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Natural resources critical thinking tool

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Victory's templated critical thinking tool can be used to create interactive scaffolded lessons for ELA, social studies, science , and math. This is an example of a science critical thinking lesson.

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Natural resources critical thinking tool

  1. 1. username  Natural Resources Exploring  Science Log  In Exploring Science password   A unique approach to Science
  2. 2. Natural Resources Next Exploring Science Log  Out Notes Exploring Science: Introduction 1:35 The introductory video provides context and engages students.
  3. 3. Natural Resources Next Exploring Science Log  Out Notes Check Your Understanding 1.  Who uses natural resources? a.  Everyone b.  Students c.  Engineers d.  Scientists 2.  What is the difference between renewable and nonrenewable resources? a.  Renewable resources do not harm animals, while nonrenewable resources do. b.  Renewable resources are created in a laboratory, while nonrenewable resources are found in nature. c.  Renewable resources are natural resources, while nonrenewable resources are not. d.  Renewable resources will be replenished in a short time, while nonrenewable resources take millions of years to be formed. 3.  Where are natural resources found? a.  In middle eastern countries b.  All around the world c.  In the Midwest U.S. d.  Near major cities 4.  When do people use natural resources? a.  To make energy b.  To eat c.  To build with d.  All of the above     5.  Why do some people want to use renewable instead of nonrenewable resources? a.  Renewable resources are less expensive than nonrenewable resources. b.  Renewable resources create fewer pollutants than nonrenewable resources. c.  Renewable resources are easier to find than nonrenewable resources. d.  Renewable resources provide more jobs than nonrenewable resources. This quick quiz checks and activates prior knowledge Check Answers
  4. 4. Natural Resources Next Exploring Science Log  Out Notes You Are There You  are  asked  to  help  your  community  decide  which  natural  resource  it  should  use  to  produce  its  energy.   As  a  research  scien<st,  you  will  want  to  have  answers  for  the  following  ques<ons:       •  Who  will  benefit  from  the  use  of  this  energy  source?  Who  will  be  harmed?   •  What  effect  could  using  this  source  have  on  the  community  and  its  ecosystem?   •  Where  is  each  type  of  natural  resource  found?  Which  natural  resources  are  readily  available  for  your   community  to  use?   •  When  has  the  use  of  a  natural  resource  caused  issues  for  a  community  or  ecosystem  in  the  past?   Could  this  happen  again?   •  Why  might  a  resource  not  be  ideal  for  this  community?       Gather  informa<on  as  you  inves<gate  natural  resources.   Use  your  science  notebook  to  track  your  inves<ga<on.   Remember,  your  task  is  to  help  real  people.   An engaging assignment provides an authentic scenario that increases student participation.
  5. 5. Natural Resources Next Exploring Science Log  Out Notes Check Your Understanding Renewable  resources  are  natural  resources  that  will  be   replenished  within  a  short  period  of  <me,  such  as  wind,  sunlight,   and  water.   Based  on  the  defini<ons,  sort  the  scien<sts    into  those  who  believe  humans   should  use  renewable  resources  instead  of  fossil  fuels,  and  those  who  do  not.     Nonrenewable  resources,  or  fossil  fuels,  are  natural  resources  that   will  not  be  replaced  within  a  life<me,  such  as  coal,  oil,  and  gas.     Students see multiple perspectives. “We  are  close  to  the  <pping  point  where  global  warming  becomes  irreversible.  [Pulling  out  of   the  Paris  Climate  Agreement]  could  push  the  Earth  over  the  brink,  to  become  like  Venus,  with  a   temperature  of  two  hundred  and  fiQy  degrees,  and  raining  sulfuric  acid.”       —  Stephen  Hawking,  theore<cal  physicist   Pro-­‐renewable   Pro-­‐nonrenewable  
  6. 6. Natural Resources Next Exploring Science Log  Out Notes Check Your Understanding In  Support  of  the  Theory  of  Climate  Change Based  on  the  defini<ons,  choose  the  quote  you  think  best  supports  the  theory   of  climate  change  and  the  one  that  best  opposes  the  theory  of  climate  change.   Then  add  your  own  thoughts  as  someone  who  supports  the  theory  and   someone  who  opposes  the  theory.     In  Opposi9on  of  the  Theory  of  Climate  Change In this open- ended assessment students place themselves in the shoes of people who support or oppose the theory of climate change. Back to Quotes
  7. 7. Natural Resources Next Exploring Science Log  Out Notes Check Your Understanding Students explore where in the U.S. renewable and nonrenewable resources are found, and what they are used for. Wind   Biofuel Solar Hydroelectricity   Oil  &  Natural  Gas   Coal   Renewable  resources  and  nonrenewable  resources  both  come  from  nature.  People  use  natural  resources  in  everything  we  do,  from   building  materials  for  our  homes  to  the  food  we  eat  to  the  electricity  used  to  power  our  electronics.  Animals  also  use  natural   resources  to  eat,  drink,  and  as  places  to  live.  While  natural  resources  are  found  all  over  the  U.S.,  different  resources  are  found  in   different  places  in  the  country.  Select  a  natural  resource  to  learn  more  about  where  it  is  found  and  what  it  is  use  for.    
