Natural Resource Systems AG3 & AG4
Essential Questions:
1. What are the interrelationships between natural resources and humans necessary to conduct management activities in natural
environments?
2. How do scientific principles affect natural resource management activities?
3. What techniques can be used to protect natural resource systems?
Essential Vocabulary: Adaptation, agrobiodiversity, air quality engineers, artificial selection, atmospheric scientists, back siphoning, biodiversity,
biogeochemical, Biotic community, carrying capacity, chemical drift, climatologists conservation, Conservation Reserve Program (CRP), cycles
carbon, deforestation, denitrification, density-dependent factors, density-independent factors, Development, ecology, Economic Research Service
(ERS) ecosphere, ecosystem, ecosystem diversity, energy flow, environment, environmental systems, Exhaustible resource, exponential growth,
Federal Agriculture Improvement and Reform (FAIR) Act of 1996, fisheries biologists, forest climax, foresters, gene banks, general-use pesticides,
genetic diversity, geoscientists, geothermal, hazardous materials coordinators, hydroelectric, hydro geologists, hydrologic system, hydrologists,
inbreeding, land use planner, Land use planning, legumes, Major Uses of land in the United States (MLU), mineralization, monoculture, National
Resources Inventory (NRI), Natural Resources Conservation Service (NRCS), natural resources park naturalists, natural selection, nitrification,
nitrogen cycle, nitrogen fixation, Non-exhaustible resource, nonrenewable resource, park rangers, pioneer species, population, population density,
population ecology, public relations specialists, random dispersion, range, range managers, Reforestation, renewable resource, restricted-use
pesticides, rhizobia, rural, special-use land, scientists ecologists, seral communities, signal words, silviculture, soil scientists, solar, succession,
sustainable, topography, trophic level, urban, wildlife biologists, wind power
Essential Understanding
The student will demonstrate competence in the application of scientific principles and techniques to the management of natural resources.
NRS.01. Explain interrelationships between natural resources and humans necessary to conduct management activities in natural
environments.
Students will know…
Students will understand that …
Students will be able to…
Prior Background Knowledge
Required:
 humans rely on their
 there are differences
 distinguish between
environment to sustain life.
between types of natural
renewable/nonrenewable
 computer experience
resources: non-exhaustible,
and exhaustible/
 humans also compete with
 basic Math and ELA skills
exhaustible, renewable,
non-exhaustible resources.
other forms of life in order
 basic speaking and
nonrenewable.
(Human use of Natural
to survive.
listening skills
Resources) (Wildlife
 there are different points of
 humans have the ability to
 basic collaboration tools
management)
view on how natural
alter and manage their
resources should be
 explain how humans fit
environment to their own
managed.
into ecosystems and the
advantage.
Drafted July 1, 2015
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Vocabulary:
 biotic community
 Conservation Reserve
Program (CRP)
 development
 Economic Research Service
(ERS
 ecosystem
 exhaustible resource
 Federal Agriculture
Improvement and Reform
(FAIR) Act of 1996,
 hydrologic system
 land use planner
 land use planning
 Major Uses of Land in the
United States (MLU)
 National Resources Inventory
(NRI)
 Natural Resources
Conservation Service (NRCS)
 non-exhaustible resource
 nonrenewable resource
 Population
 renewable resource
 rural, special-use land
 topography
 urban
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the use of land has changed
and describe how and why.
historic perspective on
basic property rights under
the U.S. Constitution and
will become aware of how
government regulations
may come in conflict with
those rights.
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biotic community. (Human
use of Natural Resources)
(Wildlife management)
list ways humans depend
upon other parts of their
biotic community.(Human
use of Natural Resources)
(Wildlife management)
define land and land use
planning. (Human use of
Natural Resources) (soils)
(wetlands) (range
management)
list benefits of land use
planning. (Human use of
Natural Resources) (soils)
(wetlands) (range
management)
prepare and deliver a
multi-part natural resource
inter-relational
human/resources project
and presentation.
