HUMAN IMPACT on the BIOSPHERE Chapter 6-2 Renewable and Non-renewable Resources

6–2 Renewable and Nonrenewable Resources Section Outline Section 6-2 6–2 Renewable and Nonrenewable Resources A. Classifying Resources B. Sustainable Development C. Land Resources D. Forest Resources E. Fishery Resources 1. Overfishing 2. Sustainable Development 3. Aquaculture F. Air Resources G. Freshwater Resources

RENEWABLE RESOURCES regenerate can ______________ if they are alive OR can be replenished by __________________________ if they are non-living biogeochemical cycles http://www.inclusive.co.uk/downloads/images/pics2/tree.gif http://www.navitron.org.uk/wind/600kw.JPG

RENEWABLE RESOURCES “Renewable” depends on context Ex: An _________tree can be re-grown, but a __________ of trees in an ecosystem may NOT be replaceable individual population http://image.guardian.co.uk/sys-images/Guardian/Pix/gallery/2002/08/30/deforestedland.jpg

RENEWABLE RESOURCES Old growth habitat “Renewable” depends on context “_____________” forests provide a unique _______ and are home to many species that don’t live in other types of forests Old growth habitat http://en.wikipedia.org/wiki/Old_growth_forest

NONRENEWABLE RESOURCES Renewable does NOT mean __________________ Ex: ______________ is a renewable resource but can become limited by drought or overuse unlimited Fresh water http://earth.ooups.com/uk/images/100/tapwater.jpg http://www.wrightwoodcalif.com/watershort/ConserveWater.JPG

NONRENEWABLE RESOURCES NOT BE replenished can ___________________________ by natural processes http://www.greenpeace.org/raw/image_full/international/photosvideos/photos/illegal-deforestation-and-land.jpg http://www.npr.org/news/images/2005/aug/16/pumping_gas200.jpg

land, forests, fisheries, air, and fresh water THE BIG QUESTION ? HUMAN ACTIVITIES ___________________ can affect the quality and supply of renewable resources such as _______________________________ How can we provide for our needs while maintaining ecosystem goods and services that are renewable? land, forests, fisheries, air, and fresh water

SUSTAINABLE DEVELOPMENT One ANSWER to ? SUSTAINABLE DEVELOPMENT = ____________________________ It’s a way of _________ natural resources __________________ them and providing for human needs WITHOUT causing long term __________________ using without depleting environmental harm

REMEMBER NATURAL RESOURCES = LAND AIR WATER FORESTS RESOURCE http://www.newtonswindow.com/problem-solving.htm REMEMBER A __________________ is anything an organism needs for life RESOURCE NATURAL RESOURCES = LAND AIR WATER FORESTS http://coweeta.ecology.uga.edu/coweeta_photographs/erosion.htm http://www.lenntech.com/images/discharge.gif

LAND RESOURCES Provide _________ for space human communities for industry space http://www.fotogalerie-naturpur.de/pic/land1.html raw materials http://lloydsfunds.com/mining_12.jpg

Land resources include __________ which is a ______________ resource if managed properly. ____________is made of sand, clay, rock, and _________(decayed organisms) and is produced and maintained by interactions between soil and plants growing in it. SOIL renewable TOPSOIL humus

LAND RESOURCES Wearing away of topsoil = ____________ is caused by plowing land and removing plant roots Soil erosion http://coweeta.ecology.uga.edu/coweeta_photographs/erosion.htm

LAND RESOURCES ___________________ = changing of fertile land in dry climates into desert areas caused by farming, overgrazing, and drought Desertification http://www.the-human-race.com/images/environment/drought.jpg

Sustainable Agriculture Section 6-4 Controlled Grazing By managing graze periods and herd densities, farmers can improve nutrient cycling, increase the effectiveness of precipitation, and increase the carrying capacity of pastures. Cover Crops Legumes, grasses, and other cover crops recycle soil nutrients, reduce fertilizer need, and prevent weed growth. Biological Pest Control The use of predators and parasites to control destructive insects minimizes pesticide use as well as crop damage A B C Yr. 1 corn oats alfalfa Contour Plowing Contour plowing reduces soil erosion from land runoff. On hilly areas, plowing is done across the hill rather than straight up and down. Yr. 2 Crop Rotation Different crops use and replenish different nutrients. By rotating crops, the loss of important plant nutrients is decreased. alfalfa (plowed in) corn alfalfa Yr. 3 oats alfalfa corn

