The Human Impact-



This activity uses 5 aerial photographs of Gwinnett Co., Georgia from 1955-2008. Students compare the photographs and study natural and human-made areas of the maps. Estimating size of residential, commercial/industrial, and vegetated areas, counting vehicles and homes, and using facts from the Gwinnett Co. GA Comprehensive Plan, US census, and other resources, they will note the significant changes that have occurred in one area of our county over the last 53 years. This activity may be done individually, but is best as a collaborative study with groups studying just one component of human impact in this area. Students then present their findings to the class and discuss. This activity meets various AKS for Social Studies and/or Science for grades 6-12.

Materials:

GC&B Human Impact Toolkit, which contains 5 large maps (approx. 34” square) and a notebook with lesson plans, worksheets, and activities; string or flexible measuring tape; clear grid overlay, calculators.

Map Information:

These 5 large maps were provided by the Gwinnett County GIS Department, and show an area of Gwinnett that includes a curve of the Chattahoochee River, McGinnis Ferry Road and Peachtree Industrial Boulevard. Three counties meet at this curve in the river: Forsyth Co. on the northwest side of the river, Fulton Co. on the southeast side, and Gwinnett Co. on the eastern side of the river. Maps included in toolkit are from: 1955, 1972, 1986, 2000, 2008. The top of the map is north, and red lines are marked in margins for quadrants. Scales vary on the maps, with a scale of 1” = 200 ft. on the maps for 2008, and 2000; scales for 1986, 1972 and 1955 are approx. 1” = 400 ft. Map from 1972 is very difficult to read or to identify objects due to poor resolution, so this map could be eliminated from the activity, although there are some areas that may be distinguishable to students and add pertinent information.

Students may also access various websites for additional current views of this area.

Mapquest Link for this area:

Students may use both street and aerial view. Zoom levels 10-11 will show approx. area on large maps.

Google Maps has a human icon that can be moved to the blue street areas and one can see a 360 degree view of the area:

Microsoft Earth: Some maps may be viewed without downloading the free software.

Google Earth software (free) must be installed: . Students can ‘Fly to’ Suwanee, GA and the map area will be west of Suwanee, or use the coordinates 34° 02’ 56.98” N, 84° 05’ 32.66” W for the intersection of McGinnis Ferry Rd. and Peachtree Industrial Blvd.

Background:

Land use planners have used aerial photographs since the 1930s to more accurately draw maps as well as to determine change in land use over time. These maps can also be used for assessing green areas, habitat fragmentation, availability of specific habitat, etc.

Vocabulary:

land use, land use plan, habitat fragmentation, population density, impervious surfaces, greenspace

Procedure:

1) Post maps around the room on walls and in chronological order so that students can walk around for study. Tell students maps are divided into quadrants for ease of study. (Top left is NW quadrant, top right is NE quadrant, bottom left is SW quadrant, bottom right is SE quadrant; use red lines in margins as markers.)

2) Students may complete worksheets individually or be divided into pairs or groups.

3) Students or groups write up their findings using bulleted lists, graphs, etc.

4) Students can then present their findings to the class or turn in a report.

Extensions: Students can be assigned as members of a study commission, and write a professional report to present to the County Commissioners; they can write letters to County Commissioners with their concerns about the changes in the land; they can act as members of the Zoning Commission and with the knowledge gleaned from this activity, decide whether or not to change land to zone it as commercial, high-density, etc.; students can write up their proposed changes to the Gwinnett Co. Comprehensive Land Use Plan.

GCPS AKS:

6th Grade:

* use cardinal directions (GPS) (6SS_A2007-1)[pic]

* use intermediate directions (GPS) (6SS_A2007-2)

* compare and contrast the categories of natural, cultural and political features found on maps (GPS) (6SS_A2007-4)

* draw conclusions and make generalizations based on information from maps (GPS) (6SS_A2007-8)[pic] [pic]use latitude and longitude to determine location (GPS) (6SS_A2007-9)

* compare maps of the same place at different points in time and from different perspectives to

determine changes, identify trends and generalize about human activities (GPS) (6SS_A2007-11)[pic][pic]* compare maps with data sets (charts, tables, graphs) and/or readings to draw conclusions and make

generalizations (GPS) (6SS_A2007-12)

7th Grade:

* assess how changes in environmental conditions can affect the survival of both individuals and entire

species and cause them to become endangered or extinct (GPS, ITBS, CE) (7SC_B2005-13)

|* describe the characteristics of Earth's major terrestrial biomes (tropical rain forest, savannah, |

|temperate, desert, taiga, tundra and mountain) and aquatic communities (freshwater, estuaries and |

|marine) (GPS, ITBS) (7SC_B2005-12) |

* 12c - Extension: examine the impact of humans on biomes and evaluate possible solutions

* use cardinal directions (GPS) (7SS_A2007-1)[pic]

* use intermediate directions (GPS) (7SS_A2007-2)

* compare and contrast the categories of natural, cultural, and political features found on maps (GPS)

(7SS_A2007-4)

* draw conclusions and make generalizations based on information from maps (GPS) (7SS_A2007-8)[pic] [pic][pic]* use latitude and longitude to determine location (GPS) (7SS_A2007-9)

