Six Billion and Counting – Grade Ten
Ohio Standards
Connection:
Earth and Space Sciences
Benchmark F
Summarize the historical
developments of scientific
theories and ideas, and
describe emerging issues in
the study of Earth and
space sciences.
Indicator 7
Describe advances and
issues in Earth and space
science that have important
long-lasting effects on
science and society (e.g.,
geologic time scales,
global warming, depletion
of resources and
exponential population
growth).
Life Sciences
Benchmark F
Explain the structure and
function of ecosystems and
relate how ecosystems
change over time.
Indicator 16
Relate how distribution and
abundance of organisms
and populations in
ecosystems are limited by
the ability of the ecosystem
to recycle materials and the
availability of matter,
space and energy.
Lesson Summary:
The purpose of this lesson is to examine a resource that is
being exploited to meet the needs of an ever-increasing
human population. Students will develop an understanding
that limited supplies cannot be exploited indefinitely.
Students also will learn that exploitation of resources
causes ever-increasing problems for populations of
organisms that depend on these resources. Students will
examine the effects of resource exploitation using actual
historical events.
Estimated Duration: Three hours
Commentary:
This lesson has students examine case studies and graph
data from those studies. Students then compare these graphs
to look for common trends. Through this exercise, they
learn that population booms and crashes are dictated by
conflict between exponential population growth and limited
resources.
Pre-Assessment:
Distribute Attachment A, Pre-Assessment, and have students
read the passage and answer the questions.
Scoring Guidelines:
Use Attachment B, Pre-Assessment Answers, to score student
work.
Post-Assessment:
Have students complete questions on Attachment C, PostAssessment.
Scoring Guidelines:
Use Attachment D, Post-Assessment Answers, to score student
work.
1
Six Billion and Counting – Grade Ten
Instructional Procedures:
1. Conduct and evaluate the Pre-Assessment.
2. Review the Pre-Assessment with students.
3. Copy and distribute Attachment E, Case Studies.
4. Tell students that they are going to learn about the growth of populations and how the
exploitation of resources affects those populations.
5. Arrange students into pairs. Instruct students to read the five case studies and then use
pencil, paper and ruler to record data at the end of each study.
6. Circulate around the room to monitor and guide student work.
7. After students have completed their graphs, facilitate a class discussion comparing and
contrasting the five case studies. Help students understand that in all cases, exponentially
increasing population growth was impacted by limited resources or habitat destruction.
8. Distribute copies of Attachment F, Case Study Questions, for students to complete. Have
students work individually on this exercise, relying on notes, graphs and information
from Attachment E, Case Studies.
9. Collect and evaluate student responses to Attachment F, Case Study Questions, and/or
lead a discussion of the answers among students. Use Attachment G, Case Study
Answers, to evaluate student work and/or facilitate discussion.
10. Proceed to the Post-Assessment.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
To differentiate this assignment, give students the option of working in small groups and
creating a time line for the case study that addresses the events and impacts of change for
each scenario. As students plot their graphs, they can elaborate on the cause and effect of
changes to resources on the populations.
Extensions:
• Have students work in groups of two to four, exploring the exploitation of a limited
resource.
• Have students research the history of the exploitation.
• Instruct students to find and record the earliest amount that was produced and the
human population size at that time.
• Have students find and record the most recent amount produced and the human
population size.
• If there was a time other than the present when the maximum amount was obtained,
have students find and record that amount.
• Provide students with a list of possible topics to research. For example:
• Cutting and burning of trees in India;
• Oil produced from the North Slope of Alaska;
2
Six Billion and Counting – Grade Ten
•
• Fishing off the northeast coast of the United States.
Have students write an essay addressing the following questions about their resource:
• What natural resource is being exploited by the ever -growing human population?
• What are the benefits of using that resource?
• What are the potential problems with over harvesting the resource?
• Is harvesting causing environmental harm?
