Exploring Natural Resource Stewardship ENR 1 · Exploring Natural Resources ENR1 Exploring Natural...

Exploring Natural Resources � ENR1 � Exploring Natural Resource Stewardship

Exploring Natural Resource Stewardship

ENR1.1

Date _______________Topic_______________________________

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Definition of Ecology: Definition of Ecologist: Definition of Biotic: Definition of Abiotic:



ENR1.2

Quick Sketch

Draw a quick sketch of an Ecologist at work. Hurry, you only have one minute! Think about:

• Where is the ecologist? • What is the ecologist doing?



ENR1.3

Our School’s Ecology

Biotic Abiotic

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ENR1.4

Organism Definition: A single living thing; the smallest unit of life that can sustain itself. Supporting Information: To survive, all organisms need water, energy, nutrients, and space to live. Ecologists who study organisms try to learn how living things are affected by and respond to their environment.

Populations Definition: A group of the same kind of organisms living together in the same place at the same time. Supporting Information: Barriers, such as mountain ranges, bodies of water, or highways, can sometimes separate one population from another. Ecologists think about the question they are trying to answer, and determine a population boundary that best fits the question they are answering. Population size is the number of individual organisms that make up the population. This grows or shrinks as organisms may move into or out of a population.



ENR1.4

Communities Definition: A group of different populations living in the same place at the same time. Supporting Information: Individual populations living in a community are tied to each other through interactions such as feeding or shelter needs.

Ecosystem Definition: A community + abiotic factors = ecosystem. The ecosystem includes living organisms (biotic factors) as well as all abiotic (nonliving factors) in an environment. Supporting Information: The abiotic factors can include sunlight, water, temperature, humidity, etc. Ecosystems in Missouri include prairies, glades, woodlands, forests, caves, wetlands, rivers, and streams.



ENR1.4

Biosphere Definition: All the ecosystems on Earth form the biosphere, or the layer of our plant that supports and contains every living thing. Supporting Information: Wind, water and the migration of organisms link ecosystems together. The biosphere extends anywhere life exists, from the deepest ocean trench to the tallest mountain!



ENR1.5

Levels of Organization

Complete the inverted pyramid by placing each level of organization into the correct place to reflect the size of level. Place the smallest level of organization at the bottom of the inverted pyramid and the largest level of organization at the top of the pyramid.

Levels of Organization to include:

• Populations • Biosphere • Organism • Communities • Ecosystems



ENR1.5 KEY


Complete the inverted pyramid by placing each level of organization into the correct place to reflect the size of level. Specifically, place the smallest level of organization at the bottom of the inverted pyramid and the largest level of organization at the top of the pyramid.

Levels of Organization to include:

• Populations • Biosphere • Organism • Communities • Ecosystems

Biosphere

Ecosystem

Communities

Populations

Organism



ENR1.6


Definition Supporting Information

Organism

Populations

Communities

Ecosystem

Biosphere



ENR1.6 KEY


Definition Supporting Information

Organism A single living thing; the smallest unit of life that can sustain itself.

To survive, all organisms need water, energy, nutrients, and space to live. Ecologists who study organisms try to learn how living things are affected by and respond to their environment.

Populations A group of the same kind of organisms living together in the same place at the same time.

Barriers, such as mountain ranges, bodies of water, or highways, can sometimes separate one population from another. Ecologists think about the question they are trying to answer, and determine a population boundary that best fits the question they are answering. Population size is the number of individual organisms that make up the population. This grows or shrinks as organisms may move into or out of a population.

Communities A group of different populations living in the same place at the same time.

Individual populations living in a community are tied to each other through interactions such as feeding or shelter needs.

Ecosystem A community + abiotic factors = ecosystem. The ecosystem includes living organisms (biotic factors) as well as all abiotic (nonliving factors) in an environment.

The abiotic factors can include sunlight, water, temperature, humidity, etc. Ecosystems in Missouri include prairies, glades, woodlands, forests, caves, wetlands, rivers, and streams.

Biosphere All the ecosystems on Earth form the biosphere, or the layer of our plant that supports and contains every living thing.

Wind, water and the migration of organisms link ecosystems together. The biosphere extends anywhere life exists, from the deepest ocean trench to the tallest mountain!



ENR1.7

The Story of a Cattail, Muskrat, or Mink

Working with a partner, you will be writing a story to show your knowledge about the level of organization in ecology. The main character, or ‘organism’, of your story will be either a cattail, muskrat, or mink!

Pick one of these organisms as the main character of your story! Although the story is fiction, the information about organisms, populations, communities, ecosystem, and biosphere should be accurate. Did you know?

• Cattails, muskrats, and mink all need energy, but they gain energy in different ways. Cattails gain energy by using sunlight to make sugars through photosynthesis. Muskrats get their energy by eating plants, such as cattails. Mink get their energy from eating other animals, such as muskrats.

• All organisms have adaptations that help them survive in a particular environment. Muskrats have a dense coat of fur that keeps them warm, waterproof, and buoyant in the water. They also have webbed hind feet to propel them while swimming and a flattened tail to push them through the water. Muskrats can also reduce their heart rate, store oxygen in their muscles, and tolerate high levels of carbon dioxide in their blood – all to help them stay underwater for up to 17 minutes!

Information that must be included:

• A description of the organism (cattail, muskrat, or mink). • How the organism gains energy and use adaptations to survive. • A description of the population where the organism belongs. • How barriers impact the population. • A description of how the cattail, muskrat, and milk belong to the same community. • Explanation of the ecosystem (include nonliving organisms). • Explanation of the biosphere.



ENR1.7

The Story of a Cattail, Muskrat, and Mink

There once was a cattail, muskrat, and mink…

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ENR1.8

The Story of a Cattail, Muskrat, and Mink Rubric

Grading Criteria

5 points – Strong

evidence that criteria

were met

3 points – Moderate evidence

that criteria were met

0 points – Little

evidence that criteria were

met

Score Feedback

The story was well organized and easy to follow.

