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.
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides descriptions of various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power to be used in the lesson. It also includes a list of materials needed and procedures for the activity.
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides background information on various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power. It concludes with extensions for modifying the activity, such as having students write essays on their preferred energy sources.
This document discusses environmental issues related to PCB contamination of the Hudson River from General Electric dumping, dredging proposals, and natural breakdown timelines. It also covers the introduction to environmental biology class including the scientific method, models, statistics, and history of environmentalism from conservation to current global problems. Key questions are examined like humanity's role in nature and how to protect the Earth.
This document provides information about natural resource education activities for different grade levels. It includes the titles of 5 activities for grades K-3, 2 activities for grades 5-6, and lists the subject areas, skills and grade ranges for each. It also includes an index of skills covered and subjects for each activity.
The document summarizes key topics from Chapter 1 of an environmental science textbook, including:
- Major environmental problems like pollution, climate change, and biodiversity loss, as well as some signs of hope in solving problems.
- Sustainability and sustainable development, which aim to meet present needs without compromising future generations.
- How science uses theories, experiments, statistics and critical thinking to understand environmental issues.
- A brief history of the environmental movement starting in the 1900s and leading to modern concerns over pollution highlighted in Rachel Carson's Silent Spring in 1962.
This document provides an outline for Chapter 2 of an ecology textbook. It covers the following key points in 3 sentences:
The chapter discusses systems and feedback loops, chemical bonds, energy flow in ecosystems, and various biogeochemical cycles. It examines how photosynthesis captures energy from the sun and how it is used by plants and other organisms through respiration. The chapter also explores trophic levels, ecological pyramids, and the roles of carbon, nitrogen, phosphorus and other elements in sustaining life through biogeochemical cycling.
- The document outlines key concepts from a chapter about how species diversity arises and interacts within biological communities. It discusses evolution and adaptation, ecological niches, competition between species, predator-prey relationships, symbiosis, limits on population growth, community structure and diversity, and succession over time.
- Species evolve via natural selection and adaptation to their environments. They occupy different ecological niches as generalists or specialists. Competition and limits on resources can lead to competitive exclusion or niche partitioning between species.
- Species interactions like competition, predation, and symbiosis shape the relationships within communities. Predator-prey coevolution and defenses like mimicry also influence community structure. Keystone species play important roles in maintaining communities
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides descriptions of various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power to be used in the lesson. It also includes a list of materials needed and procedures for the activity.
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides background information on various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power. It concludes with extensions for modifying the activity, such as having students write essays on their preferred energy sources.
This document discusses environmental issues related to PCB contamination of the Hudson River from General Electric dumping, dredging proposals, and natural breakdown timelines. It also covers the introduction to environmental biology class including the scientific method, models, statistics, and history of environmentalism from conservation to current global problems. Key questions are examined like humanity's role in nature and how to protect the Earth.
This document provides information about natural resource education activities for different grade levels. It includes the titles of 5 activities for grades K-3, 2 activities for grades 5-6, and lists the subject areas, skills and grade ranges for each. It also includes an index of skills covered and subjects for each activity.
The document summarizes key topics from Chapter 1 of an environmental science textbook, including:
- Major environmental problems like pollution, climate change, and biodiversity loss, as well as some signs of hope in solving problems.
- Sustainability and sustainable development, which aim to meet present needs without compromising future generations.
- How science uses theories, experiments, statistics and critical thinking to understand environmental issues.
- A brief history of the environmental movement starting in the 1900s and leading to modern concerns over pollution highlighted in Rachel Carson's Silent Spring in 1962.
This document provides an outline for Chapter 2 of an ecology textbook. It covers the following key points in 3 sentences:
The chapter discusses systems and feedback loops, chemical bonds, energy flow in ecosystems, and various biogeochemical cycles. It examines how photosynthesis captures energy from the sun and how it is used by plants and other organisms through respiration. The chapter also explores trophic levels, ecological pyramids, and the roles of carbon, nitrogen, phosphorus and other elements in sustaining life through biogeochemical cycling.
- The document outlines key concepts from a chapter about how species diversity arises and interacts within biological communities. It discusses evolution and adaptation, ecological niches, competition between species, predator-prey relationships, symbiosis, limits on population growth, community structure and diversity, and succession over time.