* compare maps of the same place at different points in time and from different perspectives to

determine changes, identify trends and generalize about human activities (GPS) (7SS_A2007-11)[pic][pic]* compare maps with data sets (charts, tables, graphs) and/or readings to draw conclusions and make

generalizations (GPS) (7SS_A2007-12)

8th Grade:

* use cardinal directions (GPS) (8SS_A2007-1)

* use intermediate directions (GPS) (8SS_A2007-2)

* compare and contrast the categories of natural, cultural and political features found on maps (GPS)

(8SS_A2007-4)

* draw conclusions and make generalizations based on information from maps (GPS) (8SS_A2007-8)

* [pic][pic]use latitude and longitude to determine location (GPS) (8SS_A2007-9)

* compare maps of the same place at different points in time and from different perspectives to

determine changes, identify trends and generalize about human activities (GPS) (8SS_A2007-11)

* compare maps with data sets (charts, tables, graphs) and/or readings to draw conclusions and make

generalizations (GPS) (8SS_A2007-12)

HS U.S. History:

* use cardinal directions (GPS) (SSUH_A2007-1)

* use intermediate directions (GPS) (SSUH_A2007-2)

* compare and contrast the categories of natural, cultural and political features found on maps (GPS)

(SSUH_A2007-4)

* draw conclusions and make generalizations based on information from maps (GPS) (SSUH_A2007-

8)[pic]

* use latitude and longitude to determine location (GPS) (SSUH_A2007-9)

* compare maps of the same place at different points in time and from different perspectives to

determine changes, identify trends and generalize about human activities (GPS) (SSUH_A2007-11)

* [pic]compare maps with data sets (charts, tables, graphs) and/or readings to draw conclusions and make

generalizations (GPS) (SSUH_A2007-12)[pic]

HS Biology:

|* evaluate the dependence of all organisms on one another and the flow of energy and matter within |

|their ecosystems (GPS, HSGT, CE) (SCBI_B2005-11) |

* 11d - assess and explain human activities that influence and modify the environment such as global

warming, population growth, pesticide use, and water/power consumption (GPS)

HS Environmental Science:

* evaluate the effects of human activities and technology on ecosystems (GPS) (SCES_B2007-10)

* 10e - analyze the impact of human activities on biodiversity and the factors that affect the balance of

biosystems,

* 10e2 - describe the actual and potential effects of habitat destruction, erosion, and depletion of soil

fertility associated with human activities

* 10e3 - examine the values associated with making decisions about the environment (i.e. endangered

species, desertification, deforestation, etc),

|* analyze the actions of the earth and humans and how each impacts the development and movement |

|of soils (SCES_B2007-16) |

* 16a - compare and contrast land usage (urban vs. rural)

* 16f - describe the nature, causes and agents of soil erosion and pollution

* 16f1 - identify types of erosion and conservation measures

* 16f2 - identify sources of pollution and possible solutions

|* investigate the effects of human activity on local and global sustainability (SCES_B2007-17) |

* 17c1 - compare and contrast realistic and unrealistic methods of supporting the growing human

population

Human Impact Student Worksheet- 1

Residential Areas

Compare residential areas in each quadrant for each of the maps by counting the number of single family homes.

|Area ↓ |1955 |1972 |1986 |2000 |2008 |

|NW Quadrant | | | | | |

|NE Quadrant | | | | | |

|SW Quadrant | | | | | |

|SE Quadrant | | | | | |

|Total | | | | | |

| |# |total families |# |total families |# |

| |units | |units | |units |

| |# buildings |sq. ft. |# buildings |sq. ft. |# buildings |

|NW Quadrant | | | | | |

|NE Quadrant | | | | | |

|SW Quadrant | | | | | |

|SE Quadrant | | | | | |

|Total | | | | | |

|NW Quadrant | | | | | |

|NE Quadrant | | | | | |

|SW Quadrant | | | | | |

|SE Quadrant | | | | | |

|Total | | | | | |

| |2-lane |4-lane |2-lane |4-lane |2-lane |

|NW Quadrant | | | | | |

|NE Quadrant | | | | | |

|SW Quadrant | | | | | |

|SE Quadrant | | | | | |

|Total | | | | | |

|NW Quadrant | | | | | |

|NE Quadrant | | | | | |

|SW Quadrant | | | | | |

|SE Quadrant | | | | | |

|Total | | | | | |

|NW Quadrant | | | | | |

|NE Quadrant | | | | | |

|SW Quadrant | | | | | |

|SE Quadrant | | | | | |

|Total | | | | | |

| |Grass |Wooded |Grass |Wooded |Grass |

|Home/driveway | | | | | |

|Multi-family/parking | | | | | |

|Commercial/industrial* | | | | | |

|Roads | | | | | |

|Tennis Courts/ Pools/ Clubhouses | | | | | |

Total (sq. ft.) | | | | | | |Total (Acres) | | | | | | |

How do impervious surfaces like roads, parking lots, and buildings impact the environment?

Note the trends seen throughout the years and what impacts this may have on the environment:

Compare the number of greenspace acres* to those of impervious surfaces using a graph.

What alternatives are there to reduce the amount of impervious surfaces?

* Data from other students

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