  8. 8. Natural Resources Next Exploring Science Log  Out Notes Check Your Understanding Coal     Under  the  right  condi<ons,  when  peat  moss  is  exposed  to  higher  temperatures  and  pressures  it  forms  coal.  Peat  moss  is  formed  when   dead  plant  maYer  in  swamps  was  exposed  to  heat  and  pressure  for  millions  of  years  as  other  layers  formed  on  top  of  it.  Because  of   this,  coal  forms  where  swamps  existed  millions  of  years  ago.     Humans  are  known  to  have  burned  coal  for  energy  for  the  last  3000  years.  Because  of  this,  coal  is  the  natural  resource  most   frequently  used  to  generate  electricity  in  the  world,  as  well  as  the  U.S.’s  most  abundant  fossil  fuel.  But  burning  coal  releases  par<cles   into  the  atmosphere,  which  most  scien<sts  agree  contributes  to  smog,  acid  rain,  and  rising  ocean  temperatures  due  to  increased   carbon  dioxide  levels  in  the  atmosphere.  The  process  of  coal  mining  can  also  be  destruc<ve  to  the  environment,  due  to  the  removal  of   plants,  destruc<on  of  animal  habitats,  and  contamina<on  of  nearby  water.   Students explore where in the U.S. renewable and nonrenewable resources are found, and what they are used for. Wind   Biofuel Solar Hydroelectricity   Oil  &  Natural  Gas   Coal  
  9. 9. Natural Resources Next Exploring Science Log  Out Notes Check Your Understanding If  you  were  an  Alaskan  oil  rig  worker  you  might  feel:     1.  Frightened   2.  Angry   3.  Concerned   4.  Unwanted       If  you  were  an  environmentalist  you  might  feel:     1.  Frightened   2.  Angry   3.  Concerned   4.  Unwanted   Check Answers Students make text-to- self connections to people to understand emotions.
  10. 10. Natural Resources Next Exploring Science Log  Out Notes Energy Sources Use  these  es<mated  percentages:     •  Petroleum  (35%)   •  Natural  Gas  (30%)   •  Coal  (15%)   •  Nuclear  Electric  Power  (10%)   •  Renewable  Energy  (10%)     Create  a  pie  graph  to  show  es<mated  percentages  for  energy  sources  in  the  U.S.     This performance task allows students to apply what they learned in a context with multiple correct answers.
  11. 11. Natural Resources Next Exploring Science Log  Out Notes Check Your Understanding Determine  if  the  resource  listed  is  renewable  or  nonrenewable.   Geothermal   renewable     nonrenewable     Water   Air   Soil   Plants   Animals   Wood   Coal   Oil   Natural  Gas   Wind   Solar   Geothermal   Petroleum   Hydroelectricity   Biofuels   Rocks     This activity builds confidence by practicing a sub-skill students will need when they use a close reading to evaluate data.
  12. 12. Natural Resources Next Exploring Science Log  Out Notes Key Data: How Does Carbon Dioxide Affect The Environment? When  sunlight  passes  through  the  atmosphere  and  warms  Earth’s  surface,  some   of  this  heat  is  radiated  back  toward  space.  But  Earth’s  atmosphere  (which  is   mostly  made  of  nitrogen,  oxygen,  argon,  water  vapor,  and  carbon  dioxide)   prevents  this  heat  from  escaping  into  space.  This  is  what  keeps  the  planet  warm   enough  to  sustain  life.                                   Scien<sts  therefore  believe  that  increases  in  carbon  dioxide  levels  in  the   atmosphere  are  leading  to  increased  Earth  temperatures,  known  as  global   warming.  Global  warming,  sea  levels  rising,  extreme  weather  events,  ice  cap   loss,  and  other  changes  on  Earth  are  collec<vely  known  as  climate  change.     Students use a close reading of text to evaluate the key data.