Homework Options and Home Connections:
• Have students conduct a survey of the products, foods and resources they use in their
homes and trace the origins of those products. Have students explore the impact to the
environment of a particular product’s construction or use.
• Have students evaluate petroleum-exporting nations and when their oil reserves are
expected to be depleted.
Interdisciplinary Connections:
Social Studies
• Geography
Benchmark B: Analyze geographic changes brought about by human activity using
appropriate maps and other geographic data.
Indicator 2: Describe how changes in technology, transportation and communication
affect the location and patterns of economic activities and use of productive resources.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher:
Ruler, pencils, paper.
For the students:
Ruler, pencils, paper.
Vocabulary:
• blight
• exploitation
• exponential growth
• guano
• latitude
• lichen
3
Six Billion and Counting – Grade Ten
•
•
•
limiting resources
phosphate
topography
Technology Connections:
See the Web site for the United States Central Intelligence Agency to learn about resource
issues for every country in the world. Access the World Factbook at www.odci.gov.
Research Connections:
Marzano, R., Pickering, D., Pollock, J. (2001).Classroom Instruction that Works: Researchbased Strategies for Increasing Student Achievement, Alexandria. Va.: Association for
Supervision and Curriculum Development.
Identifying similarities and differences enhances students’ understanding of and ability to
use knowledge. This process includes comparing, classifying, creating metaphors and
creating analogies and may involve the following:
• Presenting students with explicit guidance in identifying similarities and differences.
• Asking students to independently identify similarities and differences.
• Representing similarities and differences in graphic or symbolic form.
Attachments:
Attachment A, Pre-Assessment
Attachment B, Pre-Assessment Answers
Attachment C, Post-Assessment
Attachment D, Post-Assessment Answers
Attachment E, Case Studies
Attachment F, Case Study Questions
Attachment G, Case Study Answers
4
Six Billion and Counting – Grade Ten
Attachment A
Pre-Assessment
Directions: Read the following the passage and then answer the questions.
Organisms on Earth, including man, are dependent on climate and resources, such as soil and
drinking water, for survival. The climate impacts which plants can grow, which in turn
impacts the animals feeding upon them. Weather conditions have yearly cycles that vary
depending on the latitude and topography of the land. Organisms, including plants, have
adapted to the cyclic climate in a variety of ways. Birds and mammals have slightly different
survival strategies based upon their characteristics. Birds are able to fly and move to various
habitats. The most critical time of the year for their survival is during the spring mating
season, when habitat and food supplies must be available to support reproduction. Large
mammals may find the winter or dry season the most difficult for survival, since food is
scarce and their migratory abilities are limited.
1.
Give an example of a songbird that nests in northern latitudes and explain how it copes
with decreased food and habitat resources in the winter.
2.
Give an example of a large herding land mammal and explain how it copes with
decreased food and habitat resources in the winter or a dry season.
3.
Imagine that a bird population relies on a large swamp to provide food. If the swamp is
drained or otherwise altered so that the food supply is destroyed, explain what would
happen to the size of the bird population over time.
4.
What could happen to the size of the population of a herding mammal if it becomes
isolated on an island environment?
5.
If the Earth has a limited amount of resources, what effect will increases in human
populations have on the quality of life or survival of man?
5
Six Billion and Counting – Grade Ten
Attachment B
Pre-Assessment Answers
Acceptable answers include, but are not necessarily limited to, the following.
1. Give an example of a songbird that nests in northern latitudes and explain how it copes
with decreased food and habitat resources in the winter.
Songbirds such as the robin or warblers, ducks such as the blue-winged teal and raptors
such as the turkey vulture, summer in Ohio or farther north and migrate south in the fall
or winter. Birds such as the American crow, red-tailed hawk, rock dove or cardinal
remain in the northern latitudes and eat food that is available at that time of year such as
grain or mice.
2. Give an example of a large herding land mammal and explain how it copes with
decreased food and habitat resources in the winter or a dry season.
