GOAL:

To develop an understanding of the interdependence of all organisms and the need for conserving natural resources

An increase in human population can have a significant impact on the biosphere.

Ecology G2.00 To understand that the carrying capacity may be increased by improved conservation methods and proper management of resources

2.01 identify conservation practices that can increase the productivity of the land.
2.02 discuss the management and allocation of natural resources.
2.03 identify land use planning and zoning methods that encourage effective land use.

I. Conservation practices which can increase productivity of the land
A. Develop genetic resistant crops
B. Biological control pests
C. Chemical pesticides and fertilizers
D. Crop rotation
II. Management of natural resources
A. Terraces, grass, waterways, strip cropping, land bank
B. Zoning
C. Treating sewage
D. Parks on land fills
E. Energy conservation incentives
F. Regulate mining
G. Recycling
H. Require reclamation
I. Regulate waste disposal
J. Awareness of carrying capacity
III. Planning and zoning for effective land use
A. Local regulations
1. Building
2. Construction
B. Rules for multiple family dwellings
C. Limiting sale mineral rights
D. Land bank
1. Allotments
a. Agriculture
E. Requiring green belts

COMPONENT OF SCIENCE: Science in Society

GOAL:

To enable students to demonstrate positive attitudes toward science in solving problems and making personal decisions about issues affecting the individual, society and the environment.

4.3 CAREER GOALS - The development of scientific skills may lead to a rewarding career and productive contributions to society.

4.3b - Career opportunities in science and technology are available in all industries and will continue to increase.

BENCHMARK: Scientists can be employed in a variety of occupations such as education, government, industry, and medicine.

TIME REQUIRED:

220 minutes. Classroom Connector 2.01 - 55 minutes, Classroom Connector 2.02 - two 55 minute sessions, and Classroom Connector 2.03 - 55 minutes

Map of fictitious fishing village in Strand L, objective 1.02, poster board, glue, construction paper, and scissors (The last four are optional) Chalkboard and overhead projector.

Green belts, land bank, reclamation, carrying capacity, contour farming, strip farming, no-till farming, crop rotation, grass waterways, windbreaks

This classroom connector addresses Instructional Objective 2.01

We all have seen flowers in pots. If someone gave you a potted tomato plant and you could not plant it outside, write three things you could do to help the plant produce as many tomatoes as possible. Let's share some of your answers. (give them time to share) Today we are going to identify conservation practices that can increase the productivity of the land.

Just as you are limited in the things you can do to help the tomato plant, we are limited on what we can do to our land.

Ask the students whether there is a limit to what the land we have can produce. (Allow time for sharing of ideas) There is a term for this limit. It is carrying capacity. (Explain the term now.) What is the carrying capacity of a tomato plot which is 100 feet long and 40 feet wide? (Any reasonable hypothesis is acceptable.)

What are some conservation practices that you have studied that would increase the productivity of the land? (Help the students give the following answers. Explain those with which they are unfamiliar. Developing genetically resistant crops, fertilizers, irrigation, biological control of pests, pesticides, crop rotation, contour farming, strip cropping, grass water ways, no-till farming, windbreaks.)

Now that we have identified some conservation practices that can increase the productivity of the land, write one you could use on your tomato plant. Write the environmental impact your idea would have. Is it worth it?

Have students find articles on the Dust Bowl and the mineral deposit problems due to irrigation in Southern California and report to the class.

This classroom connector addresses Instructional Objective 2.02.

Each of you write two natural resources. Should we use them or save them? Today we will write two natural resources. We all have difficult choices to make.

There are two schools of thought on keeping our natural resources from disappearing. Some want to conserve or use them wisely and others want to preserve them or not use them at all. Today you take on the role of natural resource manager. In some cases you will be a consumer (conserver) and in other cases you will be a saver (preserver).

(Assign groups of two-three students a job which may include the following:

1. Director of Ocean Research

2. Director of Mining and Mineral Resources

3. Director of Electrical power Generation

4. Director of Air Quality

5. Director of Manufactured Products

6. Director of Soil Quality

7. Director of Agricultural and Forestry Productivity

B. Director of Parks and Recreation

9. Director of Fishing

10. Director of Wildlife Management

11. Director of Waste Management

12. President of Fast Food Fan Club

Each group should prepare a plan for managing and allocating the natural resources under its jurisdiction. (Make sure all of the following are covered by the groups: treating sewage, reclamation of land fills and mines, recycling, wasteful packaging products, regulated waste disposal, designated wilderness, zoning, energy assistance (paying to conserve), regulating mining, mass transit.) These could be shared with the class in the form of a panel discussion with four groups at a time.

Suggested panels:

Groups 1, 2, 9, 11 Groups 1, 10, 9, 8
Groups 2, 3, 4, 6 Groups 2, 6, 7, 12
Groups 2, 5, 11, 4 Groups 7, 10, 11, 12

Just as you are limited in the things you can do to help the tomato plant, we are limited on what we can do to our land.

Ask the students whether there is a limit to what the land we have can produce. (Allow time for sharing) There is a term for this limit. It is carrying capacity. (Explain the term now.) What is the carrying capacity of the tomato pat? (Any reasonable hypotheses is acceptable.)

What are some conservation practices that you have studied that would increase the productivity of the land? (Help the students give the following answers. Explain those with which they are unfamiliar. Developing genetically resistant crops, fertilizers, irrigation, biological control of pests, pesticides, crop rotation, contour farming, strip cropping, grass water ways, no-till farming, windbreaks.)

