Performance Benchmark N.12.B.2

Performance Benchmark N.12.B.2

Students know consumption patterns, conservation efforts, and cultural or social practices in countries have varying environmental impacts. E/S

All our daily activities involve some use of natural resources. Generally speaking, how we use our resources is embedded in our cultural and social practices. For example, we use paper freely without thinking about what types of raw materials are needed or what by-products are generated. The amount of energy, resources, by-products and waste generated by making paper is not generally a concern for us. The same is true for all the familiar and not so familiar products and processes that we rely on daily as a society. How our expectations for everyday life impact our environment is not a concern for the majority of our citizens.

What are consumptive patterns? Consumption is the use of goods and materials to satisfy human needs. These needs are generally determined by the society in which we live. The term consumption can have both negative and positive connotations. Consuming goods and materials to satisfy basic human needs implies a survival mechanism. Consuming goods and materials for enjoyment can lead us to a discussion of sustainable living and the over consumption of resources that leads to non-sustainable consumptive patterns. For example, the over-reliance on automobiles for transportation has lead to an appetite for oil that exceeds the resource. This consumptive pattern among countries relying on the automobile has caused environmental impacts such air and water pollution. The environmental impact might be studied in terms of degradation to the environment but also to the health of populations in the affected communities.

In another example, the cultural/social consumptive practice of consuming shark tail fins has resulted in a decline in populations of certain shark species. These two cited examples might be classified as cultural consumptive patterns that are unsustainable and have serious environmental impacts. Several years ago, a popular chef publicized the recipe for blackened red snapper which lead to the catastrophic decline in the population of this species. Many chefs now routinely use “sustainable” recipes that don’t impact one species in such a manner.

The nature of consumption is a sobering reminder that in using resources there is always a positive and negative impact. The negative aspect reminds us that resource use always involves a trade off. Continued consumption is possible if our resources can be renewed and made available on a sustained basis (http://www.unece.org/env/europe/workshop/unepppap1.e.pdf).

Another aspect to consumptive patterns is the amount of consumption. As indicated above, the over use of one species of fish lead to its species decline. Humans need clothing to keep themselves protected, warm and comfortable yet many people are influence by fashion trends and have wardrobes of clothing exceeding their needs. Modern clothing employs many synthetic fibers which are petroleum based products. Once again, there is an over reliance on one particular resource.

To learn about the environmental impacts of electricity generation technologies (i.e., coal, oil, nuclear, hydroelectric, etc.) and the environmental impacts of various energy resources (i.e., water resource use, solid waste generation, land resource use, etc.), go to

http://www.epa.gov/solar/impacts.htm

Important educational efforts include helping students understand resource use in conjunction with community attitudes and needs. Recycling practices need to be discussed and reviewed with students. Brainstorming activities can help students develop imaginative solutions. Recognizing that man’s reliance on resources is psychological, physical and physiological will help the students understand the complexity of the concept of consumption.

Water is a critical natural resource for survival. The limited abundance of water in Nevada elevates discussion about resource availability, depletion, environmental degradation and conservation. Pat Mulroy of the Southern Nevada Water Authority says that water usage is steeped in our attitudes, culture and history. Early pioneers came to this area because of the abundance of natural springs. Almost immediately, they realized that only a small agrarian population could be sustainable in this environment. They also learned that a desert environment can become treacherous during rainfall resulting in erosion and degradation of fragile land resources. Not understanding the desert environment creates a non-sustainable use of the limited water resources.

Las Vegas (2007) has a population rapidly approaching 2 million citizens who have come from all parts of the country and the world. These citizens bring their cultural understandings and attitudes about water with them. Attempting to recreate tropical jungles and beautiful green lawns does not let us manage our precious water resource. Even with conservation efforts, Las Vegas seeks water from other locations within the state. Fortunately, the water districts are working to educate the population about sustainable methods of using water through their Las Vegas Springs Preserve.

