Environmental Pollution: Understanding Natural and Synthetic Threats

Environmental Science Grades High School 9:22 Video
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Lesson Description

This lesson explores the concept of pollution, differentiating between natural and synthetic pollutants, their sources, and their impact on ecosystems and human health. It aligns with standards related to ecosystems, earth systems, and human activities.

Video Resource

Pollution: Crash Course Ecology #11

CrashCourse

Duration: 9:22
Watch on YouTube

Key Concepts

  • Pollution as misplaced or concentrated substances.
  • Natural vs. synthetic pollutants.
  • Impacts of pollution on biogeochemical cycles.
  • Effects of pollution on ecosystems and human health.
  • Endocrine disruptors and their effects.

Learning Objectives

  • Students will be able to define pollution and differentiate between natural and synthetic pollutants.
  • Students will be able to explain how human activities disrupt biogeochemical cycles and contribute to pollution.
  • Students will be able to describe the impact of specific pollutants (e.g., mercury, acid rain, endocrine disruptors) on ecosystems and human health.
  • Students will be able to evaluate potential solutions for mitigating pollution.

Educator Instructions

  • Introduction (5 mins)
    Begin by showing the first minute of the Crash Course video to introduce the concept of pollution and its pervasiveness. Discuss the initial thoughts of the students. What does the word pollution mean to them?
  • Video Viewing and Note-Taking (10 mins)
    Play the rest of the Crash Course video ('Pollution: Crash Course Ecology #11'). Students should take notes on key concepts, examples of pollutants, and their effects. Encourage them to use the table of contents for reference.
  • Class Discussion: Natural vs. Synthetic Pollutants (10 mins)
    Facilitate a class discussion focusing on the difference between natural and synthetic pollutants. Use examples from the video (e.g., excess nitrogen vs. endocrine disruptors). Discuss which pollutant types are more challenging to address and why.
  • Case Study: Gulf of Mexico Dead Zone (10 mins)
    Focus on the Gulf of Mexico Dead Zone as a case study. Have students discuss the causes and consequences of this pollution. What actions can be taken to reduce it?
  • Research and Presentation Prep (10 mins)
    Divide students into small groups and assign each group one of the following pollutants discussed in the video: Cyanide, Mercury, Sulfur Dioxide/Nitrogen Dioxide (Acid Rain), Endocrine Disruptors. Groups will research the sources, effects, and potential solutions to each pollutant.
  • Wrap-up and Quiz Preview (5 mins)
    Summarize the main points of the lesson. Inform students that they will have a multiple choice and fill in the blank quiz on the material covered during the next class.

Interactive Exercises

  • Pollution Solution Brainstorm
    Divide students into groups. Each group should choose a specific pollution issue (e.g., plastic pollution in oceans, air pollution in urban areas) and brainstorm potential solutions, considering technological, behavioral, and policy approaches.

Discussion Questions

  • How do human activities contribute to the pollution of natural compounds?
  • What are the ethical considerations surrounding pollution, particularly in relation to its impact on different communities?
  • What role does personal responsibility play in reducing pollution?
  • Discuss the tradeoffs between economic development and environmental protection in the context of pollution control.

Skills Developed

  • Critical thinking
  • Data analysis
  • Communication
  • Problem-solving

Multiple Choice Questions

Question 1:

Which of the following is the BEST definition of pollution?

Correct Answer: Any substance in the wrong place or in the wrong concentrations in the environment.

Question 2:

Burning fossil fuels contributes to an overload of which biogeochemical cycle?

Correct Answer: Carbon cycle

Question 3:

What is the primary cause of the dead zone in the Gulf of Mexico?

Correct Answer: Excessive nitrogen and phosphorus runoff from farms.

Question 4:

Cyanide is a naturally occurring compound found in which of the following?

Correct Answer: Almonds

Question 5:

Mercury primarily affects which part of the body?

Correct Answer: The brain and nervous system

Question 6:

Sulfur dioxide and nitrogen dioxide contribute to which environmental problem?

Correct Answer: Acid rain

Question 7:

Endocrine disruptors are found in all of the following EXCEPT:

Correct Answer: Volcanic eruptions

Question 8:

What system in the body do endocrine disruptors primarily affect?

Correct Answer: Endocrine system

Question 9:

Which group is MOST susceptible to the effects of endocrine disruptors?

Correct Answer: Fetuses and infants

Question 10:

What is the main environmental problem associated with using cyanide in gold mining?

Correct Answer: Contamination of water sources with cyanide and other toxic metals

Fill in the Blank Questions

Question 1:

__________ is a catch-all term for any substance that's in the wrong place or in the wrong concentrations in the environment.

Correct Answer: Pollution

Question 2:

The __________ cycle is being overloaded by the burning of fossil fuels.

Correct Answer: Carbon

Question 3:

Phosphates and Nitrates are the main ingredients in __________.

Correct Answer: Fertilizers

Question 4:

The Gulf of Mexico __________ covers 18,000 square kilometers of river delta and coast-line.

Correct Answer: Dead-Zone

Question 5:

Mining operations use __________ in large quantities in order to separate gold, silver, and other precious metals from the ore.

Correct Answer: Cyanide

Question 6:

__________ is a super-toxic, naturally-occurring metal found in coal.

Correct Answer: Mercury

Question 7:

When sulfur dioxide and nitrogen dioxide react with water vapor in the atmosphere, they turn into sulfuric acid and nitric acid, and then return to the surface as __________.

Correct Answer: Acid rain

Question 8:

__________ disruptors are put in pharmaceuticals, pesticides and plastics.

Correct Answer: Endocrine

Question 9:

Bisphenol A or __________ is an example of an endocrine disruptor.

Correct Answer: BPA

Question 10:

The __________ system, basically just your hormones, controls a vast array of an organism's functions.

Correct Answer: Endocrine

Educational Standards

EN.LS2.6:Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. EN.LS2.7:Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* EN.ESS3.4:Evaluate design solutions for a major global or local environmental problem that reduces or stabilizes the impacts of human activities on natural systems.*

Teaching Materials

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