Science - 2018-19

1.8 - Natural Resources

The student will investigate and understand that natural resources are limited. Key concepts include

a)  identification of natural resources;

  • identify natural resources such as plants and animals, water, air, land, minerals, forests, and soil. Bloom's Level: Knowledge
  • recognize that many natural resources are limited. Bloom's Level: Understand

b)  factors that affect air and water quality; and

  • classify factors that affect air and water quality. Bloom's Level: Understand / Apply
  • describe ways students and schools can help improve water and air quality in our communities. Bloom's Level: Understand
  • determine some basic factors that affect water quality by conducting simple investigations in the school environment. Students should be able to make and record observations of what happens to runoff water on rainy days. (Related to 1.3.) Bloom's Level: Understand / Apply

c)  recycling, reusing, and reducing consumption of natural resources.

  • compare and contrast ways of conserving resources. This includes recycling, reusing, and reducing consumption of natural resources. Bloom's Level: Analysis
  • predict what would happen if natural resources were used up, and explain ways to prevent this from happening. Bloom's Level: Understand / Apply
  • discuss the value of parks to wildlife and to people. Bloom's Level: Understand / Apply


Adopted: 2010

BIG IDEAS

People conserve natural resources to make them last longer.

UNDERSTANDING THE STANDARD

  • Natural resources provide us with the things we need in order to live, including food, clothing, water, air, shelter, land, and energy.
  • What we put into the air, especially the products of the fuels we burn, affects the quality of the air. Waste produced by animals, including humans, and factories can affect the quality of water. Some pollution washes from yards, streets, and farms.
  • Many natural resources are limited and cannot be renewed. Other resources are limited and cannot be renewed, but they may last a very long time.
  • Recycling recovers used materials. Many materials can be recycled and used again, sometimes in different forms. Recycling helps to save our natural resources. An example of a recycled material is newspapers that are turned into writing tablets.
  • Reusing materials means using them more than once. Examples include using dishes and utensils that are washed after use rather than using paper plates and plastic utensils and putting them in the trash.
  • Resources will last longer if we recycle them, reuse them, or reduce consumption of them.
  • The creation of parks can help preserve land. Parks have many uses, including recreation.

ESSENTIALS

Essential Skills:

·  How can we identify natural resources?

·  How does pollution affect air and water quality?

·  What can you do to help conserve natural resources?


In order to meet this standard, it is expected that students will

  • identify natural resources such as plants and animals, water, air, land, minerals, forests, and soil.
  • recognize that many natural resources are limited.
  • compare and contrast ways of conserving resources. This includes recycling, reusing, and reducing consumption of natural resources.
  • classify factors that affect air and water quality.
  • describe ways students and schools can help improve water and air quality in our communities.
  • determine some basic factors that affect water quality by conducting simple investigations in the school environment. Students should be able to make and record observations of what happens to runoff water on rainy days. (Related to 1.3.)
  • predict what would happen if natural resources were used up, and explain ways to prevent this from happening.
  • discuss the value of parks to wildlife and to people.

KEY VOCABULARY

air

air quality

animals

classify

community

compare

conservation

conserve

contrast

forests

fresh water

improve

lake

land

limited

minerals

natural resources

observe

parks

plants

pollution

predict

prevent

record

recycle

reduce

reuse

river

runoff

soil

stream

water

water

water quality

wildlife

Updated: May 20, 2016