# CTE Resource Center - Verso - Introduction to Agriscience Task 1327927438

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Describe the seven natural resources and their importance to the environment.

Definition

Description should include
  • Forests/plants: provide food for animals and humans; add organic matter to soil when they decay; part of the air exchange process; help cool the earth
  • Soil: all plant life comes from soil; all growth comes from topsoil
  • Air: essential for life; part of the photosynthetic process; oxygen in air is used by animals to convert food to energy
  • Water (streams, lakes, oceans, rivers): covers approximately 70 percent of the earth’s surface; provides recreation; provides food, minerals, etc.; necessary for all life
  • Wildlife/fish: part of the food chain; provide recreation for people
  • Minerals: used to make hundreds of products; examples include iron, gold, salt, lead, silver
  • Energy: some forms come from plant and animal remains; provided by natural gas, coal, oil, wind, and water.

Process/Skill Questions

  • What role does the forest play in your community?
  • What is the impact on agriculture if the topsoil is eroded?
  • What are the implications of soil loss?
  • Why is clean water important to your health?
  • What role do you play in maintaining pollution-free water?
  • How are minerals used in your community?
  • What does "nonrenewable resources" mean? How do nonrenewable resources affect you and your community?
  • How does soil affect plant growth?
  • What are several examples of recreation that are available due to the presence of water?
  • Why is conservation important for future generations?
  • What impact do natural resources have on society?

Related Standards of Learning

English

6.5

The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.
  1. Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
  2. Describe cause and effect relationships and their impact on plot.
  3. Explain how an author uses character development to drive conflict and resolution.
  4. Differentiate between first and third person point-of-view.
  5. Describe how word choice and imagery contribute to the meaning of a text.
  6. Draw conclusions and make inferences using the text for support.
  7. Identify the characteristics of a variety of genres.
  8. Identify and analyze the author’s use of figurative language.
  9. Compare/contrast details in literary and informational nonfiction texts.
  10. Identify transitional words and phrases that signal an author’s organizational pattern.
  11. Use reading strategies to monitor comprehension throughout the reading process.

6.6

The student will read and demonstrate comprehension of a variety of nonfiction texts.
  1. Skim materials using text features such as type, headings, and graphics to predict and categorize information.
  2. Identify main idea.
  3. Summarize supporting details.
  4. Create an objective summary including main idea and supporting details.
  5. Draw conclusions and make inferences based on explicit and implied information.
  6. Identify the author’s organizational pattern(s).
  7. Identify transitional words and phrases that signal an author’s organizational pattern.
  8. Differentiate between fact and opinion.
  9. Identify cause and effect relationships.
  10. Analyze ideas within and between selections providing textual evidence.
  11. Use reading strategies to monitor comprehension throughout the reading process.

6.7

The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
  1. Engage in writing as a recursive process.
  2. Choose audience and purpose.
  3. Use a variety of prewriting strategies to generate and organize ideas.
  4. Organize writing to fit mode or topic.
  5. Write narratives to include characters, plot, setting, and point of view.
  6. Establish a central idea incorporating evidence and maintaining an organized structure.
  7. Compose a thesis statement for expository and persuasive writing.
  8. Write multiparagraph compositions with elaboration and unity.
  9. Use transition words and phrases.
  10. Select vocabulary and information to enhance the central idea, tone, and voice.
  11. Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
  12. Revise writing for clarity of content including specific vocabulary and information.

History and Social Science

USI.2

The student will interpret maps, globes, photographs, pictures, or tables to

  1. locate the seven continents and five oceans;
  2. locate and describe major geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;
  3. locate major water features and explain their importance to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; and
  4. recognize key geographic features on maps, diagrams, and/or photographs.

Science

ES.6

The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include
  1. fossil fuels, minerals, rocks, water, and vegetation;
  2. advantages and disadvantages of various energy sources;
  3. resources found in Virginia; and
  4. environmental costs and benefits.

ES.8

The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. Key concepts include
  1. processes of soil development;
  2. development of karst topography;
  3. relationships between groundwater zones, including saturated and unsaturated zones, and the water table;
  4. identification of sources of fresh water, including rivers, springs, and aquifers, with reference to the hydrologic cycle;
  5. dependence on freshwater resources and the effects of human usage on water quality; and
  6. identification of the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.

ES.11

The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes, biologic processes, and human activities on its composition and dynamics. Key concepts include
  1. scientific evidence for atmospheric composition changes over geologic time;
  2. current theories related to the effects of early life on the chemical makeup of the atmosphere;
  3. atmospheric regulation mechanisms, including the effects of density differences and energy transfer; and
  4. potential changes to the atmosphere and climate due to human, biologic, and geologic activity.