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Unit I: Mineral and Energy Resources Standards Addressed During Unit Overview Students extend their understanding of environmental science as they learn about mineral and energy resources. Students study responsibility humans have to make efforts to reduce use in order to sustain critical resources. Students understand and practice safe research practices in the classroom as they are engaged in laboratory investigations. SC.912.L.17.11 SC.912.L.17.15 SC.912.L.17.16 Fundamental Skills: SC.912.L.17.18 SC.912.L.17.19 Background on sources of minerals and energy Familiarity with how humans interact with environment Science laboratory safety practices SC.912.E.7.9 Coherence Prior Learning Experiences: Students should have prior knowledge of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Additional Unit Resources: Environmental Science by FASA https://itunes.apple.com/us/course/environmental-science/id1043696664 Highlighted Nature of Science Standards SC.912.N.1.1 Unit I: Mineral and Energy Resources Unpacking the Standards: What do we want students to Know, Understand and Do (KUD) Unit I: Mineral and Energy Resources Unit Essential Question: How are the earth’s systems interconnected? Standard: SC.912.L.17.18 Describe how human population size and resource use relate to environmental quality. SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability. SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. SC.912.E.6.6 Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies. Understand “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. Humans’ overuse of mineral energy resources will create far reaching consequences. Sustainability practices of current rate of energy and mineral will help ensure resources are available in the future. Know Do Declarative knowledge: Facts, vocabulary, information. Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts. Energy is transformed from one form to another. All forms of energy have environmental consequences. Socioeconomic levels correlate with energy consumption. Political and economical pressures influences available data. Different forms of renewable energy are available •Differentiate among various forms of energy and recognize that they can be transformed from one form to others. •Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies. •Evaluate the costs and benefits of renewable and nonrenewable energy resources such as fossil fuels and wood fuel. •Describe how different natural resources are produced and how their rates of use and renewal limit availability. •Compare energy consumption of developed and developing countries and its distribution. •Identify sources of information and assess their reliability as it relates to energy consumption. •Recognize the creativity of constructing “new” alternative sources of energy. Cost/ benefit analysis of fossil fuels versus renewable energy sources. Performance Task: The Story of Coal; Alternative Energy Sources Displays and Presentations; Investigating Photovoltaic Cells http://www.sas.upenn.edu/~dewees/Site/Use of New Pedagogical Knowledge in Designing Instruction_files/FinalPedagogy.pdf Concept: SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests Scale Score 4.0 In addition to 3.0, in-depth inferences and applications that go beyond what was taught, I can: Develop a plan to increase the renewable energy market considering political, economic and social consequences. Performance Tasks Create a plan to move the US forward in the renewable energy market considering political, economic and social consequences. Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies. Score 3.0 I can: Evaluate the costs and benefits of renewable and nonrenewable energy resources such as fossil fuels and wood fuel. Describe how different natural resources are produced and how their rates of use and renewal limit availability. Identify sources of information and assess their reliability as it relates to energy consumption. Recognize the creativity of constructing “new” alternative sources of energy. Score 2.0 Score 1.0 Describe acid mine drainage and its effects on soil, water and air. Discuss problems associated with our dependence on fossil fuels (environmental, social, political, etc). Give examples of alternative sources of energy and describe how they produce electricity. Describe under what conditions I can: Know the alternative energy sources and where they come from. Compare energy consumption of developed and developing countries and its distribution. Know the limitations of fossil fuel usage. I can: Differentiate among various forms of energy and recognize that they can be transformed from one form to others. With help, the student has a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Key Learning: Humans’ overuse of mineral energy resources will create far reaching consequences. Sustainability practices of current rate of energy and mineral will help ensure resources are available in the future. Concept 1: Mineral Resources Driving Questions: SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution. SC.912.L.17.18 Describe how human population size and resource use relate to environmental quality. SC.912.E.6.6 Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies. Vocabulary crust, mantle, core, lithosphere, asthenosphere, tectonic plate How does human consumption of mineral resources affect the land? Sample Formative Assessment: Use the illustration to answer the following questions. does an object’s state of matt depend on its Student Investigations: Cookie Mining http://www.floridaenergycenter.org/en/educ Identify The process that results in the formation of magma from rock is ____________________. ation/k-12/curricula/index.htm Interpret Diagrams What kind of rock can be formed only by the cooling and crystallization of magma and lava? Sequence Describe the processes that result in Relate Cause and Effect List two things that can sediment forming shale and then slate. cause igneous to be changed into metamorphic rock. Infer Which type of rock can be formed in the absence of heat? How does a reclaimed mining site compare with the site before it was mined? Describe the process that causes acid drainage. What is the result of acid drainage? Student Text: Textbook and other complex text sources Pearson Chapter 13, 17, 18 Articles http://news.mit.edu/2016/how-make-citiesmore-energy-efficient-0420 Resources Student Misconceptions: https://www.learner.org/courses/envsci/supp ort/guide_unit10.pdf Deeper Learning Opportunities: Concept 2: Nonrenewable Resources Driving Questions: Benchmark(s): SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Why are resources given the designation of nonrenewable? Describe the inequity of energy consumption between the developing and developed world. SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability. of matter depend on its kinetic energy? SC.912.E.6.6 Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies. Student Investigations: Sample Formative Assessment: Explain how the temperature of an object is related to the energy the object contains. In your answer, tell what kind of energy the object contains. Describe three ways fossil fuels affect air quality. Explain how a buyer nation’s economy can be affected if the nation must rely on seller nations for fossil fuels. Vocabulary atmosphere, troposphere, stratosphere, ozone, radiation, conduction, convection, greenhouse effect Resources Student Text: Textbook and other complex text sources Pearson Chapter 13, 17, 18 Articles http://news.mit.edu/2016/how-make-citiesmore-energy-efficient-0420 Student Misconceptions: Deeper Learning Opportunities: https://www.learner.org/courses/envsci/supp ort/guide_unit10.pdf Energy Challenges https://www.learner.org/courses/envsci/unit/tex t.php?unit=10&secNum=0 Concept 3: Renewable Resources Driving Questions: SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. What are ways that humans can substitute renewable energy resources for nonrenewable?kinetic energy? SC.912.L.17.15 Discuss the effects of technology on environmental Explain how groundwater can sustain the generation of electricity in a geothermal power plant. Why is wind power considered to be a form of solar energy? quality Student Investigations: Hydrologic Cycle Models Vocabulary Sample Formative Assessment: http://www.swfwmd.state.fl.us/ renewable energy, passive solar, active solar, biomass, hydroelectric, geothermal, photovoltaic, alternative energy, OTEC, fuel cell, cogeneration Explain why solar energy is an ideal energy source for producing electricity in an isolated community. Compare the way a wind turbine produces electricity with the way a turbine in a hydropower plant produces electricity. Describe what happens on each side of a fuel cell. Describe any reactions that take place and give the overall reaction of the fuel cell. Resources Student Text: Textbook and other complex text sources Pearson Chapter 13, 17, 18 Articles https://www.washingtonpost.com/world/electric -cars-and-the-coal-that-runsthem/2015/11/23/74869240-734b-11e5-ba14318f8e87a2fc_story.html Student Misconceptions: Deeper Learning Opportunities: https://www.learner.org/courses/envsci/suppo EMC Energy Pavilion (Contact High School Environmental Resource Teacher rt/guide_unit10.pdf Josh McCart: [email protected] http://eec.pasco.k12.fl.us/EECs/Energy/Energy.h tml Energy Challenges https://www.learner.org/courses/envsci/unit/te xt.php?unit=10&secNum=0