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Anthropogenic Impact

Performance Task (15% of Final Grade)


(Knowledge, Application, Thinking, and Communication)
Due: Friday, December 23, 2016

Task:
Research the anthropogenic impact of a specific pollution topic, its impacts
on human and environmental health, and the solutions, strategies, and
policies in use to manage the pollution.
A draw will determine your pollution topic:
Ozone Layer Depletion
Acid Rain
Agricultural Pesticides

Great Lakes Water Quality


Walkerton E. coli outbreak
Photochemical Smog

Product:

Create a slide show that summarizes and outlines the anthropogenic impact
of the pollution topic, in detail, including its impacts on human and
environmental health, as well as the solutions, strategies and policies that
are used to manage the pollution, supported by a variety of image, pictures,
diagrams, and a bibliography of sources used. (Goggle slide on Halton Cloud)
Your slide show should include the following items:
Goggle slide on Halton Cloud.
Title page including full names
Definitions of concepts of Anthropogenic Effect and Pollution.
The Pollution and Its Impact
Summarize details associated with your specific pollution topic including
descriptions of:
What it is?
How it happens?
Outline the impacts the pollution has on human and/or environmental health.
Managing the Pollution: Solutions, Strategies and Policies
Summarize the solutions and strategies associated with this pollution topic:
- What can be do the stop and/or reduce the impacts? What are the solutions and strategies?
- What policies, regulations and laws are associated with dealing with the sources of the pollution
and protecting
human health and/or the environment?

Outline provincial (Ontario) government and federal (Canadian) government


legislation used to deal with the sources of the pollution and reduce impacts of
human health and the environment.
Be sure to also look for any international agreements that Canada may be part of
relating to this pollution type.
A variety of supporting images, pictures, diagrams, etc.
A bibliography of all sources used for both information and images in MLA format
(try easybib.com).

Name: ________________________________ Date: Friday,


December 23, 2016

Anthropogenic Impact Evaluation


(Knowledge, Application, Thinking, and Communication)

Overall Expectation:
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating issues related to the environment and the management of natural
resources;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed through geographical investigation;
D1. Reducing Pollution: analyse challenges involved in reducing pollution from human activities, and assess the effectiveness of various methods of pollution reduction (FOCUS ON:
Interrelationships; Geographic Perspective)
D2. Impacts of Pollution: evaluate impacts of various types of pollution on the natural environment and on human health (FOCUS ON: Patterns and Trends; Interrelationships)
E1. Developing Solutions: assess a variety of strategies for resolving environmental and natural resource management issues, locally, nationally, and/or globally (FOCUS ON:
Interrelationships; Geographic Perspective)

Knowledge and Understanding


_____%

Content includes none/few/some/many/most/all the following:

Title page including full names


Definitions of concepts of Anthropogenic Effect and Pollution.
Summarize details associated with your specific pollution topic including descriptions of:
What it is?
How it happens?
Outline the impacts the pollution has on human and/or environmental health.
Summarize the solutions and strategies associated with this pollution topic:
-What can be do the stop and/or reduce the impacts? What are the solutions and strategies?
-What policies, regulations and laws are associated with dealing with the sources of the pollution and protecting human health and/or the
environment?

Outline provincial (Ontario) government and federal (Canadian) government legislation used to deal with the sources of the pollution and reduce
impacts of human health and the environment.

Content demonstrates poor, limited, some, considerable, thorough, exceptional degree of knowledge and
understanding of the anthropogenic impact of a particular type of pollution.

10

Application of Understanding
_____%

Understanding of none/few/some/most/all of details such as anthropogenic impact, pollution, what it is, how it
happens, human/environmental health impacts are applied effectively to none/few/some/most/all of the overall
product.
Poor/limited/some/considerable/though/exceptional degree of knowledge is applied to summarize of the
solutions and strategies are provides that are used to stop and/or reduce the impacts.
Poor/limited/some/considerable/though/exceptional degree of knowledge is applied to outline the policies,
regulations and laws within provincial (Ontario) and federal (Canadian) governments that are used to deal with
and manage the sources of the pollution and reduce impacts of human health and the environment.
Demonstrates poor, limited, some, considerable, thorough, exceptional degree of application of understanding
and connection to associated concepts of anthropogenic impact, pollution, and human-environmental health.

10

Thinking and Inquiry


%

_____

Poor/limited/some/considerable/though/exceptional degree of inquiry-research is utilized to summarize of the


solutions and strategies are provides that are used to stop and/or reduce the impacts are summarized.
Poor/limited/some/considerable/though/exceptional degree of inquiry-research is utilized to outline the policies,
regulations and laws within provincial (Ontario) and federal (Canadian) governments that are used to deal with
the sources of the pollution and reduce impacts of human health and the environment.
None/few/some/most/all
of
details
within
the
entire
content
reflects
limited/some/considerable/thorough/exceptional variety of sources for information and illustrations with
none/few/some/most/all included in the bibliography.
Demonstrates poor, limited, some, considerable, thorough, exceptional degree of critical thinking, use of logic
and geographic inquiry.

10

Communication Skills
%

_____

Slide show demonstrates poor, limited, some, considerable, thorough, exceptional degree of effective
organization and logical flow.
None/few/some/many appropriate and supportive illustrations ware included with none/few/some/most/all are
well places, sized and complimentary to the content with no/few/some/many labels and or descriptors.
None/few/some/most/all sources are recorded correctly in bibliography in proper alphabetical order and proper
MLA format citation.
None/few/some/most/all of the written work includes labels, descriptions and explanations have
many/some/few/no errors in sentence structure, use of point-form, spelling and/or punctuation.

10