Examples of large herding mammals include caribou, elk, American bison, zebra and
gnu. These animals participate in large-scale migrations to escape inhospitable
conditions and to exploit available food resources.
3. Imagine that a bird population relies on a large swamp to provide food. If the swamp is
drained or otherwise altered so that the food supply is destroyed, explain what would
happen to the size of the bird population over time.
Lack of food could cause some birds to die and the population to decrease. However,
since birds can fly, they may also be able to disperse to a new habitat and maintain the
size of the population.
4. What could happen to the size of the population of a herding mammal if it becomes
isolated on an island environment?
Unable to escape the island environment, the population size would increase until it
overgrazes the island. Eventually, many would starve.
5. If the Earth has a limited amount of resources, what effect will increases in human
populations have on the quality of life or survival of man?
If human consumption of resources goes unchecked, resources will be depleted and there
will be no place to go for these resources.
6
Six Billion and Counting – Grade Ten
Attachment C
Post-Assessment
Directions: Answer the following questions.
1.
What is one possible outcome from the overpopulation of a plant-eating animal on an
island?
2.
What has historically been an option available to man when the climate in one area has
not been good for the production of food because of drought, disease, winter or overuse?
3.
As Earth's human population surpasses six billion people and continues to rise, what are
some of the issues that will confront people and societies?
4.
Answer the following questions based on resources you have studied or from an example
that was presented in class.
a.
Identify a resource for which demand has greatly increased due to increasing human
population.
b. How is that resource being used?
c. What can be done to reduce its use?
7
Six Billion and Counting – Grade Ten
Attachment D
Post-Assessment Answers
Correct answers will depend on the items identified by students in your class. The following
are sample responses but students responses, will vary.
1. What is one possible outcome from the overpopulation of a plant-eating animal on an
island?
If the animal cannot leave the island it may overpopulate and destroy the plants upon
which it depends. With the plants gone or reduced the animals starve. A harsh winter or
deadly disease can reduce the numbers, or even drive a population to extirpation. If
individuals survive and the populations rebound, producer and consumer may come to a
relatively stable equilibrium.
2. What has historically been an option available to man when the climate in one area has
not been good for the production of food because of drought, disease, winter or overuse?
Human populations have migrated. Sometimes the migrations have been peaceful. Other
times there have been wars with a reduction of lives due to the warfare.
3. As Earth's human population surpasses six billion people and continues to rise, what are
some of the issues that will confront people and societies?
People will always need water, food and shelter. Other items are wants. Resources will
be depleted or will become something only the wealthy can have, which may lead to
social unrest.
4.
Answer the following questions based on resources you have studied or from an example
that was presented in class.
a. Identify a resource for which demand has greatly increased due to increasing human
population.
Water, phosphates, trees, food, oil, etc.
b. How is that resource being used?
For example, oil and other fossil fuels are being used by combustion engines of
automobiles.
c. What can be done to reduce its use?
Alternative fuel sources can be used to achieve better gas mileage. As resources
become scarce, greater incentive will lead to the development of alternative
technologies.
8
Six Billion and Counting – Grade Ten
Attachment E
Case Studies
Directions: Examine the following five case studies involving animal and human
populations on limited land. Islands are used to model what could happen on an entire
continent or the entire Earth. For each case study, develop graphs of data to compare and
contrast the different situations.
Case Study I: Reindeer on St. Matthew Island
In 1944, reindeer (Rangifer tarandus) were introduced to St. Matthew Island, Alaska, by the
U.S. Coast Guard. The herd consisted of 24 females and five males. The island is 128 square
miles with excellent reindeer habitat. A previous study showed that between 1,200 and 2,000
reindeer could survive and thrive on the island. The U.S. Coast Guard abandoned its facility
shortly after the release of the reindeer and the island has been uninhabited by humans since.