- Species evolve via natural selection and adaptation to their environments. They occupy different ecological niches as generalists or specialists. Competition and limits on resources can lead to competitive exclusion or niche partitioning between species.
- Species interactions like competition, predation, and symbiosis shape the relationships within communities. Predator-prey coevolution and defenses like mimicry also influence community structure. Keystone species play important roles in maintaining communities
The document discusses renewable and non-renewable resources, classifying them as biotic or abiotic, renewable or non-renewable, with renewable resources being able to replenish through natural cycles while non-renewable resources are either recyclable but in finite quantities or non-recyclable like fossil fuels. It emphasizes the need for conservation of resources through sustainable usage, preservation of environmental quality, and ensuring balanced renewal of renewable resources to prevent depletion.
Resources are materials found in nature that are used by living things. There are three main types of resources: renewable resources like plants and animals that can be replaced during a human lifetime, reusable resources like air and water that can be used over and over, and non-renewable resources such as coal, soil, and metals that cannot be replaced during a human lifetime.
President Barack Obama spoke about the need to act on climate change, citing scientific evidence that the last 15 years have been the warmest on record and that rising carbon dioxide levels are disrupting the climate. He noted impacts such as more extreme weather events, rising sea levels contributing to destruction from storms like Hurricane Sandy, and worsening droughts and wildfires. Obama called the costs of these events enormous in terms of lives lost and economic impacts. The newsletter reported on other science and environmental stories, including progress in repairing spinal cord injuries, new maps highlighting global conservation priorities, research finding less mental decline in people reaching age 90 than a decade ago, a large iceberg breaking off an Antarctic glacier, and a study finding some
This document discusses renewable and non-renewable resources. Non-renewable resources like coal, petroleum and uranium cannot be replaced at the same scale at which they are consumed. Renewable resources such as energy from the sun, biomass, water, and geothermal can be replenished in a short period of time and used repeatedly and naturally replaced. Examples are provided of both non-renewable and renewable resources.
Topic 2.1 for the IB Environmental Systems and Societies course
Species
Habitat
Niche
Joseph Connells Barnacle experiment
Abiotic and Biotic factors
Populations
What regulates populations
Predator Prey relationships
Biotic interactions
Population growth
Competition and population growth
SCI 256 OUTLET Education for Service--sci256outlet.comyoungficton
This document outlines the contents of an entire online course in environmental science (SCI 256) offered through sci256outlet.com. It includes assignments, discussion questions, papers and guides for each of the 5 weeks in the course, as well as a final exam guide containing 50 multiple choice questions on various environmental science topics. The course appears to cover subjects like ecosystems, natural resources, pollution, climate change, and sustainability.
Renewable & non renewable resourcesSoham Gajjar
The document discusses renewable and non-renewable resources. It defines renewable resources as those that can replenish through natural cycles, such as oxygen, fresh water, and solar energy. Non-renewable resources are divided into those that can be recycled, like metals, and those that cannot due to fixed quantities and our inability currently to recycle them, like coal and natural gas. Sustainable yield is defined as the highest rate at which a renewable resource can be used without reducing its available supply or causing environmental degradation.
SCI 256 TUTOR Lessons in Excellence / sci256tutor.comkopiko53
This document outlines the contents of an environmental science course (SCI 256). It includes assignments, discussion questions, papers, and a final exam for each of the 5 weeks. The assignments cover topics like ecosystems, human impacts on biogeochemical cycles, natural resources, energy, climate change, environmental pollution, and sustainability. The final exam contains 40 multiple choice questions testing knowledge of these topics, including the scientific method, population growth, nutrient cycles, species extinction, and energy sources.
Rising Seas and Solutions: MIT Club of Southwest Florida.Paul H. Carr
1. RISING SEAS
Sea levels are now rising 4 times faster than in 1900.
Sea levels could rise up to 18 ft by 2058.
2015 & 2016: warmest years on record.
2. SOLUTIONS: Green Technology & Legislation
There is a close connection, or nexus, between energy and water. It takes a significant amount of water to create energy. Energy is also used in great quantities during the supply and treatment of waste water.
For the year 2011 in the United States electricity from fossil fuels and nuclear energy required 190 billion gallons of water a day accounting for 39% of all the freshwater withdrawals while 4% off all power generation was used for water supply and treatment.
Water and energy problems are connected to each other in such a way that, in spite of some partial and short-term success, partial responses are bound to fail in the long-term.