NRS.02: Apply scientific principles to natural resource management activities.
Students will know…
Students will understand that …
Students will be able to…
Prior Background Knowledge
Required:
 how to develop a safety
 steps can be taken to ensure
 recognize biohazards
plan for work with natural
that agricultural chemicals
associated with natural
 computer experience
resources.
are
used
properly
without
resources. (Animal
 basic Math and ELA skills
Drafted July 1, 2015
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basic speaking and
listening skills
basic collaboration tools
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how to demonstrate
cartographic skills to aid in
developing, implementing
and evaluating natural
resource management
plans.
how measure and survey
natural resource status to
obtain planning data.
how to demonstrate natural
resource enhancement
techniques.
how to interpret laws
related to natural resource
management and
protection.
How to apply ecological
concepts and principles to
natural resource systems.
Vocabulary:
 air quality engineers
 atmospheric scientists
 back siphoning
 biogeochemical
 carrying capacity
 chemical drift
 climatologists conservation
 cycles carbon
 deforestation
 denitrification
 density-dependent factors
 density-independent
factors
 ecosphere
Drafted July 1, 2015
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creating a risk to human
health or the environment.
while it takes many years
for forests to become
established and grow to
maturity, forest renewal
continues to take place.
Trees can and are being
planted to get new forests
started.
each year a succession of
new types of plants is
added to the mix and
begins to compete with
existing plants for light,
moisture and nutrients.
a population is a group of
individuals of the same
species sharing the same
geographic area.
the biosphere, consisting of
all the communities of
organisms, together with
the interactions of the
organisms with the
hydrosphere, lithosphere,
and atmosphere, is the
ecosphere.
the cycles of elements
through the biotic (living)
and abiotic (nonliving)
parts of the earth are
referred to as
biogeochemical cycles.
rangeland is the dominant
ecosystem in much of the
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Production Environmental
Factors) (Energy Sources)
(Public and Municipal
Water Use) (Human use of
Natural Resources)
describe the value of
resource inventories and
population studies.
(Aquatics) (Forestry)
(Range Management)
(Soils) (wetlands) (Wildlife
management) (diagnose
plant and wildlife diseases)
(manage fires) (Manage
Insects) ( Noxious Weeds)
(Agronomic Crops) (IPM)
discuss the procedures for
conducting resource
inventories and population
studies. (Aquatics)
(Forestry) (Range
Management) (Soils)
(wetlands) (Wildlife
management) (diagnose
plant and wildlife diseases)
(manage fires) (Manage
Insects) ( Noxious Weeds)
(Agronomic Crops) (IPM)
identify characteristics of a
healthy forest, wetland,
range, or other biotic
community. (Aquatics)
(Forestry) (Range
Management) (Soils)
(wetlands) (Wildlife
management) (diagnose
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Drafted July 1, 2015
energy flow
environmental systems
exponential growth
fisheries biologists
forest climax
foresters
general-use pesticides
geoscientists
hazardous materials
coordinators
hydro geologists
hydrologists
legumes
mineralization
natural resources park
naturalists
nitrification
nitrogen cycle
nitrogen fixation
park rangers
pioneer species
population
population density
population ecology
public relations specialists
random dispersion
range
range managers
reforestation
restricted-use pesticides
rhizobia
scientists ecologists
seral communities
signal words
soil scientists
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western half of North
America.
some of the goods and
services obtained from
rangeland are livestock
forage, wildlife habitat,
water, mineral resources,
wood products, wild land
recreation, open space, and
natural beauty.
outdoor recreation includes
any activity a person does
in the outdoors for
enjoyment that involves
natural resources and/or
wildlife.
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plant and wildlife diseases)
(manage fires) (Manage
Insects) ( Noxious Weeds)
(Agronomic Crops) (IPM)
identify ways in which
natural resource
environments may be
improved and create a plan
for implementation.
