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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
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