1.
username
Natural
Resources
Exploring
Science
Log
In
Exploring Science
password
A unique
approach to
Science

2.
Natural
Resources
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Exploring Science Log
Out Notes
Exploring Science: Introduction 1:35
The
introductory
video provides
context and
engages
students.

3.
Natural
Resources
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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.
Natural
Resources
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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.
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Resources
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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.
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Resources
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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.
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Resources
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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.
Natural
Resources
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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.
Natural
Resources
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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.
Natural
Resources
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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.
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.
Natural
Resources
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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.
Natural
Resources
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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.
Natural
Resources
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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.
Natural
Resources
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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.
Natural
Resources
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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.
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.
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.
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.
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.
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.
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.