(Aquatics) (Forestry)
(Range Management)
(Soils) (wetlands) (Wildlife
management) (diagnose
plant and wildlife diseases)
(manage fires) (Manage
Insects) ( Noxious Weeds)
(Agronomic Crops) (IPM)
identify natural resource
characteristics desirable for
recreational purposes.
(Human use of Natural
Resources) (Aquatics)
(Forestry) (Range
Management) (Soils)
(wetlands) (Wildlife
management) (diagnose
plant and wildlife diseases)
(manage fires) (Manage
Insects) ( Noxious Weeds)
(Agronomic Crops) (IPM)
identify laws associated
with natural resource
systems and their purpose.
(Human use of Natural
Resources) (Aquatics)
(Forestry) (Range
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succession
trophic level
wildlife biologists
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Drafted July 1, 2015
Management) (Soils)
(wetlands) (Wildlife
management) (diagnose
plant and wildlife diseases)
(manage fires) (Manage
Insects) ( Noxious Weeds)
(Agronomic Crops) (IPM)
describe the processes
associated with ecological
succession. (Human use of
Natural Resources)
(Aquatics) (Forestry)
(Range Management)
(Soils) (wetlands) (manage
fires) (Manage Insects)
(Noxious Weeds)
(Agronomic Crops) (IPM)
give examples of primarysuccession and secondarysuccession species in a
community of organisms.
(Aquatics) (Forestry)
(Range Management)
(Soils) (wetlands) (manage
fires) (Manage Insects)
(Noxious Weeds)
(Agronomic Crops)
define invasive species.
(Aquatics) (Forestry)
(Range Management)
(Soils) (wetlands) (manage
fires) (Manage Insects)
(Noxious Weeds)
(Agronomic Crops)
discuss factors that
influence the establishment
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NRS.03. Apply knowledge of natural resources to production and processing industries.
Students will know…
Students will understand that …
Prior Background Knowledge
Required:
 how to produce, harvest,
 diversity is extremely
process and use natural
important to Earth and the
 computer experience
resource products.
living organisms on Earth.
 basic Math and ELA skills
 biodiversity provides a
 basic speaking and
Vocabulary:
reservoir of resources to be
listening skills
 adaptation
drawn from for food,
 basic collaboration tools
medication, and industry.
 agrobiodiversity
 artificial selection
 silvicultural plans involve
the proper use of logging.
 biodiversity
 some of the most common
 ecosystem diversity
examples of renewable
 gene banks
energy resources include
 genetic diversity
hydropower, solar, wind
 geothermal
and biomass energy from
 hydroelectric
plant or animal materials.
 inbreeding
 hydropower is fourth as a
 monoculture
source of electricity
 natural selection
generation.
 silviculture
 Solar
 Wind Power
Drafted July 1, 2015
and spread of invasive
species. (Aquatics)
(Forestry) (Range
Management) (Soils)
(wetlands) (manage fires)
(Manage Insects) (Noxious
Weeds) (Agronomic Crops)
prepare and deliver a
multi-part scientific natural
resource management
project and presentation.
Students will be able to…
 describe natural resource
harvesting methods.
(Forestry) (Public and
Municipal Water Use)
(Range Management)
(Wildlife Management)
(Human use of Natural
Resources) (Agronomic
Crops)
 describe processing of
natural Resources.
(Forestry) (Range
Management) (Wetlands)
(Wildlife Management)
(Human use of Natural
Resources)
 describe the value of fossil
fuels to the economy in
terms of sources and
products made. (Energy
Sources) (Human use of
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NRS.04: Demonstrate techniques used to protect natural resources.