The story was very well organized and flowed in a logical manner. It is evident time was invested in this project.

The story was somewhat organized and flowed in a logical manner.

The story was not organized and was difficult to follow.

The story included information about the:

• Organism • Population • Community • Ecosystem • Biosphere

The story addressed all required information.

The story addressed most of the required information.

Only some of the required information was addressed.

The information was accurate and thorough.

The required information was accurate and thorough.

Most of the required information was adequately included.

Only some of the information was adequately addressed.

Evidence of extra effort.

Exceptional effort demonstrated.

Some evidence of extra effort.

No evidence of extra effort.



ENR1.9

Missouri Geographic Region Flyer

Develop a flyer promoting your assigned geographic region of Missouri. The flyer should include information on characteristics of that region, ways someone can make a living in that region, exciting places to visit in the region, and any other interesting facts. Use the following websites to start your research, but feel free to use other sites to get more information as needed:

• https://www.factmonster.com/encyclopedia/places/north-america/us/missouri-state-united-states/geography

• https://missouriregionstudy.weebly.com/process.html



ENR1.10

Dear Settler

Your task is to write a 5-paragraph letter to someone looking to settle in Missouri. They happen to be settling in the region you have been researching! The letter must include:

• Introduction to Region • Primary Landforms and Climate • Primary Vegetation • Primary Wildlife • Closure

Dear Settler,

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ENR1.11

Dear Settler Rubric

Grading Criteria

5 points – Strong


met

3 points – Moderate


met

0 points – Little evidence


Score Feedback

The letter was well organized and easy to follow.

The letter was very well organized and flowed in a logical manner. It is evident time was invested in this project.

The letter was somewhat organized and flowed in a logical manner.

The letter was not organized and was difficult to follow.

The letter included information about the:

• Introduction to region

• Primary landforms and climate

• Primary vegetation

• Primary wildlife

The letter addressed all required information.

The letter addressed most of the required information.








ENR1.12

Regions of Missouri

Primary Landforms and

Climate Primary Vegetation Primary Wildlife Miscellaneous

Information

Glacial Plains

Ozark Highlands

Osage Plains

Mississippi Lowlands



ENR1.13

Bon Voyage! Island Discovery

Scenario: Wow - the day is finally here! The day you have been waiting for your entire life! It is time for you to set sail across the ocean and see where your journey takes you! You have had an itching to explore the world your entire life, and finally you have pushed away from the dock and began your voyage across the globe.

“Wait,” you think to yourself, “Is that a mirage?” Nope! It’s no mirage. Just three days into your journey you have found an unchartered island. You knew you were meant to be an explorer, destined to uncover unchartered parts of the world!

Although there are no humans living on this island, there is a fully equipped ecosystem. Using your creativity, you will design a complete ecosystem for this island.

Specifically, you will:

• Name your island • Location on the globe (can be made up) • Describe the region including landforms, climate, vegetation, and wildlife • Identify biotic and abiotic factors • Analyze the level of organization including organisms, populations, communities,

ecosystems, and the biosphere • Promote ecologists to this island to study ecology • Include pictures of all components of this assignment

Assignment: This assignment will be completed using Slides or Microsoft PowerPoint.



ENR1.14

Bon Voyage! Rubric

Grading Criteria 5 points –

Strong evidence that criteria were

met



met

0 points – Little


met

Score Feedback

The presentation was well organized and easy to follow.

The presentation was very well organized and flowed in a logical manner. It is evident time was invested in this project.

The presentation was somewhat organized and flowed in a logical manner.

The presentation was not organized and was difficult to follow.

The presentation included information about the:

• Island name • Description of region

(landforms, climate, vegetation, wildlife)

• Identify biotic and abiotic factors

• Analyze the level of organization (organisms, populations, communities, ecosystems, biosphere)

• Promote ecologists to this island to study ecology

• Images were included

The presentation addressed all required information.

The presentation addressed most of the required information.






Evidence of extra effort. Exceptional effort demonstrated.





ENR1.15

Date _______________Topic_______________________________

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Definition of Renewable Resources: Examples of Renewable Resources: Definition of Nonrenewable Resources: Examples of Nonrenewable Resources:



ENR1.16

Compost Lab

Drawing

Draw a picture of the compost lab you have started for this research project. Please label each item in your drawing.

Predictions

Which order do you think the food scraps will begin to decompose? Use a full sentence to describe your prediction. Begin this sentence with, “I predict…”

Explanation

What is the reasoning behind your prediction? Provide an explanation for your prediction.



ENR1.17

Compost Lab Observation Record

As you check on the decomposition rate of the food scraps in this lab, use this data collection sheet to record observations. You must provide a written observation, which can be supplemented with a drawing. Make sure to consider the size, shape, smell, color, texture, and other characteristics of the food scraps.

Day Observations: What did you notice?

Day 2

Day 3

Day 4

Day 5



ENR1.18

Dust Bowl

K W L What we know. What we want to know. What we learned.



ENR1.19

Dust Bowl Debrief

#1

Working with your group, read the question below. Use five minutes to discuss your thoughts and capture ideas below.

Question: How can we avoid another Dust Bowl?



ENR1.19

Dust Bowl Debrief

#2


Question: How have our conservation practices changed since the 1930s to protect our country from facing this detriment in the future?



ENR1.19

Dust Bowl Debrief

#3


Question: How can we avoid another Dust Bowl?



ENR1.19

Dust Bowl Debrief

#4


Question: Read the paragraph below, then answer the question.

The Soil Conservation Service, which is not called the Natural Resources Conversation Service (NRCS) was created as part of the United States Department of Agriculture (USDA) in 1935. In 1943, legislation authorized the formation of the Soil and Water Districts Commission and Soil and Water Conservation Districts in Missouri. These groups work to develop policies and general programs for preventing soil erosion and protecting water quality.

