Do Now  What are examples of private (individual) and public (collective) ownership of land and other objects?

Land Use Management in USA

Land Use Agencies  Read the handout your group has been given.  Take notes on the responsibilities of the agency.  You will be presenting that information to the class.  Question to think about: How might the goals of each agency conflict with others?

A Guide to Your National Forests  Look at the information on the handout. Answer the following questions:  What does the Forest Service do?  How are National Forests used?

Some important definitions:  Multiple Use: Use of land for more than one purpose  Example: Allowing both hiking and logging in National Forests  Sustained Yield: Limited use/production of a resource that allows that resource to be replenished instead of depleted  Example: Limiting the number of trees that can be removed from a forest in a certain time period  Renewable Resource: any resource that can be replenished naturally with the passage of time.  Examples: Wood, solar energy, water  Stewardship: the overseeing and protection of something considered worth caring for and preserving  Example: Protecting an endangered species from going extinct

Land Use on Public Lands  In your groups, create a list of the activities and land uses permissible on public lands  categorize items under “recreational” and “commercial”  How does each of these activities impact the other?  Complete the matrix with a partner.

School Survey  Walk around the school campus. Map land uses on campus and document potential problems and conflicts.  Think about the following questions:  How has the physical environment been altered to accommodate human uses?  Who makes decisions about how the space is used?  What individuals or groups influence decisions about land uses and activities?  Are there conflicts evident? How can they be resolved to the satisfaction of all?

How Humans Use Land  Rangeland: for grazing food animals  Forest Land: harvesting wood, wildlife, fish  Cropland: land for growing plants  Parks and Preserves: Recreation and preserving wilderness and wildlife  Wetlands, mountains, deserts: difficult for humans to use  Urban Land: used for houses, businesses, roads, and other.

Rangeland  Very important for food supply  Urban development is threatening farmland and grassland  Overgrazing: allowing animals to graze more than the land can take  Sustaining rangeland:  Limiting herd sizes  Allow recovery time in between uses  Managed by Department of Agriculture

Forests  On average, people in the USA use 3.5 times more wood than other people around the world  Harvesting trees: Clear CuttingSelective Cutting Deforestation: Deforestation: Clearing trees without replacing them

Cropland  USA has over 200 million acres of cropland  Urban development is taking over agricultural lands  Bad farming practices cause land to degrade:  Case Study: The Dust Bowl Case Study: The Dust Bowl  What did the farmers do to cause this?  What natural event made it worse?  What helped us come out of the dust bowl?

Urbanization  People moving from rural areas (country) to cities  Problems in Cities:  traffic jams, increased poverty, and polluted air and water  Problems Around Cities:  Urban sprawl: Rapid expansion of the city into the country  Development on land prone to landslides or flooding  Heat Islands: hotter temps in cities because of concrete and glass

Heat Island Lab  The buildings, concrete, asphalt, and glass of cities can cause them to be up to 10 degrees warmer than natural areas.  Your pair will be assigned an area around the school to measure.  Take your thermometer out to this area and hold it at waist height for 4 minutes.  Record the final temperature, and bring it back to the classroom.  Does our school seem to have a heat island effect?