Water and energy policy, planning and management must be integrated to encourage conservation, motivate innovation and ensure sustainable use of water and energy.
Hear about how interconnection of water and energy and how these two resources will be intertwined forever.
Biology - Chp 6 - Humans In The Biosphere - PowerPointMr. Walajtys
Human activities can affect the biosphere by altering habitats, overharvesting resources, and polluting the environment. Resources are either renewable like forests and fisheries, which can replenish if sustainably managed, or nonrenewable like fossil fuels. Two major threats to the global environment are ozone depletion, which is addressed by banning CFCs, and global climate change caused by greenhouse gas emissions. Conservation aims to protect biodiversity and ecosystems for humanity's long term well-being.
This document summarizes the key differences between non-renewable and renewable resources. It defines non-renewable resources as natural resources that cannot be replaced at the same rate at which they are consumed, such as coal, oil, natural gas, and nuclear materials. These resources were formed over long periods of geological time from decaying organic matter. The document then discusses various renewable resources like solar, wind, water, and biomass, which can be replenished naturally in a short period of time through natural processes. It provides examples of how each renewable resource can be utilized to generate energy.
This document provides information about ecosystems and natural resources. It defines ecosystems as interacting systems consisting of organisms and their environment. It discusses different types of ecosystems like terrestrial and aquatic ecosystems. It also explains key ecosystem functions like photosynthesis, energy flow, and material cycling. Additionally, it covers topics like food chains, ecological pyramids, renewable and non-renewable resources, and the importance of conserving natural resources for future generations.
Ecology is the study of the interrelationships between living organisms and their environment. It examines how organisms interact with each other and with abiotic factors in their environment. The document discusses key topics in ecology including ecosystems, energy flow, and ecological pyramids. An ecosystem is defined as a community of organisms interacting with each other and their non-living environment. Energy from the sun enters ecosystems and flows through trophic levels from producers to consumers to decomposers. Ecological pyramids graphically represent trophic structures and can track numbers, biomass, or energy at each level.
This document outlines the course materials and assignments for an environmental science course (SCI 256). It includes weekly discussion questions, individual and team assignments, and a final exam guide. The assignments cover topics such as ecosystems, biogeochemical cycles, natural resources, energy, climate change, and sustainability. Students are asked to apply course concepts to analyze environmental issues and decisions in their own communities. The goal is for students to understand human impacts on the environment and approaches to environmental management and conservation.
This document provides learning targets and key concepts for a unit on principles of ecology. It begins by listing several learning targets related to evaluating evidence about how ecosystems maintain organisms, designing solutions to reduce human impacts, and analyzing data about climate change and human activity. The next section defines key terms in ecology like organism, population, community, ecosystem, and biome. It also discusses food chains, food webs, producers and consumers, and matter and energy cycling in ecosystems. The document aims to teach students key principles of ecology through defining important concepts and having them apply their understanding to analyze scenarios.
This lesson plan discusses 10 sources of energy: solar, wind, geothermal, hydrogen, tidal, wave, hydroelectric, biomass, nuclear, and fossil fuels. The objectives are for students to justify their choice of most reliable energy source and explain the importance of conserving energy. Students will group according to their preferred energy source, debate the efficiency and convenience of different options, and research pros and cons of the 10 sources in an assignment. While each source has benefits, all have flaws, so a balanced approach using multiple sources is needed.
Living green provides multiple benefits. It lowers costs by reducing energy and water bills and through recycling which reduces production costs. It leads to healthier lives by improving air and water quality and reducing pollution. Living green also helps create a more sustainable world by reducing the depletion of natural resources and impacts of climate change. Additional benefits include the development of new green technologies, a better quality of life through healthier living and time spent in nature, and the pride and joy of helping the environment.
This document provides an overview of environmental science as an interdisciplinary field that studies human interactions with other organisms and the abiotic environment. It discusses key concepts like ecosystems, population dynamics, pollution, and resource management. It introduces the scientific method as an approach using experiments, hypotheses, and peer review. It also briefly outlines topics that will be covered in the course, including major ecosystems, natural succession, carrying capacity, and conservation. The document emphasizes that environmental science draws on many disciplines and seeks to understand complex natural systems and solve environmental problems.
In this lesson you will comprehend how the consumption of everyday p.docxmigdalialyle
In this lesson you will comprehend how the consumption of everyday products affects the availability of renewable and nonrenewable natural resources for future generations and learn about environmental threats to our home.
