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

2. ________________ RESOURCES can ____________ if they are alive OR be replaced by biogeochemical ________ if they are non-living regenerate RENEWABLE http://www.inclusive.co.uk/downloads/images/pics2/tree.gif http://www.sfu.ca/aq/archives/Nov2007/features/fish_story.html http://www.navitron.org.uk/wind/600kw.JPG cycles

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

4. “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. http://image.guardian.co.uk/sys-images/Guardian/Pix/gallery/2002/08/30/deforestedland.jpg OLD GROWTH

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

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

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

8. 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? land, forests, fisheries, air, and fresh water THE BIG QUESTION ? quality and supply

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

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

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

12. LAND RESOURCES 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 humus TOPSOIL

13. 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

14. 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

15. Cover Crops Legumes, grasses, and other cover crops recycle soil nutrients, reduce fertilizer need, and prevent weed growth. 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. Biological Pest Control The use of predators and parasites to control destructive insects minimizes pesticide use as well as crop damage 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. Crop Rotation Different crops use and replenish different nutrients. By rotating crops, the loss of important plant nutrients is decreased. ABC Yr. 1 Yr. 2 Yr. 3 Section 6-4 corn alfalfa oats alfalfa (plowed in) Sustainable Agriculture

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

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

18. Forests also: Store ___________ Provide_________ Moderate ________ _______soil erosion Protect fresh ______ FOREST RESOURCES nutrients habitats http://www.gdccc.org/Records/EOY2004/NS%20Salon%20HM%20Brittain%20Roger%20Owl%20in%20Hole%20No%202.jpg climate prevent water

19. 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

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

21. ______________ = 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 http://www.cyberolimpiadas.com.sv/proyectos2004/gamma/proyecto3/smog.jpg

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

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

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

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

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

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

28. 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

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

30. 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.

31. 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

32. 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.

33. 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.

34. 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.

35. 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.

36. 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.

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

41. 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