FOREST RESOURCES Provide _________ for products ranging from homes to paper Wood provides _________ in many countries wood http://www.nature.org/images/sotw_logging.jpg fuel http://www.forestlearn.org/graphics/wood_fuel.jpg

FOREST RESOURCES Forests have been called the “lungs of the Earth” because they remove ________________ and produce ______________ carbon dioxide oxygen http://www.ecoworld.com/air/Images/Photosynthesis.jpg

FOREST RESOURCES Forests also: ________________ store nutrients http://www.gdccc.org/Records/EOY2004/NS%20Salon%20HM%20Brittain%20Roger%20Owl%20in%20Hole%20No%202.jpg FOREST RESOURCES Forests also: ________________ store nutrients provide habitats moderate climate prevent soil erosion protect fresh water

“Renewable” depends on context Many forests in USA have been logged at least once and have grown back naturally. _______________ forests have never been cut. It takes centuries to replace these and species may be lost. OLD GROWTH http://image.guardian.co.uk/sys-images/Guardian/Pix/gallery/2002/08/30/deforestedland.jpg

Loss of forests = ____________ FOREST RESOURCES Loss of forests = ____________ can result in erosion and loss of nutrients preventing regrowth deforestation http://www.greenpeace.org/raw/image_full/international/photosvideos/photos/illegal-deforestation-and-land.jpg

HOW DO WE HELP? Sustainable development: selective harvest of mature trees replanting of logged areas tree farms breeding new, faster growing species

AIR RESOURCES Pollutant ______________ = harmful material that can enter the biosphere through land, air, or water _________ = Mixture of chemicals that appear as a gray-brown haze in the atmosphere smog http://www.cyberolimpiadas.com.sv/proyectos2004/gamma/proyecto3/smog.jpg

AIR RESOURCES fossil fuels Burning __________ releases pollutants that cause smog and other problems in atmosphere. Toxic chemicals like nitrates, sulfates, and particulates can cause ________________ like ___________ fossil fuels breathing problems asthma http://www.cyberolimpiadas.com.sv/proyectos2004/gamma/proyecto3/smog.jpg

SUSTAINABLE DEVELOPMENT Smokestack “Scrubbers” control emissions Auto emission standards Clean air regulations Reduce use of fossil fuels http://www.alexvisani.com/darkgallery/smog.jpg

FRESH WATER RESOURCES Americans use BILLIONS of gallons of freshwater daily for ________, ________ and ___________________ drinking washing watering crops http://www.thesolutionsite.com/lesson/4601/freshwater.jpg

FRESH WATER RESOURCES renewable Although water is a ______________ resource, the total supply of fresh water is __________. limited http://www.mos.org/oceans/graphics/planet/watercycle.jpg

FRESH WATER RESOURCES remove pollutants Wetlands _____________________ and ________ water passing through. purify http://www.epa.gov/bioiweb1/aquatic/importance.html

SUSTAINABLE DEVELOPMENT Water conservation Protect wetlands and forests Water treatment plants Clean water regulations hhttp://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us

WAYS TO CONSERVE WATER http://www.watersavingtips.org/images/saving_1.jpg

SOUTH DAKOTA CORE SCIENCE STANDARDS NATURE OF SCIENCE: Indicator 1: Understand the nature and origin of scientific knowledge 9-12.N.1.1. Students are able to evaluate a scientific discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations Recognize scientific knowledge is not merely a set of static facts but is dynamic and affords the best current explanations. Discuss how progress in science can be affected by social issues.