Read the following information to help you define three different types of resources—renewable, nonrenewable, perpetual.
1. On earth, there are only limited amounts of fossil fuels, such as coal, oil and natural gas. There are also only limited amounts of minerals, such as iron, copper and bauxite. These resources either cannot be replaced by natural processes or require millions of years to replenish.
2. Some renewable and nonrenewable resources can be recycled or reused. This process decreases the rate at which the supplies of these resources are depleted. For example, aluminum cans can be recycled and turned into “new” cans or other aluminum products many times over. Recycling reduces the need to mine bauxite, the mineral used to manufacture aluminum.
3. Renewable natural resources include plants, animals and water when they are properly cared for. Minerals and fossil fuels such as coal and oil are examples of nonrenewable natural resources.
4. Trees, wildlife, water and many other natural resources are replaced by natural processes. Plants and animals can also be replenished by human activities. Water is continuously cycled and reused. Sunlight, wind, geothermal heat, tides and flowing water are perpetual resources.
Water is a resource that is typically considered renewable. However, over usage of water can cause us to use it faster than it is replenished.
The chart below approximates daily water consumption in the United States:
1. Thermoelectric Utilities 187 billion gallons/day
2. Irrigation 137 billion gallons/day
3. Public Water Supply 36 billion gallons/day
4. Industry 26 billion gallons/day
5. Rural and Livestock 8 billion gallons/day
Total 394 billion gallons/day
What are the threats to our environment?
Biodiversity
Biodiversity is all of the Earth's plants, animals, ecosystems and genes. It includes the tallest tree, the smallest insect, and the most delicate coral reef ecosystem. Biodiversity is what allows the Earth and all of its creatures to adapt and survive.
As humans, we are completely dependent on biodiversity for survival. Yet we are destroying large parts of our natural world. In places far and wide, humans are squeezing out other forms of life, sometimes causing the extinction of entire species.
We have the power to change our course. Each of us can act to protect our biodiversity and help create a sustainable future for life on Earth. Learn more about biodiversity and how
YOU
can
make a difference
.
Water
Pure water is essential for all life on Earth. The Earth is 70% water, as .
The document discusses renewable and non-renewable resources, classifying them as biotic or abiotic, renewable or non-renewable, with renewable resources being able to replenish through natural cycles while non-renewable resources are either recyclable but in finite quantities or non-recyclable like fossil fuels. It emphasizes the need for conservation of resources through sustainable usage, preservation of environmental quality, and ensuring balanced renewal of renewable resources to prevent depletion.
Resources are materials found in nature that are used by living things. There are three main types of resources: renewable resources like plants and animals that can be replaced during a human lifetime, reusable resources like air and water that can be used over and over, and non-renewable resources such as coal, soil, and metals that cannot be replaced during a human lifetime.
President Barack Obama spoke about the need to act on climate change, citing scientific evidence that the last 15 years have been the warmest on record and that rising carbon dioxide levels are disrupting the climate. He noted impacts such as more extreme weather events, rising sea levels contributing to destruction from storms like Hurricane Sandy, and worsening droughts and wildfires. Obama called the costs of these events enormous in terms of lives lost and economic impacts. The newsletter reported on other science and environmental stories, including progress in repairing spinal cord injuries, new maps highlighting global conservation priorities, research finding less mental decline in people reaching age 90 than a decade ago, a large iceberg breaking off an Antarctic glacier, and a study finding some
This document discusses renewable and non-renewable resources. Non-renewable resources like coal, petroleum and uranium cannot be replaced at the same scale at which they are consumed. Renewable resources such as energy from the sun, biomass, water, and geothermal can be replenished in a short period of time and used repeatedly and naturally replaced. Examples are provided of both non-renewable and renewable resources.
Topic 2.1 for the IB Environmental Systems and Societies course
Species
Habitat
Niche
Joseph Connells Barnacle experiment
Abiotic and Biotic factors
Populations
What regulates populations
Predator Prey relationships
Biotic interactions
Population growth
Competition and population growth
SCI 256 OUTLET Education for Service--sci256outlet.comyoungficton
This document outlines the contents of an entire online course in environmental science (SCI 256) offered through sci256outlet.com. It includes assignments, discussion questions, papers and guides for each of the 5 weeks in the course, as well as a final exam guide containing 50 multiple choice questions on various environmental science topics. The course appears to cover subjects like ecosystems, natural resources, pollution, climate change, and sustainability.