Why is it important for the NRCS and these other groups to work to prevent soil erosion and protect water quality in Missouri and the United States? What do you think our country would look like if these groups were never formed?



ENR1.19

Dust Bowl Debrief

#5


Question: As the video discussed, nutrient-rich topsoil was lost during the Dust Bowl. This topsoil is typically found in the top two inches of soil. How does our composting project relate to topsoil and the Dust Bowl?



ENR1.20

Bon Voyage! Natural Resources

My Island Name: ______________________________

Task: Draw four renewable and four non-renewable resources located on my island.

Renewable Non-Renewable



ENR1.21

Menfro Soil Crossword

Read the crossword prompts below and search for answers in the ‘Menfro Missouri State Soil’ article. Write the answers in the corresponding crossword line.

Across

3. What is the main limitation for Menfro soil?

6. Menfro soil is dark _______ when moist.

7. What are the different layers of soil called?

8. Menfro soils are highly productive _________ soils used for corn, soybeans, small grains, vegetable, and fruit production.

Down

1. The parent material of Menfro soil is _______, which means it was moved by wind.

2. The five factors that affect soil formation are climate, relief, parent material, time, and _______.

4. Menfro is typically found in counties along the Missouri and Mississippi _______.

5. This is the Missouri state soil.

7. Every soil can be separated into three sizes: sand, clay, and _______.

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3 4

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ENR1.21 KEY

Menfro Soil Crossword

Read the crossword prompts below and search for answers in the ‘Menfro Missouri State Soil’ article. Write the answers in the corresponding crossword line.

L O

O R

E G

E R O S I O N M A

I S E N

V B R O W N S O I L H O R I Z O N

E F I S

A G R I C U L T U R A L M

S O T S

Across

3. What is the main limitation for Menfro soil?

6. Menfro soil is dark _______ when moist.

7. What are the different layers of soil called?

8. Menfro soils are highly productive _________ soils used for corn, soybeans, small grains, vegetable, and fruit production.

Down

1. The parent material of Menfro soil is _______, which means it was moved by wind.

2. The five factors that affect soil formation are climate, relief, parent material, time, and _______.

4. Menfro is typically found in counties along the Missouri and Mississippi _______.

5. This is the Missouri state soil.

7. Every soil can be separated into three sizes: sand, clay, and _______.



ENR1.22

Forensics Crime Scene Investigation

What we know:

Someone broke in last night and raided our entire building/classroom. The thief trashed our classroom and even stole some of our lab materials! Although the thief took much, little was left behind in terms of evidence. The only evidence was a shoe print and dirt

Our goal:

Use soil samples to determine who committed the crime so justice can be served.

Items we have access to:

• Soil sample from the shoes of two suspects • Soil sample from the crime scene • Four soil samples from around our county to compare the suspect and crime scene

samples

Steps:

1. Examine the four samples on the table labeled ‘Standard Samples’. Complete the chart below by describing in-depth detail of physical properties, what you notice by placing a sample under a microscope, and results of placing the soil in a density-gradient tube for each sample. Consider drawing what you see under the microscope.

Physical Properties Microscopic Exam Density-Gradient Tube

Soil with animal debris

Soil with plant debris

Soil with salt (NaCl)

Soil with baking soda



ENR1.22

2. Examine the two samples of soil gathered from the suspects. Complete the chart for Suspect 1 and Suspect 2 soils samples.


SUSPECT 1

SUSPECT 2

3. Using the information you have gathered so far, match the suspects soil sample to the correct samples on the ‘Standard Sample’ table. Specifically, write which soil sample on the ‘Standard Sample’ table is the same as SUSPECT 1 and SUSPECT 2. (i.e. Is SUSPECT 1 the same as soil with animal debris, soil with plant debris, soil with salt, or soil with baking soda?)

4. Examine the Crime Scene soil sample. Complete the chart below.


CRIME SCENE

5. Who committed the crime? Use your new information about the crime scene soil to compare to the soil found from the suspects.



ENR1.22 KEY

Forensics Crime Scene Investigation

What we know:

“Someone broke into the ag building/classroom last night and raided our entire building/classroom. The thief trashed our classroom and even stole our CDE study materials! Although the thief took much, little was left behind. The only evidence was a shoe print and dirt.”

Our goal:

Use soil samples to determine who committed the crime so justice can be served.

Items we have access to:

• Soil sample from the shoes of two suspects • Soil sample from the crime scene • Four soil samples from around our county to compare the suspect and crime scene

samples

Steps:

1. Examine the four samples on the table labeled ‘Standard Samples’. Complete the chart below by describing in-depth detail of physical properties, what you notice by placing a sample under a microscope, and results of placing the soil in a density-gradient tube for each sample. Consider drawing what you see under the microscope.


Soil with animal debris

Student answers will vary on these charts.

Soil with plant debris

Soil with salt (NaCl)

Soil with baking soda



ENR1.22 KEY

2. Examine the two samples of soil gathered from the suspects. Complete the chart for Suspect 1 and Suspect 2 soils samples.


SUSPECT 1 Student answers will vary on these charts.

SUSPECT 2

3. Using the information you have gathered so far, match the suspects soil sample to the correct samples on the ‘Standard Sample’ table. Specifically, write which soil sample on the ‘Standard Sample’ table is the same as SUSPECT 1 and SUSPECT 2. (i.e. Is SUSPECT 1 the same as soil with animal debris, soil with plant debris, soil with salt, or soil with baking soda?)

Suspect 1 soil sample is the same as the Soil with Baking Soda sample.

Suspect 2 soil sample is the same as the Soil with Plant Debris sample.

4. Examine the Crime Scene soil sample. Complete the chart below.


CRIME SCENE

Student answers will vary on these charts.

5. Who committed the crime? Use your new information about the crime scene soil to compare to the soil found from the suspects.

