair (parts 1 and 2)"
- Dry-land farming/ irrigation of deserts - "Snake River
Water Management"
- Students should collect other resources from the library
and then write a paper as described in the student instructions
below.
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| Assessment: |
| An assessment rubric for this
activity is available in the PDF
version of this lesson plan. |
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| Activity 4: An
Ecological Footprint |
| Time Allotted:
One 45-minute class period
Materials:
Computer workstations for students
| Objectives: |
- Students will calculate the amount of land required to
sustain their lifestyles.
- Students will understand how natural resources are being
used to support them.
- Students will examine their habits to understand how they
might reduce their dependence on natural resources.
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| Teaching Instructions: |
- Ask students the following questions:
- How many think clear cutting of forests is a good
practice?
- How many think allowing cattle to degrade rangelands
is sustainable?
- How many of you would like to have a power plant built
in your neighborhood?
- Then ask the following:
- How many have eaten beef or milk products in the last
week?
- How many have used power in the last week?
- How many have wood products in their home?
- It takes a certain amount of land to sustain each of us,
and as human's we have to depend on the Earth's resources
to survive. As American's, our style of living requires
more land than the average, say, Chinese. To understand
how much land it takes to support an individual, try one
of these ecological footprint calculators. Then think about
how the resources you are using might impact the ecosystem.
- Discuss the results of the footprint calculations. Ask
the following questions:
- Were there any parameters in the calculator that surprised
you?
- Do you have any regular habits that help reduce the
size of your footprint compared to your classmates?
- What might you do to reduce the size of your footprint?
o Are you willing to do any of these things?
- Is it right that we use public land to support the
habits of private citizens?
- What do you think would happen if people were forced
to reduce the size of their footprints?
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