Natural Resource Systems-AG1
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: abscess, alluvium, antennae, aquatic, bag limit, bathing, bedrock, biodiversity, biological indicators, biome, biotic pyramid,
brook, cage, canal, complete fertilizers, consumptive, cool-season vegetables, cover, creek, crystals, cyst, desert, dip nets, dipping, dressing, dry
transport, ecology, edge, endangered species, ephemeral stream, exoskeleton, extinct, frost free date, glacial till, home range, hunting, hydrology,
igneous, infectious, injecting, intermittent stream, interspersion, invasive species, larvae, lesion, live-hauler, loess, metamorphic, metamorphosis,
minerals, non-consumptive, non-infectious, nymph, ornamentation, parasite, parent material, perennial stream, population density, population
dispersion, pupa, quarantine, raceway, recreation, river, runoff, sanitation, sediment load, sedimentary, sedimentation, seine nets, shooting hours,
stream bank, stream bed, taiga, threatened species, topography, tundra, ulcer, vigor, warm-season vegetables, wasting, weathering
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:
 how to apply knowledge of
 a biome or ecosystem is a
 identify natural resources.
natural resource
large area with a distinct
(HD, SO)
 computer experience
components
to
the
combination
of
animals
and
 differentiate between
 basic Math and ELA skills
management of natural
plants.
renewable and
 basic speaking and
resource
systems.
nonrenewable natural

multiple
factors
are
used
to
listening skills
determine when and how
resources. (SO)
 how to classify natural
 basic collaboration tools
resources.
to select, plant, and harvest
 define ecosystem and
vegetables.
related terms. (WH)
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 horticultural practices to
 describe the
APSR:E11-3
growing vegetables are
interdependence of
NRES:B2-4
climate related.
organisms within an
NRES:B2-12
ecosystem. (WH)
 parent material,
NRES:C4-1
topography, living
 describe morphological
organisms, time, and
characteristics used to
Drafted July 1, 2015
Vocabulary:
 alluvium
 bedrock
 biome
 complete fertilizers
 cool-season vegetables
 crystals
 desert
 frost free date
 glacial till
 igneous
 loess
 metamorphic
 minerals
 parent material
 sedimentary
 taiga
 topography
 tundra
 warm-season vegetables
 weathering

climate are affect the
process of soil formation.
there are three major ways
to classify rocks.
NRS.02: Apply scientific principles to natural resource management activities.
Students will know…
Students will understand that …
Prior Background Knowledge
Required:
 how to develop a safety
 plants and animals can be
plan for work with natural
grouped into native, non computer experience
resources.
native, and invasive
 basic Math and ELA skills
species.
 how to demonstrate
 basic speaking and
cartographic skills to aid in
 in stream hydrology, the
listening skills
developing, implementing
physical, chemical, and
 basic collaboration tools
and evaluating natural
biological properties of the
resource management
water and the surrounding
plans.
environment are tested.
 how measure and survey
 the biological health of a
Drafted July 1, 2015






identify herbaceous
plants.(PG)
identify herbaceous plants.
(PG)
describe morphological
characteristics used to
identify wildlife species.
(WH)
identify wildlife species.
(WH)
describe morphological
characteristics used to
identify aquatic species.
(AAP)
demonstrate techniques
used to identify rock,
mineral and soil types. (SO)
identify rock, mineral and
soil types. (SO)
Students will be able to…
 describe the value of
resource inventories and
population studies. (WH)
 identify the different kinds
of streams. (HD)
 identify indicators of the
biological health of a
stream. (HD)
 identify characteristics of a
healthy wildlife habitat.