Renewable & non renewable resourcesSoham Gajjar
The document discusses renewable and non-renewable resources. It defines renewable resources as those that can replenish through natural cycles, such as oxygen, fresh water, and solar energy. Non-renewable resources are divided into those that can be recycled, like metals, and those that cannot due to fixed quantities and our inability currently to recycle them, like coal and natural gas. Sustainable yield is defined as the highest rate at which a renewable resource can be used without reducing its available supply or causing environmental degradation.
SCI 256 TUTOR Lessons in Excellence / sci256tutor.comkopiko53
This document outlines the contents of an environmental science course (SCI 256). It includes assignments, discussion questions, papers, and a final exam for each of the 5 weeks. The assignments cover topics like ecosystems, human impacts on biogeochemical cycles, natural resources, energy, climate change, environmental pollution, and sustainability. The final exam contains 40 multiple choice questions testing knowledge of these topics, including the scientific method, population growth, nutrient cycles, species extinction, and energy sources.
Rising Seas and Solutions: MIT Club of Southwest Florida.Paul H. Carr
1. RISING SEAS
Sea levels are now rising 4 times faster than in 1900.
Sea levels could rise up to 18 ft by 2058.
2015 & 2016: warmest years on record.
2. SOLUTIONS: Green Technology & Legislation
There is a close connection, or nexus, between energy and water. It takes a significant amount of water to create energy. Energy is also used in great quantities during the supply and treatment of waste water.
For the year 2011 in the United States electricity from fossil fuels and nuclear energy required 190 billion gallons of water a day accounting for 39% of all the freshwater withdrawals while 4% off all power generation was used for water supply and treatment.
Water and energy problems are connected to each other in such a way that, in spite of some partial and short-term success, partial responses are bound to fail in the long-term.
Water and energy policy, planning and management must be integrated to encourage conservation, motivate innovation and ensure sustainable use of water and energy.
Hear about how interconnection of water and energy and how these two resources will be intertwined forever.
Biology - Chp 6 - Humans In The Biosphere - PowerPointMr. Walajtys
Human activities can affect the biosphere by altering habitats, overharvesting resources, and polluting the environment. Resources are either renewable like forests and fisheries, which can replenish if sustainably managed, or nonrenewable like fossil fuels. Two major threats to the global environment are ozone depletion, which is addressed by banning CFCs, and global climate change caused by greenhouse gas emissions. Conservation aims to protect biodiversity and ecosystems for humanity's long term well-being.
This document summarizes the key differences between non-renewable and renewable resources. It defines non-renewable resources as natural resources that cannot be replaced at the same rate at which they are consumed, such as coal, oil, natural gas, and nuclear materials. These resources were formed over long periods of geological time from decaying organic matter. The document then discusses various renewable resources like solar, wind, water, and biomass, which can be replenished naturally in a short period of time through natural processes. It provides examples of how each renewable resource can be utilized to generate energy.
This document provides information about ecosystems and natural resources. It defines ecosystems as interacting systems consisting of organisms and their environment. It discusses different types of ecosystems like terrestrial and aquatic ecosystems. It also explains key ecosystem functions like photosynthesis, energy flow, and material cycling. Additionally, it covers topics like food chains, ecological pyramids, renewable and non-renewable resources, and the importance of conserving natural resources for future generations.
Ecology is the study of the interrelationships between living organisms and their environment. It examines how organisms interact with each other and with abiotic factors in their environment. The document discusses key topics in ecology including ecosystems, energy flow, and ecological pyramids. An ecosystem is defined as a community of organisms interacting with each other and their non-living environment. Energy from the sun enters ecosystems and flows through trophic levels from producers to consumers to decomposers. Ecological pyramids graphically represent trophic structures and can track numbers, biomass, or energy at each level.
This document outlines the course materials and assignments for an environmental science course (SCI 256). It includes weekly discussion questions, individual and team assignments, and a final exam guide. The assignments cover topics such as ecosystems, biogeochemical cycles, natural resources, energy, climate change, and sustainability. Students are asked to apply course concepts to analyze environmental issues and decisions in their own communities. The goal is for students to understand human impacts on the environment and approaches to environmental management and conservation.