Origen Exhibit at the Las Vegas Preserve

In this exhibit at the Preserve, the public can explore the history of the Las Vegas Valley from early American cultures to Anglo-European settlers. Newcomers to the Valley can become familiar with the history of water use over the past several centuries. The ORIGEN Experience captures the essence of the land, the early inhabitants and the many possibilities for Las Vegas’ future.

Figure 1. The ORIGEN Experience at the Las Vegas Springs Preserve.

(from http://www.springspreserve.org/html/)

To learn more about the Las Vegas Springs Preserve, visit their robust website at http://www.springspreserve.org/html/

The Las Vegas Water Authority works diligently within the community and with other government agencies to conserve the water that returns to Lake Mead. There is a complex relationship between the amount of water that Southern Nevada withdraws from the Colorado River (via Lake Mead) and the amount of water that is returned to the river. Credits are issued by the federal government through the Colorado River Compact. The Las Vegas Wash is the main channel returning water. Over the years, efforts have been fortified to prevent water loss and land erosion. Students can study the Wash by visiting the Las Vegas Wash website. The water district exemplifies the best aspects of sustainable resource in the description that follows this photograph.

Figure 2. The Las Vegas Wash

(from http://www.lvwash.org/)

Recycling Las Vegas History at the Wash

On March 13, 2007, the Stardust Casino was reduced to rubble in a grand implosion that echoed throughout the Las Vegas Valley. The much celebrated demolition event garnered television coverage and national media attention with articles in the New York Times and USA Today. When it opened in 1958 the Stardust was touted as the biggest and best hotel-casino on the Las Vegas Strip. As the years passed it became infamous as the host of Hollywood films and real life mafia characters. But like many classic casinos on the Strip, it began to pale in comparison with the newer casinos, and was slated for demolition to make way for progress. The implosion amid the fanfare reduced the 32-story Stardust to 170,000 tons of debris.

What should be done with so many tons of debris? To place it all in landfill would be one way to get rid of it, but it would be a shame for the remnants of a Las Vegas icon to be forgotten. So, to give these oldhotels a second life, the Southern Nevada Water Authority works with demolition and development companies to acquire and use the broken concrete as riprap embankments in the Las Vegas Wash.

To learn more about the Las Vegas Wash visit

http://www.lvwash.org/

Figure 3. Map of the Las Vegas Wash showing placement of concrete debris to create riprap

embankments which prevent soil erosion. (from http://www.lvwash.org/)

Thus far only water has been discussed as one resource that can be conserved through business, community and government efforts. Further discussions with students can center on the concept of sustainability and the positive aspects of recycling. The Sustainability Gallery at the Las Vegas Springs Preserve reveals the use of native plants, recycling of many ordinary objects, and selecting resources based on environmental impacts. As mentioned above the Southern Nevada Water Authority reuses concrete debris from hotels that have been imploded.

Figure 4. A life-size garbage truck made of recycled materials is also a theater.

(from http://www.springspreserve.org/html/dlc_sustainability.html)

Students can relate easily to community efforts to recycle newspaper and aluminum cans. One of the most important concepts for students to understand is the nature of local attitudes towards environmental issues. Teachers need to help students understand that moving towards “greener” energy sources have economic impacts as well as hidden environmental impacts. Class discussions can focus on efforts to conserve water in the southern Nevada but also in other parts of the country as well. Efforts to conserve any and all of our resources through common sense practices should be emphasized.

Performance Benchmark N.12.B.2

Students know consumption patterns, conservation efforts, and cultural or social practices in countries have varying environmental impacts. E/S

Common misconceptions associated with this benchmark.

1. Students incorrectly think that conservation is only an American concept.

The reality of this misconception is that many countries have conservation efforts that protect and preserve their natural resources. Costa Rica is a country dedicated to preserving its natural resources.

This site describes the efforts of Costa Ricans to conserve and preserve their resources. Descriptions about the pros and cons of ecotourism are emphasized.

http://www.american.edu/TED/costa-rica-tourism.htm

2. Students incorrectly think that conserving resources is being a “tree hugger.”

The reality of this statement is that many media outlets have distorted reports about the environmental impacts of various practices involving resource use. The public has developed a mistrust of environmental efforts to protect resources.

