by W. Thomas
Introduction:
Everything is connected to everything else is the first law of ecology.It means that there exists in every ecosystem an interdependence that affectsevery aspect of the biotic and abiotic relationship. While this basic conceptis unchanging, growth in population often alter how the components in thebiosphere work together. In the following activities, students will examinethe effects that change in human population have had on the ecosystem.
Objectives:
Time Allotment:
Each activity requires a fifty minute class period.
Materials:
Advanced Preparation:
Teacher should have a general background of how increased human populationaffects ways in which land is used.
Procedure:
Write the words MORE PEOPLE in the middle of the chalkboard. Then ask studentsto name some things that have more people might lead to. Write these thingsin a circle around more people (see example). Add things if necessary toencourage students to consider social, economic and environmental factorsin the quality of life. Draw arrows to show casual relationships. Continueto build outward in all directions, as in the example. When wheel is complete,have students name things from the board that are directly related to landuse. List them as responses are given.
Suggested List might be as follows:
Discuss how each thing listed is effected by growth in human population
Graphing:
Have students complete the graphing exercise. Using the graphing data, chartthe growth in human population and the increase in animal extinction. Comparethe graphs and write a statement or hypothesis that appears to be true basedon the graphs.
Materials:
The Lorax (book or film) by Dr. Seuss, questions for discussion, and questionsfor written exercises
Advanced Preparation:
Teacher should become familiar with book. Find copy that is large enoughto show illustrations. Compile questions for written exercises. Be sureto include items that will require students to recognize symbolism.
Procedure:
Introduce The Lorax by Dr.Seuss as a story of a beautiful woodlandísdestruction as economic demands lead to excessive use of its natural resources,and rapid population growth adds to the environmental stress. Then readThe Lorax to your class or show the film. Following the story lead yourstudents in discussing the following questions. The Lorax- Questions fordiscussion Why did the Once-ler make so many thneeds? How were the animalsand birds affected when the truffula trees were cut down? Why did so manymore once-lers move to the area? How did the rapid population growth affectthe environment? Think about the imaginary land in The Lorax as it was beforethe Once-ler arrived. Did it remind you of any real place you have seen?Now think about how it looked after the population explosion changed theenvironment. Did it remind you of any real place you have seen? What couldthe Once-ler have done that would have allowed him to make the thneeds butnot harm the environment so much? What could the other Once-lers who movedthere have done to keep it a nice place to live?
Possible concepts to consider in preparing written exercise(s): The exercisescould be in the form of analogies, recognizing and interpreting symbolism,basic comprehension questions, etc.
Concepts:
Thneeds are symbolic of todayís trend in buying what we think wewant. The Once-ler continued to cut down the truffula trees despite thefact that the Brown Bar-ba-loots depended on them for life.
Wider roads made better transportation which led to an ìindustrialrevolutionî
Air pollution from the factory was so extensive that the swomee swans wouldhave to fly from a month to a year to escape to find clean air.
Leftover goo, industrial waste was dumped into the water making it impossiblefor the fish to survive. Resources were depleated to the point that theOnce-lers also left.
The Once-lers who started the destruction, and remained, proposed land reclamationas a start to rebuild or refurbish the area after developing cognition ofthe problem.