The crime scene soil sample is the same as the Soil with Plant Debris. This is also the same as the soil sample from Suspect 2. Thus, Suspect 2 committed the crime.



ENR1.23

“Dig It”! WebQuest

Using a computer, go to the ‘Forces of Change-Exhibition’ website found at this link: http://forces.si.edu/soils/02_00_00.html Use this website to complete the questions below.

1. Read the ‘Sizing Up Soils’ page. What is the role of a soil scientist?

2. Click on “The Big Picture – Explore” and take the quiz. Write your score below.

3. What is one interesting fact about soil that you learned from the quiz?

4. Click on “State Soil Monoliths”. When the page loads, click on Missouri. Navigate the postcard by clicking on the brown tabs on the left of the screen (i.e. “Where is it?, “What’s in it?”, “What’s so special?” and “Fun Facts”). Write a three-sentence summary about Missouri soils below.

5. Click the “Back” button to return to the page with all 50 state post cards. Choose three more states and write a one sentence summary about the soil in each state.

State #1 –

State #2 –

State #3 –

6. Click on “What is Soil?”. Click each of the five tabs in this section to answer these

questions. How do bacteria and fungi relate to soil? (Tab 1)

7. What are the ingredients of soils? (Tab 3).



ENR1.23

8. How do soils form and develop?

9. Watch the “Chef’s Challenge” video (Tab 3). What is the secret ingredient? How is sand transformed into soil?

10. Click the “Recipe Book” link. Choose three soil recipes to complete the chart: (Tab 4)

Name of Soil Ingredients of Soil Directions for Forming this Type of Soil

Recipe Secrets for this Type of Soil

Soil #1

Soil #2

Soil #3



ENR1.23

11. Soil scientists nickname the soil-forming factors CLORPT: CL____________ – Temperature speeds up or slows down ____________

____________ that break down rocks and minerals.

O____________ – Burrowing animals, growing ____________ ____________, and

enzyme-secreting ____________ and ____________ chemically alter and physically mix

soils.

R____________ – ____________, the slope and direction a landscape faces, influences

sunlight hours, ____________, water runoff, erosion, and ____________ matter build-up.

P____________ ____________ – The chemical composition of original ____________

rock influences the mineral content of soil. Parent materials can be the underlying

bedrock, but most are sediments such as ____________, ____________, or

____________.

T____________ – Weather partly depends on age. ____________ soils are more

____________ than younger ones. Soils in the tropics tend to be old because they have

not been affected by the remixing effects or glaciation.

12. Click on “Chip Off the Old Block”. Where do soils inherit minerals from? Write four

examples of minerals.

13. Click on “Soil Forming Factors”. Describe the five soil horizons (Tab 2):

O horizon



ENR1.23

A horizon

E horizon

B horizon

C horizon

14. Click on “Matters of Life and Death”. Name and describe three uses of microbes (Tab 5).

15. Click “Underneath It All and read tabs two through five. Write a one sentence summary of how soil can affect our everyday lives.

16. Click on “A World of Soils”. Read tabs two through five. Choose one geographic location and describe the soil of impact on this location.



ENR1.23 KEY

“Dig It”! WebQuest

Using a computer, go to the ‘Forces of Change-Exhibition’ website found at this link: http://forces.si.edu/soils/02_00_00.html Use this website to complete the questions below.

1. Read the ‘Sizing Up Soils’ page. What is the role of a soil scientist?

Soil scientists analyze soils and predict how soils will behave. Soil scientists use tools and techniques, such as digging, touching, seeing, and smelling, to explore soils.

2. Click on “The Big Picture – Explore” and take the quiz. Write your score below.

Answers will vary.

3. What is one interesting fact about soil that you learned from the quiz?

Answers will vary.

4. Click on “State Soil Monoliths”. When the page loads, click on Missouri. Navigate the postcard by clicking on the brown tabs on the left of the screen (i.e. “Where is it?, “What’s in it?”, “What’s so special?” and “Fun Facts”). Write a three-sentence summary about Missouri soils below.

Answers will vary.

5. Click the “Back” button to return to the page with all 50 state post cards. Choose three more states and write a one sentence summary about the soil in each state.

State #1 – Answers will vary.



6. Click on “What is Soil?”. Click each of the five tabs in this section to answer these questions. How do bacteria and fungi relate to soil? (Tab 1)

Bacteria and fungi recycle once-living organisms into nutrients and soil organic matter. The nutrients and organic matter are vital to all soils. Without soils, life would not exist.

7. What are the ingredients of soils? (Tab 3).

Air, water, minerals, and organic matter (living and non-living). These ingredients occur in various combinations.



ENR1.23 KEY

8. How do soils form and develop?

Soils form when sediment, organic matter, or rock is deposited in an area often by water, wind, or ice. As the parent material ages, the soil develops as the climate, soil organisms, and terrain change. Soils are constantly changing.

9. Watch the “Chef’s Challenge” video (Tab 3). What is the secret ingredient? How is sand transformed into soil?

Sand is the secret ingredient. Sand is transformed into soil by adding life and water. The chefs must use sand to create a soil in the competition.

10. Click the “Recipe Book” link. Choose three soil recipes to complete the chart: (Tab 4)

Name of Soil Ingredients of Soil Directions for Forming this Type of Soil

Recipe Secrets for this Type of Soil

Soil #1 Answers will vary based on soil types chosen.

Soil #2

Soil #3



ENR1.23 KEY

11. Soil scientists nickname the soil-forming factors CLORPT: Climate – Temperature speeds up or slows down chemical reactions that break down

rocks and minerals.

Organisms – Burrowing animals, growing plant roots, and enzyme-secreting bacteria and

fungi chemically alter and physically mix soils.

Relief – Topography, the slope and direction a landscape faces, influences sunlight hours,

temperature, water runoff, erosion, and organic matter build-up.