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.
Mycaert.com
NRES:B1-6
NRES:B3-6
NRES:C4-1




Vocabulary:
 biodiversity
 biological indicators
 biotic pyramid
 brook
 canal
 cover
 creek
 ecology
 edge
 endangered species
 ephemeral stream
 extinct
 home range
 hydrology
 intermittent stream
 interspersion
Drafted July 1, 2015
stream is dependent upon
many factors, including
natural flows, diverse
habitat, and unpolluted
waters.
the best and most accurate
measures of the health of a
stream are biological
indicators.
riparian zones serve many
functions including protect
from erosion, reduce
sedimentation, slow runoff,
and filter contaminant.
habitat requirements are
specific for selected species
of animal wildlife.
many animal wildlife
species require more than
one stage of succession in
their habitat.










(WH)
identify methods of
wildlife habitat
improvement. (WH)
identify natural resource
characteristics desirable for
recreational purposes.
(WH, HD)
identify laws associated
with natural resource
systems. (HD, WH)
identify the purposes of
laws associated with
natural resource systems.
(HD, WH)
describe properties of
watersheds and identify the
boundaries of local
watersheds. (HD)
relate the function of
watersheds to natural
resources. (HD)
compare and contrast
groundwater and surfacewater flow. (HD)
explain stream hydrology
and structure, and
determine the different
classes of streams. (HD)
define riparian zones and
riparian buffers, and
explain their functions.
(HD, WH)
describe the processes
associated with ecological
succession. (WH)
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





invasive species
perennial stream
population density
population dispersion
river
runoff
sediment load
sedimentation
stream bank
stream bed
threatened species






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,
 humans continue to use
process and use natural
wildlife resources for food,
 computer experience
resource products.
clothing, shelter, hunting,
 basic Math and ELA skills
fishing, trapping,
 basic speaking and
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ornamentation, medicine,
listening skills
NRES:C5-6
and recreation.
 basic collaboration tools
NRES: C6-8
 hunting is the most
common method of
Vocabulary:
harvesting wildlife and
 aquatic
population control.
Drafted July 1, 2015
explain population ecology,
population density and
population dispersion.
(WH)
discuss factors that
influence population
density and population
dispersion. (WH)
define invasive species.
(HD, WH)
discuss factors that
influence the establishment
and spread of invasive
species. (WH)
describe sources of
pollution and delineate
between point and
nonpoint source pollution.
(HD, SO)
describe the impact of
pollution on natural
resources. (HD, SO)
Students will be able to…
 identify wildlife species
that can be sustainably
harvested. (WH, AAP)
 identify products obtained
from wildlife species. (WH,
AAP)
 identify recreational uses of
natural resources. (WH,
SO)
 identify uses of aquatic















bag limit
cage
consumptive
dip nets
dressing
dry transport
hunting
live-hauler
non-consumptive
ornamentation
raceway
recreation
seine nets
shooting hours
wasting




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
resources.
Mycaert.com
APSR:E5-3
Drafted July 1, 2015
properly preparing the
harvested game when
hunting is necessary to gain
full use of the animal while
preventing spoilage and
minimizing loss or waste.
some common aquatic
facilities are levee-type
ponds, watershed ponds,
raceways, cages, and tanks.
the method of harvesting
fish depends on the type of
facility in which the fish are
kept and the intended
usage for the fish after
harvesting.
some common methods of
holding fish include nets,
small ponds, storage tanks,
and floating crates.
Students will understand that …
 diseases may cause fish to
stop growing, grow slower,
or die.
 identifying signs of disease
early allows for treatment
in time to reduce the losses.
 diseases among fish can be
controlled in two different
ways: prevention and
treatment.
 different types of insect
have different life cycles.
species. (HD)
Students will be able to…
 identify causes of diseases
in plants. (PG)
 identify causes of diseases
in wildlife. (WH)
 identify harmful and
beneficial insects and signs
of insect damage to natural
resources. (WH, PG)

Vocabulary:
 abscess
 antennae
 bathing
 cyst
 dipping
 exoskeleton
 infectious
 injecting
 larvae
 lesion
 metamorphosis
 non-infectious
 nymph
 parasite
 pupa
 quarantine
 sanitation
 ulcer
 vigor
there are many methods of
insect control.
NRS.05: Use effective methods and venues to communicate natural resource processes to the public.(NA)
Drafted July 1, 2015