Earths Resources
MS-ESS3-1.Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).]
MS-ESS3-2.Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
MS-ESS3-3.Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*[Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
MS-ESS3-4.Construct an argument supported by evidence for how increases in human population and per-capital consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]
MS-ESS3-5.Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.[Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
MS-ESS3-2.Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
MS-ESS3-3.Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*[Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
MS-ESS3-4.Construct an argument supported by evidence for how increases in human population and per-capital consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]
MS-ESS3-5.Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.[Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
Show an Inconvenient Truth
Introduction to Energy Resources
Classifying Energy Sources:
http://gated.jason.org/digital_library/cfy/7071.aspx
Read: Chapter 11 Renewable vs. Nonrenewable Resources
http://gated.jason.org/digital_library/cfy/7071.aspx
Read: Chapter 11 Renewable vs. Nonrenewable Resources
Games:
Energy City: http://content3.jason.org/resource_content/content/digitallab/8250/misc_content/public/popup.html
Power Up: http://sciencenetlinks.com/interactives/powerup.html
Save the World: http://www.wonderville.ca/asset/save-the-world
Energy City: http://content3.jason.org/resource_content/content/digitallab/8250/misc_content/public/popup.html
Power Up: http://sciencenetlinks.com/interactives/powerup.html
Save the World: http://www.wonderville.ca/asset/save-the-world
Read: Chapter 12 Natural Resources
Prehistoric Climate Change: http://www.smithsonianeducation.org/students/idealabs/prehistoric_climate_change.html
Prehistoric Climate Change: http://www.smithsonianeducation.org/students/idealabs/prehistoric_climate_change.html
Read Chapter 13: Climate Change in History
Read Chapter 14: Global Warming
Read Chapter 15: Cause and Effect of Global Warming
human footprint: http://education.nationalgeographic.com/media/richmedia/0/203/project/human-footprint-interactive.html
human footprint: http://education.nationalgeographic.com/media/richmedia/0/203/project/human-footprint-interactive.html
Read: Impact of Continued Global Warming
Read: Reducing Greenhouse Gas Polution
Read: Growth of human population
Read: Revolution in Human population Growth
Population Growth:
http://www.abpischools.org.uk/activescience/module3/home.html
Read: Overpopulation and overconsumption
http://www.abpischools.org.uk/activescience/module3/home.html
Read: Overpopulation and overconsumption