These two sites confront the problems posed by conservation and the ever-changing challenges involving politics, cultures, and economies.

http://web.conservation.org/xp/CIWEB/programs/

http://web.conservation.org/xp/CIWEB/programs/ecotourism/

3. Students incorrectly think that only other countries waste resources.

Americans routinely believe that other people are the source of the problem while failing to recognize that waste is a by-product of human activity. Helping students understand that their actions have environmental impacts will help them understand how conservation and sustainable practice can have positive impacts on their lives. By better understanding waste issues and changing habits, students can understand how they can improve their community and the environment around them.

The Environmental Protection Agency (EPA) has developed materials for high school teachers and students that address issues relate to resource use and conservation practices that provide positive ideas and projects. This information can be accessed at

http://www.epa.gov/epaoswer/education/teen_proj.htm

4. Students incorrectly think that sustainability costs more.

The sustainable approach may require a greater commitment of time and a focused effort, but it frequently costs less to implement than a conventional design. Moreover, a guiding concept of sustainability is to evaluate efficiency using total lifecycle cost. By that measure, initial capital costs pale in comparison to human costs, and to the potential gains from even modest improvements in worker productivity that sustainable treatments often support.

The following website has a question and answer format addressing some of the more poignant issues regarding sustainable design. They state that the sustainable approach may require a greater commitment of time and a focused effort, but it frequently costs less to implement than a conventional design. http://www.syska.com/Sustainable/knowledge/QA_SustainableLabs.html

5. Students incorrectly think that sustainability is too complex to be achievable.

The difficulty with the term sustainability is that most people don’t know what it means. Many people think it is just about sustaining ourselves economically and don’t look at the environmental and social aspects that are crucial to sustainability. Additionally, there have been hundreds of different definitions for sustainability that vary in specificity. This makes it difficult to achieve a widespread, commonly accepted concept of sustainability. A frequently cited definition is “improving the quality and equity of human life while living within the carrying capacity of supporting ecosystems.” Finally, many people believe that sustainability pits the environment against business, when in fact business must play a critical role in creating sustainability.

The University of Colorado has a question and answer page about the concept of sustainability. Please see http://web.uccs.edu/ur/comm_email/5-5-06b.htm

6. Students incorrectly think that energy is associated with humans or movement.

For example, students believe energy is associated only with humans or movement, is a fuel-like quantity which is used up, or is something that makes things happen that is expended in the process. (Benchmarks for Science Literacy, p. 338.) Although students typically hold these meanings for energy at all ages, upper elementary-school students tend to associate energy only with living things, in particular with growing, fitness, exercise, and food. (Benchmarks for Science Literacy, p. 338.) In addition to not readily understanding the conservation of energy, students do not understand that once energy is converted, it is not necessarily in a usable form.

This website contains student lessons on energy. The focus of this section of the website is on a lesson designed to help students investigate and evaluate renewable energy sources. See

http://www.sciencenetlinks.com/lessons.cfm?DocID=26

7. Students incorrectly think that holes in the ozone lead to enhanced green house effects.

Regarding air pollution and damage to the ozone layer through use of CFC’s, many students believe holes in the ozone layer allow more solar radiation to pass through the atmosphere leading to an enhanced greenhouse effect. Ozone is a gas that occurs both in the Earth's upper atmosphere and at ground level. Ozone can be "good" or "bad" for people's health and for the environment, depending on its location in the atmosphere. The greenhouse effect is the rise in temperature that the Earth experiences because certain gases in the atmosphere (water vapor, carbon dioxide, nitrous oxide, and methane, for example) trap energy from the sun.

A good document for discussing ground level ozone vs upper atmospheric ozone is found at http://www.epa.gov/ozone/ and http://www.epa.gov/ozone/strathome.html.

Another website excellent for the greenhouse effect is http://www.epa.gov/climatechange/kids/greenhouse.html and http://www.epa.qld.gov.au/environmental_management/sustainability/climate_change_and_greenhouse/what_is_the_greenhouse_effect/