Students will know…
Prior Background Knowledge
Required:
 how to manage fires in
natural resource systems.
 computer experience
 how to diagnose plant and
 basic Math and ELA skills
wildlife diseases and follow
 basic speaking and
protocol to prevent their
listening skills
spread.
 basic collaboration tools
 how to manage insect
infestations of natural
Drafted July 1, 2015
Students will understand that …
 fuel, oxygen, and heat (the
fire triangle)are required
for a forest fire to lesson.
 natural forces and human
activities cause natural
resource fires
 safety concerns associated
with prescribed burns
Natural Resources)
describe the benefits of
alternative energy
generation including
characteristics of sites that
lend themselves. (Energy
Sources) (Human use of
Natural Resources)
identify recreational uses of
natural resources.
(Aquatics) (Forestry)
(Public and Municipal
Water Use) (Range
Management) (Soils)
(wetlands) (Wildlife
Management)
(Cartographic skills)
(Human use of Natural
Resources)
prepare and deliver a
multi-part production and
processing of natural
resources project and
presentation.
Students will be able to…
 differentiate between
desirable and undesirable
fires and describe the role
fire plays in a healthy
ecosystem products.
(Aquatics) (Forestry)
(Range Management)
(Wetlands) (Wildlife
resources.
Vocabulary:
 biological control
 chemical control
 crown fires
 debris
 fire behavior
 fire season
 fire triangle
 flood
 ground fires
 ignition temperature
 incendiary fires
 mechanical control
 pest
 pesticide
 prescribed fire
 seeding
 surface fires
 updrafts
 wildfire
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include personal safety,
public safety, and weather.
the USDA Forest Service
categorizes forest fires into
three general types:
surface, ground, and
crown.
natural processes have an
impact on life cycles of
trees and plant
communities.
there is a long list of insect
and disease enemies that
can infect and damage
natural resources.
the first things to consider
in deciding how to control
a pest are your overall
management goals and
objectives.
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Drafted July 1, 2015
Management) (Diagnose
plant and wildlife diseases)
(Managing Fires)
(Landscape design)
describe techniques used to
suppress wildfires and
manage prescribed fires.
(Forestry) (Range
Management) (Manage
Fires)
identify harmful and
beneficial insects and signs
of insect damage to natural
resources. (Forestry)
(Range Management)
(Wetlands) (Diagnose plant
and Wildlife diseases)
(Manage Insects)
(Agronomic Crops) (IPM)
report observance of insect
pests to the appropriate
authorities. (Forestry)
(Range Management)
(Wetlands) (Diagnose plant
and Wildlife diseases)
(Manage Insects)
(Agronomic Crops) (IPM)
(Human use of Natural
Resources)
prepare and deliver a
multi-part protection of
natural resources project
and presentation.
NRS.05: Use effective methods and venues to communicate natural resource processes to the public.
Students will know…
Students will understand that …
Prior Background Knowledge
Required:
 various perspective on the
 there are specific
interaction of agriculture
environmental issues that
 computer experience
with
environmental
are related to the
 basic Math and ELA skills
concerns
production of food and
 basic speaking and
fiber.
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approximate
world
and
listening skills
U.S. population levels and
 there are many points of
 basic collaboration tools
will know where to find the
view on population control
latest estimates
and resource management
issues
 the relationship of humans
with their environment
Vocabulary:
 ecology
 ecosystem
 environment
 sustainable
Drafted July 1, 2015
Students will be able to…
 explain and discuss
arguments on both sides of
current natural resource
issues. (Human use of
Natural Resources)
(Managing Fire) (Managing
Insects) (Noxious weeds)
 form opinions and state
their beliefs on what
actions should be taken in
regards to current natural
resource issues. (Human
use of Natural Resources)
(Managing Fire) (Managing
Insects) (Noxious weeds)
 list activities that can help
make our world more
sustainable. (Animal
Production Environmental
Factors) (Range
Management) (Wetlands)
(Wildlife management)
(Historical Development of
Food Products) ( Human
use of Natural Resources)
(Waste management and
composting)
 prepare and deliver a
multi-part communication
to the public of natural
resources project and
presentation.