Unit 8 Natural Resource Science PDF

Unit 8 Natural Resources Natural Resource Science and Management Bellringer: What is your favorite thing to do outside? Where do you participate in that activity? Objective: Given a unit test, students will be able to identify different types of natural resources and multiple uses...

Unit 8 Natural Resources Natural Resource Science and Management Bellringer: What is your favorite thing to do outside? Where do you participate in that activity? Objective: Given a unit test, students will be able to identify different types of natural resources and multiple uses for each with 80% accuracy  Natural Resource: Any naturally occurring thing that people can use. Let’s Earn Some Candy! On each of the following slides there is a unique picture. List as many natural resources you see in the picture as you can. You have 30 seconds for each. There are two ways to earn candy. 1. List more natural resources than anyone else. 2. List a natural resource no one else wrote down.  Renewable vs Non-Renewable Renewable Non-Renewable Resources Resources A resource that can be A resource that takes much replenished within one human longer than one lifetime to lifetime. replenish or that cannot be replenished.  Inexhaustible vs Exhaustible Inexhaustible Exhaustible Resources Resources A resource that continually A resource that is available in renews itself. limited quantities and can be completely used up. Renewable or Non-Renewable? Exhaustible or Inexhaustible? Renewable or Non-Renewable? Exhaustible or Inexhaustible? Renewable or Non-Renewable? Exhaustible or Inexhaustible? a If you were in the Avatar: The Last Airbender universe, what element would you bend? WATER, EARTH, AIR, OR FIRE? Main Areas of Natural Resources: Soil Sunlight Wildlife/Plants Minerals Water Fossil Fuels Atmosphere Air: Earth: Air/Oxygen Soil/Land Atmosphere Minerals Wildlife/Plants Water: Fire: Water Sunlight (Fresh, wildlife, Fossil Fuels and power) Atmosphere: The area above the earth’s surface. Mixture of gases, vapor, and particulates. Weather is the condition of the atmosphere ○ Humidity ○ Temperature ○ Movement of the air/wind ○ Pressure Water: Required by all living organisms Necessary for cell function. Water Cycle: ○ Precipitation ○ Ground Water ○ Surface Water ○ Evaporation Soil: Top layer of the earth’s crust Used for plant growth Cycles decomposing nutrients Poor soil conservation can lead to erosion. Minerals: Inorganic substance found in nature. Most often mined from the earth. Required for cell function Uses include: ○ Building materials ○ Coins ○ Tools and equipment Wildlife and Plants: Plants and animals found in the wild. Food, recreation and ecological resources Sunlight Provides main source of energy to the planet. Plants use sunlight energy to produce food. Humans use sunlight energy for heat and for solar energy. Fossil Fuels: Takes millions of years to accumulate from remains of decomposing plants and animals. Contain a large amount of energy, but produce pollution as a byproduct of burning.  Acrostic Sentence Create a sentence to help you remember each of the main areas of Natural Resources. Your sentence must have 7 words, one starting with each of the letters below. Example: Please Excuse My Dear Aunt Sally (Parenthesis, exponents, multiply, divide, add, subtract) A W S M W S F Interdependent Relationship The idea that different items, people, or things must rely on each other in order to survive. You will now create an interdependency web for an ecosystem of your choice. Start by choosing an ecosystem anywhere in the world, real or fictional. (Mountain Ranges of China, The Forbidden Forest at Hogwarts, etc). Conduct research on your ecosystem and identify: FIVE animals, FOUR plants, THREE foundational resources, and TWO people to make ONE cohesive ecosystem. Jot each of these down on a piece of paper. Get a poster paper and color a scene of the ecosystem you chose. 5 animals On top of your drawing, create an interdependency web with each of your 4 plants required elements. 3 foundation Draw lines connecting each element with resources others that share an interdependent 2 people relationship. Bellringer : How does this video relate to Natural Resources. Management of Natural Resources Without notes, students will be able to: Correctly explain the difference between consumption, conservation, and preservation. Define natural resource management and explain the history of resource management. Identify and compare major natural resource management agencies. Consumption Conservation Preservation Number 1s Number 2s Number 3s Open your candies and Open your piece of Do not open the eat them right away! candy. Do not consume wrapper. Simply look at the whole piece, but just it and appreciate it for Enjoy! take a small piece from what it is. it and save the rest for later. Consumption: to use up Conservation: to use and manage wisely Preservation: to maintain and reserve for