This document provides learning targets and key concepts for a unit on principles of ecology. It begins by listing several learning targets related to evaluating evidence about how ecosystems maintain organisms, designing solutions to reduce human impacts, and analyzing data about climate change and human activity. The next section defines key terms in ecology like organism, population, community, ecosystem, and biome. It also discusses food chains, food webs, producers and consumers, and matter and energy cycling in ecosystems. The document aims to teach students key principles of ecology through defining important concepts and having them apply their understanding to analyze scenarios.
This lesson plan discusses 10 sources of energy: solar, wind, geothermal, hydrogen, tidal, wave, hydroelectric, biomass, nuclear, and fossil fuels. The objectives are for students to justify their choice of most reliable energy source and explain the importance of conserving energy. Students will group according to their preferred energy source, debate the efficiency and convenience of different options, and research pros and cons of the 10 sources in an assignment. While each source has benefits, all have flaws, so a balanced approach using multiple sources is needed.
Living green provides multiple benefits. It lowers costs by reducing energy and water bills and through recycling which reduces production costs. It leads to healthier lives by improving air and water quality and reducing pollution. Living green also helps create a more sustainable world by reducing the depletion of natural resources and impacts of climate change. Additional benefits include the development of new green technologies, a better quality of life through healthier living and time spent in nature, and the pride and joy of helping the environment.
This document provides an overview of environmental science as an interdisciplinary field that studies human interactions with other organisms and the abiotic environment. It discusses key concepts like ecosystems, population dynamics, pollution, and resource management. It introduces the scientific method as an approach using experiments, hypotheses, and peer review. It also briefly outlines topics that will be covered in the course, including major ecosystems, natural succession, carrying capacity, and conservation. The document emphasizes that environmental science draws on many disciplines and seeks to understand complex natural systems and solve environmental problems.
In this lesson you will comprehend how the consumption of everyday p.docxmigdalialyle
In this lesson you will comprehend how the consumption of everyday products affects the availability of renewable and nonrenewable natural resources for future generations and learn about environmental threats to our home.
Read the following information to help you define three different types of resources—renewable, nonrenewable, perpetual.
1. On earth, there are only limited amounts of fossil fuels, such as coal, oil and natural gas. There are also only limited amounts of minerals, such as iron, copper and bauxite. These resources either cannot be replaced by natural processes or require millions of years to replenish.
2. Some renewable and nonrenewable resources can be recycled or reused. This process decreases the rate at which the supplies of these resources are depleted. For example, aluminum cans can be recycled and turned into “new” cans or other aluminum products many times over. Recycling reduces the need to mine bauxite, the mineral used to manufacture aluminum.
3. Renewable natural resources include plants, animals and water when they are properly cared for. Minerals and fossil fuels such as coal and oil are examples of nonrenewable natural resources.
4. Trees, wildlife, water and many other natural resources are replaced by natural processes. Plants and animals can also be replenished by human activities. Water is continuously cycled and reused. Sunlight, wind, geothermal heat, tides and flowing water are perpetual resources.
Water is a resource that is typically considered renewable. However, over usage of water can cause us to use it faster than it is replenished.
The chart below approximates daily water consumption in the United States:
1. Thermoelectric Utilities 187 billion gallons/day
2. Irrigation 137 billion gallons/day
3. Public Water Supply 36 billion gallons/day
4. Industry 26 billion gallons/day
5. Rural and Livestock 8 billion gallons/day
Total 394 billion gallons/day
What are the threats to our environment?
Biodiversity
Biodiversity is all of the Earth's plants, animals, ecosystems and genes. It includes the tallest tree, the smallest insect, and the most delicate coral reef ecosystem. Biodiversity is what allows the Earth and all of its creatures to adapt and survive.
As humans, we are completely dependent on biodiversity for survival. Yet we are destroying large parts of our natural world. In places far and wide, humans are squeezing out other forms of life, sometimes causing the extinction of entire species.
We have the power to change our course. Each of us can act to protect our biodiversity and help create a sustainable future for life on Earth. Learn more about biodiversity and how
YOU
can
make a difference
.
Water
Pure water is essential for all life on Earth. The Earth is 70% water, as .