During 1957, a study found 1,350 reindeer on the island. Not only had the number increased,
but the body weight of females was nearly 25 percent greater than comparable domestic
animals and 46 percent greater for males. This showed that there were abundant resources for
the reindeer. By 1963, the population had increased to more than 6,000 reindeer. Lichens, the
primary food of reindeer, were completely gone from the island. The winter of 1965 was
severe. By July 1966, there were only 42 nearly starving animals left on the island.
Graph four data points to show the population changes of the reindeer. Put population size on
the vertical axis and years on the horizontal axis.
Date
1943
1957
1963
1966
Number of Reindeer
29
1350
6000
42
Case Study II: Easter Island
Easter Island was settled by Polynesians, probably a thousand years ago. At that time, it was
a rich island forested with palms and a tree called the sophora. A culture developed with
organizational skills and considerable engineering skills. Massive stone statues were cut,
carved and erected along the coastline. The population increased to an estimated 4,000
individuals. Archeological evidence indicates considerable deforestation and conflict over
scarce food. Warfare and lack of food reduced the population to 630 individuals by the time
that Britain's Captain Cook arrived on the island in 1775. There were no trees on the island.
Trees would have provided the wood needed to build boats that would have allowed more
fishing or migration. By 1885, there were fewer that 155 islanders left.
Graph the population on Easter Island. Dates and numbers prior to Captain Cook’s arrival
are estimates. Use the same format as the Case Study I graph.
9
Six Billion and Counting – Grade Ten
Attachment E (continued)
Case Studies
Date
1000 A.D.
1600
1775
1885
Number of inhabitants
50 (estimated)
4000
630
155
Case III: Ireland
In 1841, the population of Ireland was calculated by the British government to be 8,175,124,
which was probably 25 percent less than the actual population size. Many Irish were
exceptionally poor, living on potatoes as their only source of food. Potatoes had been
imported in 1590 and would grow in the poor, rocky soil of Ireland. A potato blight (fungus)
eliminated 90 percent of the potato crop in 1846. During that winter and the next, an
estimated one million Irish starved to death. Most wealthy Irish and English landowners were
raising corn and animals to export to England and elsewhere. They could have used the food
to feed the poor, but instead chose to export it and let people suffer. Nearly two million
people emigrated to the United States and Australia to escape starvation. By the 1851 census,
only 6,552,385 people were counted in Ireland. Population estimates showed the number
should have been more than 9,000,000. Poor weather, the potato blight and political
decisions caused the reduction in the population. Poor economic conditions and continued
emigration dramatically slowed the rebound of the population.
Make a graph showing the population change between 1841 and 2003.Use the same format
as in Case Studies I and II.
Date
1841
1851
1861
1926
2003
Number of inhabitants
8,200,000
6,500,000
5,800,000
4,200,000
5,500,000
Case IV: Montserrat
Montserrat is an island in the Caribbean. The island is 102 square kilometers or about half
the size of Washington, D.C. In 1995, there was a major volcanic eruption of the Soufriere
Hills Volcano with another catastrophic eruption taking place in June 1997. At that time
there were about 12,000 inhabitants. The population was increasing at more than 4 percent
each year. As a result of the eruption, 8,000 people left the island. More than half the island
is currently uninhabitable and will remain so for at least a decade. Some people have returned
and the population has increased to about 8,995.
10
Six Billion and Counting – Grade Ten
Attachment E (continued)
Case Studies
Graph the population before, immediately after, and currently for the Island of Montserrat.
Use the same format of Case Studies I, II and III
Date
1995
1997
2003
# of Inhabitants
12,000
4,000
9,000
Case V: Nauru
Nauru is a small, 21-square kilometer island in the South Pacific near the equator. For
thousands of years, it had been a resting and nesting ground for marine birds. The resulting
guano built up to 100 feet thick in some areas. This guano is also known as phosphate rock.
Australia has poor soils, and the island of Nauru provides phosphate rock. In 1968 the 2,000
Nauruans gained their independence. By 1997, the population of native Nauruans had
increased to 6,000 with foreign workers pushing the population to 10,000.