Parent Material – The chemical composition of original unweathered rock influences the

mineral content of soil. Parent materials can be the underlying bedrock, but most are

sediments such as sand, silt, or clay.

Time – Weather partly depends on age. Older soils are more weathered than younger

ones. Soils in the tropics tend to be old because they have not been affected by the

remixing effects or glaciation.

12. Click on “Chip Off the Old Block”. Where do soils inherit minerals from? Write four examples of minerals.

Soils inherit minerals from “parent” rocks which eventually break down into particles.

Students must list four of these: oxygen, silicon, aluminum, iron, calcium, sodium, potassium, magnesium.

13. Click on “Soil Forming Factors”. Describe the five soil horizons (Tab 2):

O horizon Newly deposited debris and partially decomposed matter



ENR1.23 KEY

A horizon Mineral layer with more soil organic matter than lower layers. This is also called topsoil.

E horizon A layer of loss where water carries clay, iron, aluminum, and organic matter into lower levels.

B horizon A layer of gain where minerals and organic matter enter from higher layers or form through weathering.

C horizon Mineral layer, also called parent material. This layer is not affected by biological activity or the processes of loss and gain of minerals.

14. Click on “Matters of Life and Death”. Name and describe three uses of microbes (Tab 5).

Microbes make human medicines, specifically antibiotics. Examples include penicillin, erythromycin, streptomycin, tetracycline, and vanamycin.

Microbes make biofuel, such as ethanol, which is a fuel for vehicles.

Microbes can make trouble, such as the Bacillus anthracis bacterium that can causes anthrax, a disease that can be fatal to animals.

15. Click “Underneath It All and read tabs two through five. Write a one sentence summary of how soil can affect our everyday lives.

Answers will vary.

16. Click on “A World of Soils”. Read tabs two through five. Choose one geographic location and describe the soil of impact on this location.

Answers will vary.



ENR1.24

INFILTRATION

The process by which water penetrates into soil from the ground surface.

LOAM

A soil textural class generally thought to have properties most favorable for crop production.



ENR1.24

PERCOLATION

The process by which water moves downward through openings in the soil.

PERMEABILITY

The ability of soil to allow the passage of water.



ENR1.24

POROSITY

The percentage of soil volume that is not occupied by solids.



ENR1.25

Date _______________Topic_______________________________


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Definition of Infiltration: Definition of Loam: Definition of Percolation: Definition of Permeability: Definition of Porosity:



ENR1.26

Soil Type Lab Drawings

Draw your observations of each bottle below. Under each drawing, summarize your observations.

Bottle with Potting Soil Bottle with Local Soil Bottle with Sand



ENR1.27

Soil for Thought – Prompt 1

Task: As a group, read the prompt below. Discuss your thoughts in response to the prompt. Challenge yourselves to look past the obvious answers and dig deep! You are given five minutes of group work time.

After five minutes of work time, your group will moderate a class discussion on the same topic. Be prepared to listen to your classmates’ thoughts and direct the conversation to on-topic concepts.

Prompt: A health soil can take hundreds of years to form. It is a precious natural resource! What happens to the environment when a soil loses its ability to properly grow crops, such as corn and soybeans?

Connection to Terms: Consider how today’s class terms impact your prompt.

• Infiltration • Loam • Percolation • Permeability • Porosity



ENR1.27




Prompt: Do all soils support the growth of plants equally well? Think about the three bottles you observed today. Will these bottles all support plant growth the same? Remember, most of the nutrients are found in the organic material and clay. The cloudiness of water is from the clay.





ENR1.27




Prompt: Can healthy soil support the growth of crops forever? Or, do soils ever go “bad”?





ENR1.28A

Dry Soil Table Investigation

Discussion Questions

1. In what ways are the two soil types similar? How are they different?

2. Can you tell by visual inspection how well a soil will support plant growth? Why or why not?

National Ag in the Classroom (n.d.). Properties of Soil (Grades 6-8). Retrieved from https://www.agclassroom.org/teacher/matrix/lessonplan.cfm?lpid=227



ENR1.28B

Dry Soil Table Investigation Graphic Organizer

Inorganic Organic


Soil Sample

Larger Particles

Plant Material

Animal Material

Smaller Particles



ENR1.28A KEY

Dry Soil Table Investigation

Discussion Questions

1. In what ways are the two soil types similar? How are they different?

Soil types are similar by containing microorganisms that cannot typically be seen but are critical

to plant growth. Soil types are different in composition and the organic and inorganic particle

size.

2. Can you tell by visual inspection how well a soil will support plant growth? Why or why not?

No, visual inspection cannot fully evaluate the nutrient content of soils. We often cannot see

minerals and microorganisms critical for growth.




ENR1.29

Soil and Air Space Table Investigation

Soil Type Observations

Potting Soil

Local Soil

Sand

Discussion Questions:

1. Why did the final water level differ among the three types of soil?

2. Why is it important for plant growth that soils contain air space?




ENR1.29 KEY

Soil and Air Space Table Investigation

Soil Type Observations

Potting Soil

Air bubbles formed when water was added and moved to the surface.

Final water level was approximately halfway between the surface of the soil and the tape on the test tube; thus, the potting soil contained about

50% of air space.

Local Soil

Air bubbles formed when water was added and moved to the surface. The

final water level was close to halfway between the surface of the soil and the tape on the test tube; thus, the potting soil contained a significant

amount of air space.

Sand

Not very many air bubbles formed when water was added. The water

level did not raise very high and the sand has a very small amount of air space.


1. Why did the final water level differ among the three types of soil?

The water levels differed among the three types of soil because the water filled air space, which

is different based on the soil particle size.

2. Why is it important for plant growth that soils contain air space.

Soils need air space which can be occupied by either air or water and is used to support a plant’s

root system. Plant roots are in charge of absorbing nutrients from the soil to use for plant growth.