continued survival. Natural Resource Management The management of natural resources such as land, water, soil, plants and animals, with a particular focus on how management affects the quality of life for both present and future generations “Too often we assume that hunter-gatherers were passive in their interaction with their environment. On the Great Plains and elsewhere, foragers were active managers shaping the composition, structure, and productivity of their environments… they were ecosystem engineers.” “Studies show hunter-gatherers used active burning to improve grazing and drive bison.” —Kacy L. Hollenback Anthropologist, SMU “These extensive planes had been lately birnt and the grass had sprung up and was about three inches high. Vast herds of Buffaloe deer Elk and Antilopes were seen feeding in every direction as far as the eye of the observer could reach.” —Lewis & Clark Journal Entry SEPTEMBER 16, 1804 Native Americans were well adapted to the use of fire. Extensive areas across the Great Plains burned every three to seven years…Fire was so important in the maintenance of grasslands and savannas that one of the Native American tribes from the northern plains used the same word for both prairie and fire. —Oklahoma State University The Homestead Act of 1862 To help develop the American West and spur economic growth, Congress passed this act, which provided 160 acres of federal land to anyone who agreed to farm the land. The Dust Bowl (1930) Causes Government Acts and Policies The New Deal Created jobs during the Great Depression that often focused on Conservation. Soil Erosion Service Civilian Conservation Corps Planting trees and native grasses in the Midwest. Agricultural Relief Programs The Soil Conservation Act of 1935 April 27, 1935 Creation of the Soil Conservation Service, now Natural Resource Conservation Service (NRCS ). Formation of Society for Range Management 1948 The Society for Range Management provides leadership for proactive solutions for fostering productive, sustainable rangeland ecosystems. 1945 1999 North Fork of Chalk Creek, Pahvant Mountains Near Coalville, UT 1919 1999 Sargent Lake, Tushar Mountains Near Cedar City, UT Watershed Restoration on the Wasatch Plateau How do natural resources affect urban spaces? Natural Resources in Urban Areas: How do natural resources affect urban spaces? Resource Management Agencies Hidden around the room are pieces of paper with different Natural Resource Agencies. Everyone go find a paper!  Observations and Questions Necessary Skills Natural Resources Used  Observations and Questions Necessary Skills Natural Resources Used  How do natural resources relate to urban careers?  1. Go to ffa.org 2. Hover over the “Explore FFA” tab. 3. On the left side of your screen under “Programs and Resources” click “AgExplorer” 4. On the top menu, hover over “Career Focus Areas” 5. Select one of the following: Natural Resources Environmental Service Systems Plant Systems Animal Systems Sustainability Systems 6. Scroll down until you see the careers.  Me - You - Us Me: Pick a career. Read about it on AgExplorer and continue learning about the career through Google. You: Get together with a partner and discuss the career you picked and what you learned about it. Us: Discuss as a class the different careers we discovered. Would you be interested in the career you chose? What education requirements are needed to enter the field?  Career Mind Map Create a mind map centered on the Natural Resource career you researched. Please include its relation to Natural Resources and the path to beginning that particular career.  Bell Ringer: What is your favorite thing to do outside? Where do you participate in that activity? Multiple Uses and Conflicts Without notes, students will be able to: Students will be able to define multiple uses of natural resources and research societal issues to develop a debate proposal. Approximately 71 percent of Utah consists of public lands managed by federal or state agencies.  90% of Utah's population falls within urban areas, despite urban areas accounting for only 1% of the state's land use. Multiple Uses: The idea that resources can and should be managed for multiple uses that maximizes the resources on public lands for all possible users. Ranchers Hunters Hikers Wildlife Watchers Mountain Bikers Campers Mines Energy Fisherman Agriculture Drinking Water Boaters Residential Water Needs Flood Prevention What are the benefits and disadvantages of the Multiple Use Theory? In Canvas, go to the “Natural Resources Debate Proposal” in Module 3. Get into groups of 4 people. It is time to prepare for your debate! Debate Day! Students will respectfully participate in a conflict management activity and learn proper communication and social action skills. “Don't raise your voice, improve your argument." ― Desmond Tutu  Debate Rules: Respect - Be a good human. Resources - Use reliable ones. Mindset - Keep it open and positive.