Enviromental science and enginnering with sustainabilityDhesinghRajaLekha
This document provides an introduction to environmental science and sustainability. It defines environmental science as the interdisciplinary study of humanity's relationship with other organisms and the non-living environment. It also defines sustainability as the ability of the environment to function indefinitely without decline from human-imposed stresses on natural systems like soil, water and air. The document notes that humans are currently using resources unsustainably and polluting the environment. It discusses issues like population growth, resource depletion, pollution and loss of biodiversity that environmental science addresses.
The document discusses several key topics related to the environment and sustainability:
1. It provides an overview of environmental science and ecology, explaining how scientists study environments and organisms.
2. It discusses the history of conservation and environmentalism, from pragmatic resource conservation to modern global environmental citizenship.
3. It outlines some major causes of environmental degradation, like population growth, resource extraction, and pollution from fossil fuel burning and waste.
4. It also examines issues of sustainability and environmental justice, like poverty, consumption patterns, and the rights of indigenous peoples.
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The document defines key terms in environmental science and ecology, outlines the major fields of study that contribute to environmental science, and describes how hunter-gatherers, the agricultural revolution, and the industrial revolution impacted the environment. It identifies the goals of environmental science as understanding and solving environmental problems by studying human use of natural resources and how human actions change the environment. The document also classifies the three major environmental problems as resource depletion, pollution, and loss of biodiversity.
This document contains an article and exercises about ecosystems. It discusses different components of ecosystems like producers, consumers, food chains, and relationships between species. It also includes diagrams of a food web and examples of different ecosystem relationships. The exercises test understanding of key ecosystem concepts and require labeling parts of diagrams and food chains.
The document discusses environmental issues and decision making. It covers three main types of environmental issues: resource use, population growth, and pollution. Making environmental decisions requires balancing environmental and human needs by weighing short-term and long-term costs and benefits, such as economic and ecological impacts. Stakeholders must consider all perspectives to determine if benefits outweigh costs for issues like drilling in Antarctica.
The document discusses upcoming lectures and events related to environmental science and sustainability. It provides an overview of discussion groups for an IB105 class. It also announces upcoming talks on animal law, the origins of species, Yellowstone volcano activity, floods in Brazil, and sustainability. Key concepts around sustainable development, renewable and nonrenewable resources, and individual, corporate, and economic approaches to environmental ethics are summarized.
This lesson plan outlines a 35-minute class on renewable and non-renewable energy sources for 11-year old students. The teacher will use a PowerPoint presentation to explain key concepts like the meaning of renewable and non-renewable energy, examples of each, the implications of misusing non-renewables, and how energy generation affects quality of life. A debate on the pros and cons of non-renewable energy use and a discussion categorizing energy sources will evaluate students' understanding. The goal is for students to explain the difference between renewable and non-renewable resources and give examples of each by the end of the lesson.
As the human population grows, demand for Earth's resources increases and puts pressure on renewable and nonrenewable resources. Technological advances have helped increase Earth's carrying capacity by supporting agriculture and medicine. However, fossil fuel emissions contribute to pollution and climate change, affecting the biosphere. Air pollution from fossil fuels can harm human health and the environment through effects like smog, acid rain, and the greenhouse effect. Pollution also threatens freshwater ecosystems and enters the food chain through biomagnification.
This document provides an overview of different types of energy sources, both renewable and non-renewable. It begins with definitions of renewable and non-renewable resources, giving examples of each. The main types of energy sources discussed include fossil fuels like petroleum, coal and natural gas; alternative sources like nuclear fission, solar, wind and hydroelectric; as well as geothermal, biomass and fusion energy. For each type, the document describes how the energy is produced, benefits and drawbacks. Figures and diagrams are included to illustrate concepts like the nuclear fission process and geothermal power plant design. Students are prompted throughout with questions to check understanding.
The document provides an overview of key concepts related to ecosystems, including definitions of key terms like environment, ecology, ecosystem, producers, consumers, decomposers, food chains, food webs, and ecological pyramids. It also discusses different types of ecosystems like terrestrial, aquatic, forests, grasslands, lakes/ponds, rivers/streams, and estuaries. The document emphasizes the importance of conservation and sustainability of natural resources for future generations.
This document provides an overview of key concepts in environmental science, including:
1) It defines the environment and discusses how humans exist within and impact the environment.
2) It explains that environmental science studies human interactions with the natural world and how to develop solutions to environmental problems.
3) It discusses sustainability and sustainable development as important goals for environmental science.
