Download Unit I: Mineral and Energy Resources

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
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SC.912.L.17.19
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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.
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Energy is transformed from one form to another.
All forms of energy have environmental consequences.
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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.
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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.
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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