ENR1.30

Soil and Water Table Investigation

Soil Type Observations Time

Potting Soil

Local Soil

Sand


1. Infiltration refers to the ability of soil to accept water. Which of the soils you tested accepted

the most water?

2. Percolation refers to the ability of soil to transmit water throughout its depth. Which of the

soils you tested allowed for the fastest water movement? Which allowed water to reach the

greatest depth?

End of Lab:

Write a one to two sentence summary of the findings at each table.




ENR1.30 KEY

Soil and Water Table Investigation

Soil Type Observations Time

Potting Soil

Water was immediately taken up by the soil. Less than one

minute.

Local Soil

These results will vary based on soil composition. Typically, water will be taken up by local soils slower

than potting soil.

Will vary based

on composition.

Sand

Water will be taken up very quickly, almost as quickly as potting soil.

About one

minute.


1. Infiltration refers to the ability of soil to accept water. Which of the soils you tested accepted

the most water?

The potting soil should be the most absorbent.

2. Percolation refers to the ability of soil to transmit water throughout its depth. Which of the

soils you tested allowed for the fastest water movement? Which allowed water to reach the

greatest depth?

The potting soil should allow the fastest water movement. The sand should allow water to have

the most depth.



ENR1.31

Date _______________Topic_______________________________


-----------------------------------------Notes--------------------------------------

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-Mai

n Id

eas,

Key

Poin

ts, F

orm

ulas

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Definition of Soil BMP:

Components of a Soil BMP:



ENR1.32

Bon Voyage! Soil BMP Flipbook Brochure

Task: Using a computer, you will be creating a Soil BMP Flipbook Brochure to highlight how

you plan to use each of the five Soil BMP components on your chartered island. Remember,

these components are:

1. Reduce tillage and soil traffic

2. Increase organic matter inputs

3. Use cover crops

4. Rotate crops

5. Manage nutrients

First Step: The first step is to identify at least three crops or plants grown on your island. You

are chartering this island; the decision is up to you!

Main Information: Your flipbook should be creative, eye appealing, and include a multitude of

artistic representations. The content must include and in-depth definition of each of the five

portions of a Soil BMP. The content must also include specific steps to achieve this BMP (i.e.

plant soybeans in a field that had corn planted last year). The flipbook must also explain why this

BMP is beneficial to soil conservation. Finally, the flipbook should be thought of as an

“advertisement” and promote each of the components of a soil BMP to the general public (i.e.

“Why does this matter? What impact can this make?”).

Sponsor: Just as many brochures or magazines include a sponsor, we are going to consider the

CRP (Conservation Reserve Program) as the sponsor of this brochure. Be sure to include a brief

summary of what the CRP is and how this organization impacts agriculture and soil

conservation.



ENR1.33

Bon Voyage! Soil BMP Flipbook Brochure Rubric


Strong evidence that criteria were

met



met

0 points – Little evidence that criteria were

met

Score Feedback

The brochure was well organized and easy to follow.

The brochure was very well organized and flowed in a logical manner. It is evident time was invested in this project.

The brochure was somewhat organized and flowed in a logical manner.

The brochure was not organized and was difficult to follow.

The brochure included information about the:

• Definition of each of the 5 BMPs

• Specific steps to achieve the BMPs

• Explain why this BMP is beneficial

• Promote each BMP • Includes a

description of CRP as the “sponsor”

The brochure addressed all required information.

The brochure addressed most of the required information.












ENR1.34

Water Cycle Refresher

Draw the Water Cycle:

What happens as water falls to the ground as precipitation?



ENR1.35

Runoff in the Schoolyard

Background: This activity will allow us to study how water runoff affects our local environment, even our school grounds! We will analyze two runoff sites on our school grounds.

Instructions:

1. Visit runoff site #1 a. Complete Runoff Site #1 Description b. Complete Runoff Site #1 Prediction c. Observe as the teacher pours two liters of water on this site. Write your

observations on Runoff Site #1 Observations. 2. Visit runoff site #2

a. Complete Runoff Site #2 Description (next page) b. Complete Runoff Site #2 Prediction c. Observe as the teacher pours two liters of water on this site. Write your

observations on Runoff Site #2 Observations.

Site #1 Description

Describe the elevation of this site. Consider if the site is flat, has a slight slope, has a steep slope, or other descriptions:

Describe the surface of this site. Consider if this site if cement, asphalt, sand, topsoil, etc.:

Describe the vegetation of this site. Does this site have many plants, few plants, or no plants?

Describe the location of this site. Is this site open or exposed, shaded or protected? Provide other descriptions:



ENR1.35

Site #1 Prediction

What do you think will happen when heavy rain falls on this site?

Site #1 Observation

Describe observations:

How much water was absorbed by the ground? This is called “infiltration”.

How much water ran off the surface? This is called “runoff”.

Was your prediction supported by the findings?



ENR1.35

Site #2 Description

Describe the elevation of this site. Consider if the site is flat, has a slight slope, has a steep slope, or other descriptions:

Describe the surface of this site. Consider if this site if cement, asphalt, sand, topsoil, etc.:

Describe the vegetation of this site. Does this site have many plants, few plants, or no plants?

Describe the location of this site. Is this site open or exposed, shaded or protected? Provide other descriptions:

Site #2 Prediction

What do you think will happen when heavy rain falls on this site?



ENR1.35

Site #2 Observation

Describe observations:

How much water was absorbed by the ground? This is called “infiltration”.

How much water ran off the surface? This is called “runoff”.

Was your prediction supported by the findings?



ENR1.36

Agriculture’s Impact on Water Quality

Group Collage Project

Task: Working with your group, research about the water conservation practice that has been assigned to your group. You are expected to use the internet to read about your assigned topic and should visit a minimum of five websites for information before beginning your collage.

