Natural resources critical thinking tool
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The document discusses natural resources, categorizing them into renewable (like wind and solar) and nonrenewable (like coal and oil) resources, and their environmental impacts. It engages students in understanding these concepts through quizzes, research assignments, and critical analysis of climate change evidence. Students are tasked with making informed decisions about which energy resources their community should use, considering both ecological and social implications.
![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](https://image.slidesharecdn.com/naturalresourcescriticalthinkingtool-200303204428/85/Natural-resources-critical-thinking-tool-5-320.jpg)
Natural resources critical thinking tool
- 1. username Natural Resources Exploring Science Log In Exploring Science password A unique approach to Science
- 2. Natural Resources Next Exploring Science Log Out Notes Exploring Science: Introduction 1:35 The introductory video provides context and engages students.
- 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.
- 15. Natural Resources Next Exploring Science Log Out Notes Free Think: What Data Would You Include In Your Decision? Continue This Free Think helps students to focus their report.
- 16. 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.