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

2. 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

3. RENEWABLE RESOURCES regenerate can ______________ if they are alive OR
can be replenished by __________________________ if they are non-living
biogeochemical cycles

4. 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

5. 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

6. NONRENEWABLE RESOURCES
Renewable does NOT mean __________________
Ex: ______________ is a renewable resource but can become limited by drought or overuse
unlimited
Fresh water

7. NONRENEWABLE RESOURCES
NOT BE replenished
can ___________________________ by natural processes

8. 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

9. 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

10. REMEMBER NATURAL RESOURCES = LAND AIR WATER FORESTS RESOURCE
REMEMBER
A __________________
is anything an organism
needs for life
RESOURCE
NATURAL RESOURCES =
LAND
AIR
WATER
FORESTS

11. LAND RESOURCES Provide _________ for space human communities
for industry
space
raw materials

12. 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

13. LAND RESOURCES
Wearing away of topsoil = ____________ is caused by plowing land and removing plant roots
Soil erosion

14. LAND RESOURCES
___________________ = changing of fertile land in dry climates into desert areas caused by farming, overgrazing, and drought
Desertification

15. 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

16. FOREST RESOURCES Provide _________ for products ranging from
homes to paper
Wood provides
_________
in many countries
wood
fuel

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

18. FOREST RESOURCES Forests also: ________________ store nutrients
FOREST RESOURCES
Forests also:
________________
store nutrients
provide habitats
moderate climate
prevent soil erosion
protect fresh water

19. “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

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

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

22. 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

23. 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

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

25. FRESH WATER RESOURCES Americans use BILLIONS of gallons of
freshwater daily for ________, ________
and ___________________
drinking
washing
watering crops

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

27. FRESH WATER RESOURCES remove pollutants
Wetlands _____________________ and
________ water passing through.
purify

28. SUSTAINABLE DEVELOPMENT
Water conservation
Protect wetlands
and forests
Water treatment plants
Clean water regulations
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29. WAYS TO CONSERVE WATER

30. SOUTH DAKOTA CORE SCIENCE STANDARDS
NATURE OF SCIENCE: Indicator 1: Understand the nature and
origin of scientific knowledge
9-12.N 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.

31. SOUTH DAKOTA CORE SCIENCE STANDARDS
NATURE OF SCIENCE: Indicator 1: Understand the nature and
origin of scientific knowledge
9-12.N 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

32. SOUTH DAKOTA CORE SCIENCE STANDARDS
LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one
another and the environment.
9-12.L 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

33. 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 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

34. 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 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

35. 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

36. SOUTH DAKOTA CORE SCIENCE STANDARDS
TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 2: Analyze the relationships/interactions
among science, technology, environment, and society.
9-12.S 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 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 Students are able to analyze and describe the benefits, limitations, cost, and consequences involved in using, conserving, or recycling resources.
Examples: agriculture, energy

37. 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.

38. 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

39. 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.

40. SOURCES http://www.animation-station.com/smileys/index.php?page=17

41. SOURCES http://www.oldetimecooking.com/Images/Fruits/Apple.jpg