Environmental science is the study of how humans interact with the environment. It aims to understand and solve environmental problems through many contributing fields like ecology, chemistry, geology, and social sciences. There are several branches of environmental science like atmospheric science, ecology, environmental chemistry, and geosciences that study different aspects of the environment and are important in dealing with issues like pollution, resource use, and conservation. Throughout history, human activities from hunting-gathering to agriculture and the industrial revolution have impacted the environment in both beneficial and problematic ways.
Toward a Climate Literate, Energy Aware, Science Savvy SocietyClaus Berg
The Essential Principles of Climate Science Literacy. Presentation given at the ICE2009 (Inspiring Climate Education) Conference in Copenhagen, Oct. 2009. By Mark S. McCaffrey, Associate Scientist III,
The Cooperative Institute for Research in Environmental Sciences (CIRES),
University of Colorado at Boulder, USA.
Uploaded by Claus Berg by permission from Mark S. McCaffrey.
Energy for life (Educación Secundaria - School of stars - Pamplonetario)Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
Energy for Life is a planetarium programm that explores the relationship of our civilization with the energy we are using.
We choose a broad point of view about our world in order to analyze the current situation and the present and future options for the development of our society.
escuela.pamplonetario.org
This document is a lesson plan about environmental pollution that is designed to be completed in one to three class periods. It discusses how industrialization and population growth have led to pollution of rivers, extinction of species, and destruction of rainforests. Students consider the consequences of pollution, discuss causes and solutions, and write an essay about how to save the planet for future generations. The lesson emphasizes the importance of individual actions in reducing pollution through voting, consumer choices, and involvement in initiatives like recycling.
The document discusses several concepts related to sustainability including the noosphere, Gaia consciousness, and the co-evolution of human ecosystems and the biosphere. It provides information on the Gaia theory, describing it as the view of Earth as a complex organism. It discusses weak and strong versions of the Gaia theory. It also discusses how human activities like increasing greenhouse gases can impact the climate and how believers in Gaia think the Earth will respond to problems. Finally, it provides examples of how rice husk and sugarcane husk can be used to remove pollutants from water.
The document discusses resources and how things become resources. It provides examples of natural resources like water and electricity that children use. Amma explains that for something to be a resource it must have utility or a use. She says resources can have economic value or not, like metals versus landscapes. The document also discusses how human skills and ideas can create more resources through inventions and technology. It emphasizes the importance of conserving resources through reducing consumption and recycling.
Similar to Natural resources critical thinking tool (20)
Red badge of courage critical thinking toolVictory
Victory's critical thinking tool can be used to create interactive scaffolded lessons for ELA, social studies, science , and math. This is an example of an ELA critical thinking lesson.
False cognates are pairs of words that have similar sounds and meaning, i.e., they seem to be cognates, but they actually have different origins (etymologies). The words can belong to the same language or be from different languages. Their modern meanings may be similar or not. If they currently have the same meaning, they are false cognates, but true friends.
False friends are pairs of words in two different languages or dialects that look or sound similar, but have different meanings. They may be connected etymologically, but their meanings have shifted in time.
Machine translation is a useful tool, but it has not reached the quality or standards of a professional translation. Rather than shedding light on the original text, poor translations can often come out as odd or funny. In extreme cases, they can even be potentially harmful.
We present a variety of examples to demonstrate the nuances that translators must address to ensure the original meaning is not altered by the adjective-noun order.
This document describes Victory Productions' translation services and proprietary glossaries. It highlights how their glossaries allow translators to choose wording appropriate for different target audiences and grade levels. The glossaries also ensure consistency by tracking word choices. Examples show translations customized for different regions by substituting terms like "corn," "bus," and expressions like "No way!"
The document outlines an instructional unit that engages students in learning about the American Revolution. Students complete various activities, assignments, and assessments to build their knowledge, including watching an introductory video, taking a quiz, participating in an authentic scenario, analyzing perspectives of patriots and loyalists, exploring geography and its relationship to tensions, evaluating key characters, ranking key events, analyzing primary sources and eyewitness accounts, identifying propaganda, gathering evidence, and preparing a written report. The unit aims to increase student participation and practice skills like close reading that will be needed for assessments.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
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The utilization of land is impacted by human needs and environmental factors. In countries
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to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
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providing crucial environmental data for scientific, resource management, policy purposes, and
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Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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. 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. 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. 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. 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. 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. 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. 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. 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
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. 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. 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.
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. 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.