  13. 13. Natural Resources Next Exploring Science Log  Out Notes Key Data Look  at  the  graphs  and  tables  to  learn  more  key  data.  Use  the  sliders  to   indicate  whether  you  think  the  data  provided  corroborates  the  theory   that  climate  change  is  at  least  par<ally  due  to  human  produc<on  of   carbon  dioxide  (CO2)  from  the  use  of  nonrenewable  resources.  Highlight   the  text  evidence  that  supports  your  decision.     Atmosphere  and            Temperature  of            Inner  Planets     Carbon  Emissions            from  Fossil  Fuels   Sea  Surface  Temperature   U.S.  Popula9on     Number  of  Oil  Spills            Per  Year   Number  of  Bicycles  Sold   Effects  of  Smog     Energy  Produc9on            in  Each  State   Notes:     U.S.  increased  by   more  than   7800%     solar  panels  were   not  created  un<l   1954     Students highlight text to provide evidence that supports their decisions. Between  1790  and  2010,  the  popula<on  of   the  U.S.  increased  by  more  than  7800%,   leading  to  an  ever-­‐increasing  need  for  natural   resources.  Since  solar  panels  were  not   created  un<l  1954  and  the  first  megawaY   wind  turbine  was  not  linked  to  a  u<lity  grid   un<l  1941,  most  of  the  energy  for  the   increasing  popula<on  was  provided  by  fossil   fuels.   Supports   Climate   Change   Disproves   Climate   Change   Unrelated   to  Climate   Change  
  14. 14. Natural Resources Next Exploring Science Log  Out Notes Analyze Your Results What  does  your  data  tell  you  about  how  nonrenewable  resources  affect   climate  change?  Record  your  thoughts  in  your  science  notebook.   Students use the data to determine what causes climate change.
  15. 15. Natural Resources Next Exploring Science Log  Out Notes Free Think: What Data Would You Include In Your Decision? Continue This Free Think helps students to focus their report.
  16. 16. Natural Resources Next Exploring Science Log  Out Notes Key Event Review  the  event.  Then  decide  how  much  impact  the  event  had.   Highlight  text  evidence  that  supports  your  decision.     Deepwater  Horizon  was  a  drilling  rig  which  BP  was  using  to   drill  for  oil  in  the  Gulf  of  Mexico’s  con<nental  shelf.  In  April   of  2010,  natural  gas  caused  a  fracture  in  the  rig,  allowing  gas   to  reach  the  plalorm  where  it  caught  fire  killing  11  workers   and  injuring  17  more.  When  the  rig  sank  two  days  later,  oil   from  the  broken  underwater  well  began  leaking  into  the   water.  The  resul<ng  oil  spill  became  the  largest  marine  oil   spill  in  history.         The  oil  leaked  from  the  broken  well  at  a  rate  of  up  to  60,000   barrels  per  day  un<l  it  was  officially  sealed  five  months  later.   Scien<sts  es<mated  that  of  the  approximately  4,900,000   barrels  of  oil  (equivalent  to  about  312  Olympic  swimming   pools)  that  had  leaked  into  the  Gulf,  only  800,000  barrels   (about  51  Olympic  swimming  pools,  or  16.3%)  were   removed.  Four  thousand  people  were  hired  by  BP  to  help   clean  up  the  spill.  Many  methods  were  used  to  remove  the   oil  from  the  water,  including  skimming  it  off  the  surface,   soaking  it  up,  spraying  chemicals  on  it  to  break  it  up,  and   sepng  it  on  fire.  The  cleanup  efforts  cost  BP  $14  billion   dollars,  in  addi<on  to  $20  billion  dollars  in  fines  to  the  U.S.   government,  $14  billion  dollars  in  Clean  Water  Act  penal<es,   and  billions  of  dollars  in  lawsuits.     Students use a close reading of the text to evaluate the key events.