Our Topic: __________________________________________________

Collage Instructions: As a group, research about your assigned topic and what this conservation practice looks like in agriculture. Then, each member of your group will draw a depiction or sketch related to your conservation practice (i.e. planting trees next to a stream to filter impurities, planting corn in a field that had soybeans the previous year, etc.). Once all group members have drawn a depiction or sketch, tape all group members’ sketches together on the back side to create one large collage.

The Importance of Research: It is important to spend time researching about your topic! As you read information about your conservation practice ask yourself, “What exactly would this look like?”. Research SPECIFIC steps used in your topic.

Collage Components:

• Title and definition of assigned conservation practice. • Sketches depicting steps to implement the conservation practice. • One sentence explanation about why this conservation practices protects water quality.



ENR1.37

Agriculture’s Impact on Water Quality Rubric


Strong evidence




0 points – Little


met

Score Feedback

The collage was organized into one cohesive poster with no duplicated content.

The collage was very well organized and created a cohesive poster.

The collage was organized, but some content was duplicated.

The collage was not organized into a cohesive document.

The collage included the:

• Title and definition of conservation practice

• Multiple sketches depicting steps to implement the conservation practice

• Explanation about why this conservation practices protects water quality

The brochure addressed all required information.

The brochure addressed most of the required information.












ENR1.38

Conservation Practice

Brief Description One Depiction or Sketch



ENR1.38



ENR1.39

Air Pollution in the Past Timeline

Task: Refer to the Air Pollution in the Past dates provided to create a timeline of milestones taken to overcome air pollution. For each year, the timeline should include a description of the event that occurred in that year as well as a glued picture (from a magazine or the internet) that symbolizes the event.

The Challenge: As you read the events that occurred and write them on the timeline, challenge yourself to summarize the events and write the events in your own words.

Create Your Timeline Here:



ENR1.40

Milestones in Air Pollution Timeline

1960 Studies are conducted on how carbon dioxide creates the greenhouse effect. 1963 About 300 people were killed and thousands of others were injured in New York City because of high concentrations of air pollutants that accumulated in air over the city. Other episodes in major cities led to much stronger air pollution control programs in the 1970s. 1963 Clean Air Act of 1963 authorized the U.S. Public Health Service to study air pollution and provided grands and training for states to control it. 1970 With the passage of the Clean Air Act Amendments of 1970, responsibility for controlling air pollution was assigned to the Environmental Protection Agency. Ambient air quality standards and performance standards for coal-fired power plants were established. These standards became known as the New Source Performance Standards. 1987 CFC production is banned through a multinational treaty called Montreal Protocol. 1990 The Clean Air Act Amendments of 1990 targeted several specific areas:

• Acid Rain: Reduce by half sulfur dioxides and nitrogen oxides. • Urban Smog: Establish targets for cities that do not meet limits on ozone (a key

ingredient in smog). These cities have specific phased-in targets to be met. • Automobile Emissions: Set specific targets for reduction of tailpipe emissions of

hydrocarbons. Require longer-lasting pollution control equipment on cars and cleaner kinds of gasoline (such as gasohol) in cities with the worst carbon monoxide problems. Mandate development of automobiles meeting even stricter standards in extremely pollution-prone cities like Los Angeles.

• Toxic Air Pollutants: Expand the number of regulated toxic air pollutants from 7 to 189, set new safety standards for residents living near polluters, require polluters to install the best available pollution control equipment to reduce toxic emissions by 90% by the year 2003.

• Depletion of the Ozone Layer: Phase out destruction of ozone-destroying chemicals throughout the 1990s, including CFCs, methyl chloroform, and carbon tetrachloride and establish rules for recycling and disposal of such chemicals.



ENR1.41

Factors Affecting Air Quality

Step One: Locate the timeline found on Activity Sheet ENR1.39.

Step Two: Re-read the timeline and highlight any sources of pollutants the article discusses, such as car emissions.

Step Three: Write all of the sources pollutants you have highlighted into the proper section below.

Sources of Air Pollutants

Gaseous Pollutants

Odor

Particulate Matter



ENR1.42

Bon Voyage! Soil, Water, and Air Conservation

Fast Forward: It’s the year 2990 and your chartered island is thriving! When you found this island so many years ago, there was very little life and such a small number of ecosystems. Thankfully, you have worked to grow this little island into one of the most popular places to live on Earth! Your island is now filled with people, schools, restaurants, hospitals, banks – the island has grown to be a full-functioning society! Hooray!

But wait…: Your island’s society has grown so quickly, that you are now concerned with overusing resources on your little island. It is your job to implement conservation practices to protect your island’s soil, water, and air.

Your Task: You are worried about the fate of the island, so it is time for you to be proactive and protect the island’s resources. Your task is to encourage your citizens to implement conservation practices in the society. Specifically, you will be creating promotional or advertising materials to encourage the implementation of soil, water, and air conservation practices.

Three Parts of the Project: Your project must contain the following information:

Soil • Type of soil (Loam, Clay, Sand, or Silt) • Explain the issue: A lack of organic matter in the island’s soil. • Develop a solution to this problem (make sure to think about how compost is related

to organic matter)

Water • Explain the issue: The island is being affected by erosion and water runoff. • Promote your citizens to use of one of these conservation practices to overcome the

issue: o Conservation tillage o Crop nutrient management o Conservation buffers o Erosion and sediment control

Air • Identify an air pollutant issue on the island • Design a plan to overcome this issue

What does my project look like? You get to choose! Use ENR1.42 to gather your ideas, then you can choose what type of promotional campaign you want to design. Ideas include making a TV commercial, radio advertisement, flyer, etc. Make sure you include all required information!



ENR1.43

Bon Voyage! Soil, Water, and Air Conservation Rubric


Strong evidence




met

0 points – Little


met

Score Feedback

The promotional campaign was organized into one cohesive platform.

The promotional campaign was very well organized and cohesive.

The promotional campaign was informational, but not cohesive.

The promotional campaign was not organized into a cohesive document.

