ScienceBiology

Ecosystems and the 2002 Games

Description
Students analyze the effects of humans on ecosystems in relation to the 2002 Olympic Winter Games and investigate the cause and effect relationships between alteration of ecosystems and the overall "health" of the Earth. Students also evaluate scientific accuracy of information and write a paper presenting a position about a selected issue based on collected information.

Themes
Respect, Diversity, Discipline, Striving for Personal Best, Adaptation, Ethics, Environment, Civic Responsibility, Ethics, Creative Problem-solving, Globalism

Core Curriculum
3520-0802 Students will investigate the interdependence of organisms with each other and with their environment.
Learning Outcomes
Students Will:
Analyze the effects of human activities on matter cycles and energy flow
Observe and document the impact of people on a natural cycle, interpret the results, and predict long-term effects
Formulate an opinion and defend it on an issue regarding human impacts on a natural cycle; e.g., fossil fuels, fertilizers, recycling
Activity: Olympic Impact

Preparation
Make arrangements for student use of the school computer lab and\or media center for research. Collect materials related to controversial news topics.

Tools and Resources
The following Internet resources may provide additional information for the student's research
Biology Core Experiments
Biology Internet Resources
Deseret News Site (Search Olympic articles or preview the archives for environmental articles.)
www.saltlake2002.com(Venue information can be found under the subheading of "Sports.")

Instruction
Explain the following:
People from all over the world visit Utah for winter sports and recreation. The 2002 Olympic Winter Games will bring more people and cash flow to our state. Utah will change with the Olympics. There are many people who say that the Olympics will boost the economy of the state and provide jobs and other opportunities. Light rail transportation, freeway improvement, hotel construction and upgraded buildings are a result of Olympic preparation. Others think that the Olympics will cost the taxpayers millions of dollars and negatively impact the pristine mountain environment. One of the most important aspects of science is gathering information that is accurate and unbiased. There are many opinions about the Olympics coming to Utah.

Explain the following:
In biology students analyze the effects of humans on ecosystems. Most things on the planet are interconnected. For example, when fossil fuels are burned, the atmosphere is altered which impacts life on Earth. Humans are responsible for major alterations to ecosystems on this planet. People are only now beginning to understand the "big picture" of cause and effect relationships between alteration of ecosystems and the overall "health" of the Earth.
Brainstorm ways in which the 2002 Winter Olympics might impact the ecosystem of the Wasatch Mountains.
Instruct students to visit the Salt Lake Organizing Committee web site. Study each venue site plan. Read the environmental considerations and accommodations listed for each site.
Discuss with students:
In what ways have steps been taken to insure that the Olympics will not cause adverse effects at each site? How might hosting the event actually improve the site? What steps might be added to further improve the local environment?
Large cities must deal with transportation issues. How might light rail and other public transportation options introduced prior and during the Olympics actually benefit air quality? What other options are available to reduce air quality deterioration before during and after the Games?
Long after the Olympics are gone, the publicity generated from the games will draw people to Utah and increase crowds in the mountains. How might Utah prepare for the increased use of material and natural resources? How might we preserve the delicate ecosystem of the Wasatch Mountains?
Explain the following:
Many people believe that if something is written in a newspaper or reported on the news, it must be factual and accurate. Discuss the importance of finding unbiased information. Facts must be separated from opinions in order to form an accurate hypothesis. Brainstorm informational resource options. (Local newspapers and national news magazines are available resources but are not always unbiased!)
Discuss why people believe the information reported by the media when many times it is not reported accurately?
Instruct students to design an experiment to test their hypothesis.
Instruct students to find several newspaper or Internet articles that deal with a topic related to the effect of human activities on ecosystems and the environment. Examples of topics might include the Legacy Highway, pesticide use, fossil fuel pollution, the Escalante Grand Staircase National Monument, etc.

Have students read each article and evaluate the scientific accuracy of the information by recording statements that are facts (supported by evidence) in one column and opinions in another.

Students use the information to write a paper and present a position about the issue based on the collected information.
Ask them to quote a source for any facts that they may use.
In the conclusion of the paper, ask students to offer their opinion on the issue, which can be supported by the facts they listed.
Assessment
Students will:
Research and evaluate news sources for information and bias
Present thoughtful information regarding environmental topics based on fact
Extensions
Students are invited to use computer and digital video technology to produce a documentary video on a topic related to the 2002 Winter Olympics and ecosystems and share the video with classmates.

Light the Fire Within TM © 2000 SLOC
© 2001 GIFT Foundation

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