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

2. Human Impact on the Biosphere
Objectives:
-Explain how environmental resources are classified
-Identify the characteristics of sustainable development
-Describe how human activities affect land, air, and water resources

3. regenerate RENEWABLE ________________ RESOURCES
can ____________ if they are alive OR
be replaced by biogeochemical ________
if they are non-living
regenerate
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” 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

6. 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

7. RENEWABLE RESOURCES unlimited Fresh water
Renewable does NOT mean __________________
Ex: ______________ is a renewable resource but can become limited by
_______ OR ________
unlimited
Fresh water
drought overuse

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

9. land, forests, fisheries, air, and fresh water
THE BIG QUESTION ?
Human activities can affect the
_____________________of renewable
resources such as:
How can we provide for our needs while maintaining ecosystem goods and services that are renewable?
quality and supply
land, forests, fisheries, air, and fresh water

10. 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

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

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

13. 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

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

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

16. 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

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

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

19. FOREST RESOURCES Forests also: Store ___________ Provide_________
FOREST RESOURCES
Forests also:
Store ___________
Provide_________
Moderate ________
_______soil erosion
Protect fresh ______
nutrients
habitats
climate
prevent
water

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 pollutants Wetlands remove _____________ 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. DON’T FORGET THE WATER WE CAN’T SEE!
The PRODUCTION OF:
1 kg wheat costs 1,300 L water
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

30. WAYS TO CONSERVE WATER

31. 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.

32. 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

33. 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.

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

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