ANTHROPOGENIC ISSUES AND HUMAN HEALTH

Patricia Diaz

pdiaz6@schools.nyc.gov

Edward R. Murrow HS - Brooklyn, NY

 

INTRODUCTION:

One of the world’s biggest issues is air pollution, not only because of its impact on climate change, but also how it also impacts human health.  There are many pollutants that are major factors in disease in humans, one of them being particulate matter (PM).  Particulate matter is so small, people are inhaling these little particles which can travel to our respiratory system causing serious respiratory and cardiovascular diseases.  Air pollution has also led to the depletion of the ozone layer which has caused dangerous UV radiation to be even more harmful to humans. 

The only way to solve this issue is to become more informed and through public awareness.  National and international organizations need to address the emergence of this threat and purpose solutions.  On an individual level, we can all do our part as well.

 

TASK:

Group Work Task: Using the Public Policy Analysis to Develop a Solution to a Anthropogenic Issue that Impacts Human Health

Objective (Time Frame: 4 days - 3 days for research piece and 1 day for presentation):
 Students will analyze the link between anthropogenic issues, climate change, the spread of new diseases, the resurgence of old diseases, and their collective impact on the human immune system.  They will discuss current regulations and analyze its feasibility and effectiveness.  Students will also discuss benefits and trade-offs involved in environmental issues.

Materials Needed:

●     Research articles on anthropogenic issues, climate change, and human health

○     Human health impacts of ecosystem alterations

○     Anthropogenic Pollutants: a threat to ecosystem stability

○     Human activities are disrupting the planet - and threatening our health

○     Effects of Water Pollution on Human Health and Disease Heterogeneity: A Review

●     Presentation tools (e.g., PowerPoint, Google Slides)

 

PROCESS:

Task Instructions:

  1. Define the Problem (10 minutes):

○     Get into groups of 4 (student picked, 6 per group) and using resources provided above and/or your own resources, pick one anthropogenic issue that impacts human health (air pollution, water pollution, overpopulation, habitat destruction, and introduction of invasive species).

○     Discuss the specific issue and/or correlation between the issue and human health

  1. Research and Analysis (50 minutes):

○     Each student conducts individual research on their assigned topics using provided articles and/or do their own research.

○     Take notes on relevant data, statistics, and examples linking anthropogenic issues to disease spread and immune system effects.

○     Come together as a group to share research findings and insights.

○     Discuss the interconnectedness of anthropogenic factors, climate change, disease patterns, and immune system responses.

  1. Identify Causes (25 minutes):

○     Analyze how environmental degradation impacts human health at a global scale.

  1. Evaluate Existing Policy (20 minutes):

○     Come together as a group to discuss certain policies and environmental acts in place to help regulate and control pollution

○     Laws and Regulations of Environment

  1. Develop Solutions (20 minutes):

○     Discuss some possible solutions that could be implemented to help solve the issue.

○     Think globally and locally

  1. Select the Best Solution (10 minutes):

○     Discuss the best solution based on feasibility vs effectiveness

○     Discuss benefits and trade-offs of your solution

  1. Group Presentation (5 minutes):

○     The Presenter synthesizes the group's discussions into a concise presentation.

○     Highlight key points on the link between anthropogenic issues, climate change, disease prevalence, and immune system challenges.

 

EVALUATION:

Anthropogenic Issues and Human Health

Criteria

5

4

3

2

1

Research Gathering and Analysis

Thoroughly researched and analyzed anthropogenic issues, climate change, disease spread, and immune system impact with detailed statistics and examples.

Well-researched anthropogenic issues, climate change, disease spread with some statistics and examples.

Researched anthropogenic issues and their link to disease spread with limited statistics and examples.

Basic research on anthropogenic issues, climate change, and disease spread with minimal statistics and examples.

Little to no research evident on anthropogenic issues, climate change, disease spread, and immune system impact.

Connections to Broader Topic

Effectively connected research findings to the broader topic, demonstrating a deep understanding of the interplay between anthropogenic problems and human health.

Connected research findings to the broader topic, showing an understanding of the link between anthropogenic problems and human health.

