HUMAN IMPACT on the BIOSPHERE

Chapter 6-2

Renewable and Non-renewable Resources

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

________________ RESOURCEScan ____________ if they are alive ORbe replaced by biogeochemical ________if they are non-living

regenerateRENEWABLE

http://www.inclusive.co.uk/downloads/images/pics2/tree.gif http://www.sfu.ca/aq/archives/Nov2007/features/fish_story.htmlhttp://www.navitron.org.uk/wind/600kw.JPG

cycles

“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

“Renewable” depends on context

Many forests in USAhave been logged at least once and have grown back naturally._______________forests have never been cut. It takes centuries to replacethese and species may be lost.

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

OLD GROWTH

“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

Renewable does NOT mean __________________

Ex: ______________ is a renewable resource but can become limited by

_______ OR ________

unlimited

Fresh water

RENEWABLE RESOURCES

http://earth.ooups.com/uk/images/100/tapwater.jpg http://www.wrightwoodcalif.com/watershort/ConserveWater.JPG

drought overuse

can ___________________________ by natural processes

NOT BE replenished NONRENEWABLE RESOURCES

http://www.greenpeace.org/raw/image_full/international/photosvideos/photos/illegal-deforestation-and-land.jpghttp://www.npr.org/news/images/2005/aug/16/pumping_gas200.jpg

Human activities can affect the_____________________of renewableresources 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

= ____________________________

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

A __________________

is anything an organism

needs for life

RESOURCE

REMEMBER

NATURAL RESOURCES =

LAND AIR FORESTSWATERhttp://www.lenntech.com/images/discharge.gif

http://www.newtonswindow.com/problem-solving.htm

http://coweeta.ecology.uga.edu/coweeta_photographs/erosion.htm

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

LAND RESOURCESLand 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

humusTOPSOIL

LAND RESOURCES

Wearing away of topsoil = ____________ is caused by plowing land and removing plant rootsSoil erosion

http://coweeta.ecology.uga.edu/coweeta_photographs/erosion.htm

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

Cover CropsLegumes, grasses, and othercover crops recycle soil nutrients,reduce fertilizer need, andprevent weed growth.

Controlled GrazingBy managing graze periods and herddensities, farmers can improve nutrientcycling, increase the effectiveness ofprecipitation, and increase the carryingcapacity of pastures.

Biological Pest ControlThe use of predators and parasitesto control destructive insectsminimizes pesticide use as well ascrop damage

Contour PlowingContour plowing reduces soil erosion from land runoff. On hilly areas, plowing is done across the hill rather than straight up and down.

Crop RotationDifferent crops use and replenish different nutrients. By rotating crops, the loss of important plant nutrientsis decreased.

A B C

Yr. 1

Yr. 2

Yr. 3

Section 6-4

corn

corn

corn

alfalfa

alfalfa

alfalfa

oats

oats

alfalfa (plowed in)

Sustainable Agriculture

Provide _________ for

products ranging from

homes to paper

Wood provides

_________

in many countries

FOREST RESOURCESwood

fuel

http://www.nature.org/images/sotw_logging.jpg

http://www.forestlearn.org/graphics/wood_fuel.jpg

Forests have been called the“lungs of the Earth”because they remove________________and produce ______________

FOREST RESOURCES

carbon dioxide

oxygenhttp://www.ecoworld.com/air/Images/Photosynthesis.jpg

Forests also:Store ___________Provide_________Moderate _______________soil erosionProtect fresh ______

FOREST RESOURCES

nutrientshabitats

http://www.gdccc.org/Records/EOY2004/NS%20Salon%20HM%20Brittain%20Roger%20Owl%20in%20Hole%20No%202.jpg

climateprevent

water

FOREST RESOURCESLoss 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

HOW DO WE HELP?

Sustainable development:• selective harvest of mature trees• replanting of logged areas• tree farms• breeding new, faster growing species

______________ = 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 RESOURCESPollutant

smog

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

Burning __________ releases pollutants

that cause smog and other problems

in atmosphere.

Toxic chemicals

like nitrates, sulfates, and particulatescan cause ________________

like ___________

AIR RESOURCES

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

fossil fuels

breathing problems asthma

• Smokestack “Scrubbers” control emissions

• Auto emission standards• Clean air regulations• Reduce use of fossil fuels

SUSTAINABLE DEVELOPMENT

http://www.alexvisani.com/darkgallery/smog.jpg

Americans use BILLIONS of gallons offreshwater daily for ________, ________and ___________________

FRESH WATER RESOURCES

http://www.thesolutionsite.com/lesson/4601/freshwater.jpg

drinking washingwatering crops

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

Wetlands remove _____________ and________ water passing through.

FRESH WATER RESOURCES

http://www.epa.gov/bioiweb1/aquatic/importance.html

purifypollutants

• 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

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

WAYS TO CONSERVE WATER

http://www.watersavingtips.org/images/saving_1.jpg

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 DescriptorsHigh 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

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

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