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

________________ RESOURCES can regrow if they are alive OR be replaced by biogeochemical cycles if they are non-living RENEWABLE

“Renewable” doesn’t always mean REPLACEABLE Ex: An _________tree can be re-grown, but a __________ of trees takes a long time to grow back. RENEWABLE RESOURCES individual population

“Renewable” depends on context _______________ forests have never been cut. It takes centuries to replace these and species may be lost. OLD GROWTH

Ex: “OLD GROWTH” forests provide a unique _______ and are home to many species that don’t live in other types of forests RENEWABLE RESOURCES habitat

Renewable does NOT mean __________________ Ex: FRESH ________is a renewable resource but can be limited by drought or overuse unlimited water NONRENEWABLE RESOURCES

can NOT BE replaced by natural processes NONRENEWABLE _______________ RESOURCES

= ___________________DEVELOPMENT It’s a way of using natural resources without using them up AND without causing harm to the planet SUSTAINABLE One ANSWER to ?

A __________________ is anything an organism needs for life RESOURCE REMEMBER NATURAL RESOURCES = LAND AIRFORESTSWATER

VOCAB Wearing away of topsoil = SOIL ____________ is caused by plowing land and removing plant roots erosion

FOREST RESOURCES Loss of forests = ____________ can result in erosion and loss of nutrients preventing regrowth deforestation

Forests have been called the “lungs of the Earth” because they remove ________________ and produce ______________ FOREST RESOURCES carbon dioxide oxygen

______________ = 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 AIR RESOURCES Pollutant smog

Burning __________ releases pollutants that cause smog and other problems in atmosphere. Toxic chemicals like nitrates, sulfates, and particulates can cause breathing problems like ___________ AIR RESOURCES fossil fuels asthma

Smokestack “Scrubbers” control emissions Auto emission standards Clean air regulations Reduce use of fossil fuels SUSTAINABLE DEVELOPMENT

Americans use BILLIONS of gallons of fresh water daily for drinking, washing, and watering crops FRESH WATER RESOURCES

Although water is a renewable resource, the total supply of fresh water is __________. FRESH WATER RESOURCES limited

Wetlands remove _____________ and ________the water passing through. FRESH WATER RESOURCES clean pollutants

Water conservation Protect wetlands and forests Water treatment plants Clean water regulations SUSTAINABLE DEVELOPMENT hhttp://

DON’T FORGET THE WATER WE CAN’T SEE! The PRODUCTION OF: 1 kg wheat costs 1,300 L water 1 kg rice costs 3,400 L water 1 kg eggs costs 3,300 L water 1 kg beef costs 15,000 L water 1 cotton shirt costs 2,500 L water 1000 g of blue jeans costs 10,850 liters water 1 ton passenger car costs 400,000 liters of water Building a house uses about 6 million liters of water

WAYS TO CONSERVE WATER

SOUTH DAKOTA CORE SCIENCE STANDARDS 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 NATURE OF SCIENCE: Indicator 1: Understand the nature and origin of scientific knowledge 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 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. NATURE OF SCIENCE: Indicator 1: Understand the nature and origin of scientific knowledge Recognize and analyze alternative explanations and models. Evaluate the scientific accuracy of information relevant to a specific issue

SOUTH DAKOTA CORE SCIENCE STANDARDS 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 LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment.

SOUTH DAKOTA CORE SCIENCE STANDARDS 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 EARTH SCIENCE: Indicator 1: Analyze the various structures and processes of the Earth system.

SOUTH DAKOTA CORE SCIENCE STANDARDS 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 TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

SOUTH DAKOTA ADVANCED SCIENCE STANDARDS 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 LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment.

SOUTH DAKOTA CORE SCIENCE STANDARDS 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 TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society.

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

SOURCES