Partially connected research findings to the broader topic, with some understanding of the link between anthropogenic problems and human health.

Attempted to connect research findings to the broader topic but with limited understanding of the link between anthropogenic problems and human health.

Failed to connect research findings to the broader topic, lacking understanding of the link between anthropogenic problems and human health.

Innovativeness of Solutions

Solutions are highly innovative, demonstrating creative and critical thinking.

Solutions are mostly innovative with some elements of creativity.

Solutions show a moderate level of innovativeness and some critical thinking.

Solutions are somewhat innovative but lack creativity or critical thought.

Solutions are not innovative or creative.

Feasibility of Solutions

Solutions are thoroughly realistic and feasible, with detailed plans for implementation.

Solutions are mostly realistic and have a clear plan for implementation, with minor gaps.

Solutions are somewhat realistic with a vague or incomplete plan for implementation.

Solutions are barely realistic and lack a coherent plan for implementation.

Solutions are unrealistic with no plan for implementation.

Effectiveness of Solutions

Provides compelling evidence that solutions would be highly effective in addressing the issues.

Solutions are supported by evidence suggesting they would be effective, with minor gaps.

Solutions are somewhat supported by evidence but with significant doubts about effectiveness.

Solutions have little supporting evidence of effectiveness, with major doubts.

Solutions have no supporting evidence of effectiveness.

Communication during Presentation

Clearly and effectively communicated key points during the presentation, engaging the audience and articulating ideas cohesively.

Communicated key points during the presentation, with some engagement and cohesive articulation of ideas.

Somewhat communicated key points during the presentation but with limited engagement and cohesive articulation of ideas.

Struggled to communicate key points during the presentation, lacking engagement and cohesive articulation of ideas.

Did not effectively communicate key points during the presentation, failing to engage the audience or articulate ideas cohesively.

Contribution to Group Process

Made significant contributions to a collaborative and reflective group process, actively participating in discussions, and enhancing group dynamics.

Contributed to a collaborative and reflective group process, participating in discussions and positively impacting group dynamics.

Participated in the group process to some extent, contributing to discussions and group dynamics.

Minimally participated in the group process, with limited contribution to discussions and group dynamics.

Did not contribute to the group process, lacking participation in discussions and negatively impacting group dynamics.

 

Assessment Criteria:

●     Participation in research gathering and discussions.

●     Ability to connect research findings to the broader topic.

●     Effective communication of key points during the presentation.

●     Contribution to a collaborative and reflective group process.

 

CONCLUSION:

Reflection and Feedback (10 minutes):

○     Reflect on the group dynamics during the activity.

○     Provide feedback on individual contributions and group collaboration.

○     Discuss any new insights gained and potential areas for further exploration.

 

STANDARDS:

Disciplinary Core Ideas (DCIs):

●        LS1.A – Structure and Function

o   Systems of specialized cells within organisms help them perform the essential functions of life.

o   Multicellular organisms have a hierarchical structural organization, in which one system is made up of numerous parts and is itself a component of the next level

●        LS4.D - Biodiversity and Humans

o   Humans depend on the living world for the resources and other benefits provided by biodiversity.  But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change.  Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth.  Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.

●        ETS1.A - Defining and Delimiting Engineering Problems

o   Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering.  These global challenges also may have manifestations in local communities.

●        ETS1.C - Optimizing the Design Solution

o   Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.

 

Science and Engineering Practices (SEP):

●        SEP 1 - Asking Questions and Defining Problems

●        SEP 4 - Analyzing and Interpreting Data

●        SEP 6 - Constructing Explanations and Designing Solutions

●        SEP 8 - Obtaining, Evaluating, and Communicating Information

 

Common Core Learning Standards:

●        RST 2 – Determine the central ideas or conclusions of a text

●        RST 4 – Determine the meaning of symbols, key terms, and other domain-specific words

●        RST 7 - Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

●        RST 9 - Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic

●        WHST 2 – Write informative/explanatory texts, including narration of historical events, scientific procedures/experiments or technical processes (using graphics to organize complex ideas, concepts and information)

●        WHST 5 - Draw evidence from literacy/informational texts/media to support