  17. 17. Natural Resources Next Exploring Science Log  Out Notes Read  the  statements  below.  Determine  if  each  statement  is   relevant  to  deciding  if  oil  spills  impact  the  environment.   1.  Kemp’s  ridley  turtles  are  the  smallest  sea  turtles   on  the  planet.     2.  Sea  turtle  eggs  can  be  moved  so  that  the  baby  sea   turtles  are  not  affected  by  oil  spills.     3.  Hundreds  of  thousands  of  animals  can  be  killed  by   a  single  oil  spill.     4.  Oil  from  spills  can  s<ll  affect  the  ecosystem  years   later.     5.  Cleanup  efforts  can  cause  harm  to  animals  and   their  habitats.     6.  Thousands  of  new  jobs  can  be  created  by  a  single   oil  spill.     7.  Controlled  burning  is  used  to  help  clean  up  spilled   oil.     8.  Cleaning  up  an  oil  spill  can  cost  billions  of  dollars.     9.  Not  all  of  the  oil  spilled  during  an  accident  is   always  recovered.   Cleanup  efforts  can  cause  harm   to  animals  and  their  habitats.   Yes   No   Students evaluate the information for relevance.
  18. 18. Natural Resources Next Exploring Science Log  Out Notes Check Your Understanding Write  an  opinion  piece  on  climate  change.     This opinion piece allows students to form their opinion based on the data.
  19. 19. Natural Resources Next Exploring Science Log  Out Notes To Include, Or Not Include Scien<sts  need  to  consider  all  of  the  informa<on  before  making  a  conclusion.   Some  informa<on  will  be  hard  facts,  while  other  informa<on  will  be  opinions.   Choose    which  of  the  informa<on  below  is  hard  facts  that  should  be  considered   when  making  your  decision.   If U.S. coal mines are closed, coal miners can work as solar panel installers instead. Include   Don’t  Include   Students gather evidence for their reports, making decisions as to the relevance of facts.
  20. 20. Natural Resources Next Exploring Science Log  Out Notes Your Decision Based  on  your  knowledge  of  renewable  and  nonrenewable  resources,  explain   which  type  of  natural  resource  you  believe  should  be  used  for  your  community.   Be  sure  to  consider  how  the  use  of  these  resources  will  affect  the  ecosystem   (including  humans),  and  how  your  community  can  monitor  the  impacts  these   resources  are  having  on  the  environment.     My  Opinion  Piece Students  are now ready to write their report, using their notes, their data, and their opinion piece, and facts they selected. My  Objec9ve  Report Lorem  ipsum  dolor  sit  amet,   consectetuer  adipiscing  elit.  Maecenas   porptor  congue  massa.  Fusce  posuere,   magna  sed  pulvinar  ultricies,  purus   lectus  malesuada  libero,  sit  amet   commodo  magna  eros  quis  urna.     Nunc  viverra  imperdiet  enim.  Fusce  est.   Vivamus  a  tellus.     Pellentesque  habitant  morbi  tris<que   senectus  et  netus  et  malesuada  fames  ac   turpis  egestas.  Proin  pharetra  nonummy   pede.  Mauris  et  orci.    
  21. 21. Natural Resources Next Exploring Science Log  Out Notes Scientist’s Checklist Complete  the  checklist  now  that  you’ve  finished  your  draQ.     !  I  have  considered  my  community’s   loca<on   !  My  purpose  is  clear   !  My  conclusion  is  supported  by  facts   !  I  have  included  relevant  facts   !  I  have  removed  irrelevant  facts   !  I  have  deleted  opinions   !  My  wri<ng  is  clear   !  I  have  used  my  data   !  I  have  edited  my  work   !  My  tone  makes  sense   The checklist helps students revise, evaluate, and prepare writing for publication. My  Objec9ve  Report Lorem  ipsum  dolor  sit  amet,  consectetuer  adipiscing  elit.  Maecenas   porptor  congue  massa.  Fusce  posuere,  magna  sed  pulvinar  ultricies,   purus  lectus  malesuada  libero,  sit  amet  commodo  magna  eros  quis   urna.     Nunc  viverra  imperdiet  enim.  Fusce  est.  Vivamus  a  tellus.     Pellentesque  habitant  morbi  tris<que  senectus  et  netus  et  malesuada   fames  ac  turpis  egestas.  Proin  pharetra  nonummy  pede.  Mauris  et   orci.    
  22. 22. Natural Resources Next Exploring Science Log  Out Notes You’ve  reached  the  end  of  this   lesson  on  the  Natural  Resources.   Congratulations!To prepare for the class discussion, students review the class results.

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