The promotional campaign included the required information about soil conservation:

• Identified type of soil (Loam, Clay, Sand, or Silt)

• Explained the issue: A lack of organic matter in the island’s soil.

• Developed a solution to this problem.

The promotional campaign addressed all required information.

The promotional campaign addressed most of the required information.


The promotional campaign included the required information about water conservation:

• Explained the issue: The island is being affected






ENR1.43

by erosion and water runoff.

• Promoted citizens to use of one of these conservation practices to overcome the issue: o Conservation

tillage o Crop

nutrient management

o Conservation buffers

o Erosion and sediment control

The promotional campaign included the required information about air conservation: • Identified an air

pollutant issue on the island.

• Designed a plan to overcome this issue.














ENR1.44

Bon Voyage! Summative Project Presentation Rubric


Strong evidence




0 points – Little


met

Score Feedback

The presentation was organized into one cohesive presentation.

The presentation was very well organized and cohesive.

The presentation was organized, but not cohesive.

The presentation was not organized or cohesive.

The presentation included required portions of the Bon Voyage! formative projects:

• Bon Voyage! Island Discovers (Activity Sheet ENR1.10)

• Bon Voyage! Natural Resources (Activity Sheet ENR1.16)

• Bon Voyage! Soil BMP Flipbook (Activity Sheet ENR1.25)

• Bon Voyage! Soil, Water, and Air Conservation (Activity Sheet ENR1.33)

The presentation addressed all required information.

The presentation addressed most of the required information.




ENR1.44









Require each student to ask three questions after peer presentations.

The student asked three questions.

The student asked one or two questions.

The student did not ask any questions.



ENR1.45

Paper-Pencil Quiz Evaluation

1. Compare and contrast biotic and abiotic factors.

2. Choose any plant or animal. Explain this plant or animal’s level of organization by describing its relationship to an organism, population, community, ecosystem, and biosphere.

3. List three renewable resources and three nonrenewable resources.

4. Describe the difference in biodegradable and non-biodegradable components of soil and discuss how composting can benefit natural resources.

5. Describe how air space within a soil structure affects water infiltration.

6. Why is it important to protect water and air quality in our society? Vocabulary Matching — Match the correct word with the definition.

Words: a) Ecology b) Abiotic Factors c) Biotic Factors d) Landform



ENR1.45

e) Primary Vegetation f) Natural Resources g) Nonrenewable Resources h) Soil Horizon i) Soil Profile j) CRP Program

Definitions: _____ The living parts of nature such as plants, animals, fungi, protists, and bacteria. _____ Resources that have the ability to sustain themselves. _____ Layers of soil including O, A, E, B, C, and R. _____ The branch of biology that deals with the relations of organisms to one another

and to their physical surroundings. _____ This is a voluntary program aimed at conserving soil, water, and wildlife

resources. _____ Natural features of the earth’s surface such as mountains, valleys, deserts, islands,

plains, rivers, glaciers, etc. _____ All the horizons of soil together which affects life within the soil.

_____ Resources that exist on earth in fixed quantities which cannot be increased.

_____ The nonliving parts of nature such as water, sunlight, temperature, and soil.

_____ The plant life of a region which can be invasive, poisonous, or invasive.



ENR1.45 KEY

Paper-Pencil Quiz Evaluation

1. Compare and contrast biotic and abiotic factors. Both biotic and abiotic factors are found in nature and impact our environment. Biotic factors are the living parts of nature such as plants, animals, fungi, protists, and bacteria. Abiotic factors are the nonliving parts of nature such as water, sunlight, temperature, and soil.

2. Choose any plant or animal. Explain this plant or animal’s level of organization by

describing its relationship to an organism, population, community, ecosystem, and biosphere. Student answers will vary based on the organism chosen; however, the description of each level of organization should be as follows: Organism – the animal or plant chosen Population – a group of the same type of organism Community – a group of different populations living in the same place Ecosystem – a combination of the community in addition too abiotic (nonliving) factors found in the environment. Biosphere – an inclusion of all ecosystems on earth

3. List three renewable resources and three nonrenewable resources. Renewable (any three of these, or others not listed): soil, water, sunlight, forests, fish, wildlife, etc. Nonrenewable (any three of these, or others not listed): coal, metals, natural gas, petroleum, phosphate, potassium, etc.

4. Describe the difference in biodegradable and non-biodegradable components of soil and discuss how composting can benefit natural resources. Biodegradable components will eventually break down over time whereas non-biodegradable components cannot degrade. Composting is beneficial to natural resources by putting organic matter and nutrients back into the soil.

5. Describe how air space within a soil structure affects water infiltration. When soil has proper porosity (air space), water can easily infiltrate into the ground. However, water saturation can occur if a soil profile has poor porosity and water cannot properly infiltrate.

6. Why is it important to protect water and air quality in our society? Water and air pollutants are created from many sources such as our cars, water runoff, erosion, and manufacturing facilities. If we do not properly manage these sources, our society will be affected by poor water and air quality. By taking steps, such as implementing conservation practices, we can protect water and air quality.



ENR1.45 KEY

Vocabulary matching — Match the correct word with the definition.

__b___ The living parts of nature such as plants, animals, fungi, protists, and bacteria. __f___ Resources that have the ability to sustain themselves. __h___ Layers of soil including O, A, E, B, C, and R. __a___ The branch of biology that deals with the relations of organisms to one another and to their physical surroundings. __j___ This is a voluntary program aimed at conserving soil, water, and wildlife resources. __d___ Natural features of the earth’s surface such as mountains, valleys, deserts, islands, plains, rivers, glaciers, etc. __i___ All the horizons of soil together which affects life within the soil. __g___ Resources that exist on earth in fixed quantities which cannot be increased.

__c___ The nonliving parts of nature such as water, sunlight, temperature, and soil.

__e___ The plant life of a region which can be invasive, poisonous, or invasive.

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