Phosphate mining is controlled by the state so the native Nauruans shared the wealth. During
the 1980s and 1990s the Nauruans had one of the highest per person incomes in the world.
People were imported from India and surrounding areas to work the phosphate mines. All
people live in a narrow band around the island since the interior was mined. All fuel and food
has to be imported, but there was plenty of money to pay for the imports. Because all the
food is imported the diet is nothing like it was in the past, and there are many new medical
problems associated with high-fat high-carbohydrate diets. By 2003, the phosphate rock was
nearly gone. The majority of the island is a barren wasteland of coral and limestone. The
local native population has no farming or fishing skills. It will cost hundreds of millions of
dollars to import topsoil and rebuild the island. The government is nearly bankrupt. If
reconstruction occurs, it may take 30 years to provide any lasting agriculture. Because of the
destruction to the land, erosion is a serious problem for the marine environment. Since
everyone lives on a narrow band around the island, a major storm could have serious
consequences. If the ocean rises due to global warming, the island could disappear entirely.
One suggested solution is to remove the entire population to another, as yet to be determined,
location.
Make a population graph of Nauru using the same format of the previous case studies.
Date
1968
1997
2003
Number of inhabitants
2,000
10,000
12,000
11
Six Billion and Counting – Grade Ten
Attachment F
Case Study Questions
Name _____________________________
Date ____________
Directions: Use the data from the graphs you made of the five case studies to answer the
following questions.
1.
Which of the cases had a population decline due solely to a natural event?
2.
What was the event?
3.
Will human and natural (plant and animal) populations be impacted in similar ways by
this type of natural event? Explain.
4.
Which of the cases related to a natural event that was made much worse by human
behavior.
5.
What was this event and what evidence is there that humans made it worse?
6.
There was no hunting or predation on St. Matthew Island. How did the lack of
population controls impact the population of reindeer?
12
Six Billion and Counting – Grade Ten
Attachment F (continued)
Case Study Questions
7.
Which two cases are the most similar and why?
8.
Which case has not had a conclusion?
9.
Which island shows the problems with major nonrenewable resource depletion?
10. Which case shows that the “good life” can sometimes be too good? Give examples.
11. What major concept do you find in all of the case studies?
13
Six Billion and Counting – Grade Ten
Attachment G
Case Study Answers
1.
Which of the cases had a population decline due solely to a natural event?
Case study IV, Montserrat
2.
What was the event?
A major volcanic eruption on an island.
3.
Will human and natural (plant and animal) populations be impacted in similar ways by
this type of natural event? Explain.
Yes, volcanic ash will kill animals and plants the same way it does humans.
4.
Which of the cases related to a natural event that was made much worse by human
behavior.
Case III, Ireland
5.
What was this event and what evidence is there that humans made it worse?
The potato blight was a natural event. Food that should have been available to the
people was exported. This left many people hungry.
6.
There was no hunting or predation on St. Matthew Island. How did the lack of
population controls impact the population of reindeer?
The island could have supported 2,000 reindeer but there was nothing to keep the
population at or below 2,000 so when it went beyond, the animals starved.
7.
Which two cases are the most similar and why?
Case I and II, the reindeer on St. Matthews Island and Easter Island.
Both populations grew to the point where the environment was altered. It could no
longer support the large populations and many individuals starved to death.
8.
Which case has not had a conclusion?
Case V, Nauru
9.
Which island shows the problems with major nonrenewable resource depletion?
The island of Nauru.
10. Which case shows that the “good life” can sometimes be too good? Give examples.
Nauru. People had plenty of money, but when the phosphate ran out, there was nothing
left for them. The resource that supported them financially was depleted and the
environment could not support their daily needs.
11. What major concept do you find in all of the case studies?
Because of limited space, problems were magnified. If each event had happened on a
continent, the individuals could have migrated.
14