SOUTH DAKOTA CORE SCIENCE STANDARDS NATURE OF SCIENCE: Indicator 1: Understand the nature and origin of scientific knowledge 9-12.N.1.2. Students are able to describe the role of observation and evidence in the development and modification of hypotheses, theories, and laws. Recognize and analyze alternative explanations and models. Evaluate the scientific accuracy of information relevant to a specific issue

SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment. 9-12.L.3.1. Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems. Predict the results of biotic and abiotic interactions. Examples: Fluctuation in available resources (water, food, shelter) Human activity Response to external stimuli

SOUTH DAKOTA CORE SCIENCE STANDARDS EARTH SCIENCE: Indicator 1: Analyze the various structures and processes of the Earth system. 9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global climate. Examples: Greenhouse Effect, ozone depletion, ocean’s effects on weather 9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean, and atmosphere of Earth. Examples: forest cover, chemical usage, farming, urban sprawl, grazing

SOUTH DAKOTA CORE SCIENCE STANDARDS TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society. 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues. Examples: nuclear power, global warming, and alternative fuels

SOUTH DAKOTA ADVANCED SCIENCE STANDARDS LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment. 9-12.L.3.1A. Students are able to relate genetic, instinct, and behavior patterns to biodiversity and survival of species. (SYNTHESIS) Relate the introduction of non-native species to the disruption of an ecosystem. Examples: zebra mussels

SOUTH DAKOTA CORE SCIENCE STANDARDS TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. 9-12.S.2.1. Students are able to describe immediate and long-term consequences of potential solutions for technological issues. Examples: environmental, power and transportation, energy sources, issues 9-12.S.2.2. Students are able to analyze factors that could limit technological design. Examples: ethics, environmental impact, manufacturing processes, operation, maintenance, replacement, disposal, and liability 9-12.S.2.3. Students are able to analyze and describe the benefits, limitations, cost, and consequences involved in using, conserving, or recycling resources. Examples: agriculture, energy

Core High School Nature of Science Performance Descriptors High school students performing at the ADVANCED level: given a scientific discovery, evaluate how different societal, cultural, and personal beliefs influenced the investigation and its interpretation; High school students performing at the PROFICIENT level: given a scientific discovery narrative, determine and describe how societal, cultural, and personal beliefs influenced the investigation and its interpretation; High school students performing at the BASIC level: describe the role of observation in the development of hypotheses, theories, and laws and conduct student investigations; given a scientific discovery narrative, identify the cultural and personal beliefs that influenced the investigation.

Core High School Life/Earth Science Performance Descriptors High school students performing at the ADVANCED level: predict the effect of an interruption in a given cycles; predict how human activity may change the land, ocean, and atmosphere of Earth. High school students performing at the PROFICIENT level: predict how life systems respond to changes in the environment; describe how various factors may affect global climate; explain how human activity changes the land, ocean, and atmosphere of Earth High school students performing at the BASIC level: describe one factor that may affect global climate; give an example of human activity that changes the land, ocean, or atmosphere of Earth

Core High School Technology, Environment, Society Performance Descriptors High school students performing at the ADVANCED level: modify a technology taking into consideration limiting factors of design; given a narrative of a scientific discovery, defend a position on the impact of the ethical issues. High school students performing at the PROFICIENT level: given a narrative of a scientific discovery, identify and evaluate the immediate and long-term consequences of scientific issues evaluate factors that could limit technological design; given a narrative description of a resource, analyze and describe the benefits, limitations, cost, and consequences involved in its use, conservation, or recycling High school students performing at the BASIC level: given a narrative of a scientific discovery, identify the immediate consequences of scientific issues; identify ethical roles and responsibilities concerning a given research project; identify factors that could limit technological design; given a narrative description of a resource, describe a benefit and limitation involved in its use, conservation, or recycling.

SOURCES http://www.animation-station.com/smileys/index.php?page=17 http://mff.dsisd.net/Environment/Cycles.htm http://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us

SOURCES http://www.oldetimecooking.com/Images/Fruits/Apple.jpg http://vilenski.org/science/safari/classifyall/eukaryotic.html http://dustconnection.com/images/stories/cleaning_bucket_sm.jpg