Now that we have identified some conservation practices that can increase the productivity of the land, write one you could use on your tomato plant. Write the environmental impact your idea would have. Is it worth it?

Have students find articles on the Dust Bowl and the mineral deposit problems due to irrigation in Southern California and report to the class.

Each of you write two natural resources. Should we use them or save them? Today we will write two natural resources. We all have difficult choices to make.

There are two schools of thought on keeping our natural resources from disappearing. Some want to conserve or use them wisely and others want to preserve them or not use them at all. Today you take on the role of natural resource manager. In some cases you will be a consumer (conserver) and in other cases you will be a saver (preserver).

(Assign groups of two-three students a job which may include the following:

1. Director of Ocean Research

2. Director of Mining and Mineral Resources

3. Director of Electrical power Generation

4. Director of Air Quality

5. Director of Manufactured Products

6. Director of Soil Quality

7. Director of Agricultural and Forestry Productivity

B. Director of Parks and Recreation

9. Director of Fishing

10. Director of Wildlife Management

11. Director of Waste Management

12. President of Fast Food Fan Club

Each group should prepare a plan for managing and allocating the natural resources under its jurisdiction. (Make sure all of the following are covered by the groups: treating sewage, reclamation of land fills and mines, recycling, wasteful packaging products, regulated waste disposal, designated wilderness, zoning, energy assistance (paying to conserve), regulating mining, mass transit.) These could be shared with the class in the form of a panel discussion with four groups at a time.

Suggested panels:

Groups 1, 2, 9, 11 Groups 1, 10, 9, 8
Groups 2, 3, 4, 6 Groups 2, 6, 7, 12
Groups 2, 5, 11, 4 Groups 7, 10, 11, 12

(Other combinations and categories may be developed as it suits your class and needs. The groups could just present oral reports if the panel does not work.)

We have discussed the difficult decisions involved in managing our natural resources. Write two natural resources we either import from other countries or share with other countries. Do we have a responsibility to the world not to overuse our resources? Why? Write two sentences.

1. Debate involving any of the groups.

2. Project Learning Tree Activity 66.

This classroom connector addresses Instructional Objective 2.03

Should people be able to build anything on any land they can afford? Raise your hands for "yes". Raise your hands for "no". What if the best farmland is also a good place for homes? There are zoning laws and government agencies that regulate land use. We will identify planning and zoning methods that encourage effective land use.

In any community there are nine direct needs that must be considered when planning land use. (Use the chalkboard or overhead projector.) These are food, water, water disposal, living space, industrial and commercial zones, electrical energy, recreational zones, transportation systems, raw materials. (Give students an opportunity to identify each of these in their own community.) Some of these must be imported but it is best to minimize the number imported. (You might want to have the students write them or say them aloud to become familiar with them.) Many countries zone for the "highest and best use" of the land. This puts high priority on land that will bring in more taxes. Farm land does not generate as much tax money as an industrial park.

(Give out maps of the fictitious fishing village.) Put students in groups of three-four and have them zone the area. They should make some regulations for the town and recommend placement of future facilities. (You might have them make a model of the area.) They should then answer the following questions and share the answers with the class.

1. What problems could arise if you wait to make the zoning rules until the people come? (Facilities would be in place and would be impossible to move.)

2. What does zoning have to do with population growth? (It prepares for orderly placement of buildings and facilities so the community can be ready for growth.)

3. Why is the government allowed to appropriate privately owned land for things like lakes, parks, etc.? (This is to provide for the good of all the community. Sometimes special groups disagree with the decision.)

4. Why would a convenience store not be built in a fashionable neighborhood?

5. Which do you think would be easier to change, the zoning of farmland to commercial or zoning of a theme park to farm land? Why?

6. Which would be better, to zone the land by decision of a consensus of a group of citizens or by "First-come, first served?"

7. What areas did you set aside for wildlife? Why are they necessary?

Planning for effective land use is difficult and especially when an area is growing rapidly. Describe on paper one area of your community you would like to have changed and one area of you would like to have stay the same. (If there is time, have them share with the class.)

1. Guest speaker for the planning commission or zoning board.

2. Conduct a survey to determine vacation site preferences, rural or urban. Have students identify the decisions needed to maintain popular vacation sites.

3. Interview older people to ask how land in the community was used in the past and how and why changes were made.

4. Project Learning Tree Activities 13, 14, 48, 84.

carrying capacity - the optimum number of individuals of species that can be supported in an area over an extended period of time.

contour farming - a method of tilling and planting at right angles to the slope, which reduces soil erosion by runoff.

strip farming - the planting of crops in strips that alternate with other crops. The primary purpose is to reduce erosion.

no-till farming - a practice in which a farmer leaves one crop in the field to decay and form mulch and plants another crop on top. It requires the extensive use of herbicides but reduces the disturbing of the soil.

crop rotation - the practice of planting alternating crops on the same land. Legumes planted one year to put in nitrogen, corn the next.

grass waterways - the leaving of grassy areas in the middle of a field to slow runoff water.

windbreaks - the planting of trees or strips of grasses at right angles to prevailing wind to reduce erosion of soil by wind.

This is the time this file has been accessed since 11/01/02.

The University of Tennessee at Martin is not responsible for the information or views expressed here.

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