Content Standard(s):
Science 10 ) Use research-based evidence to propose a scientific explanation regarding
how the distribution of Earth's resources such as minerals, fossil fuels, and
groundwater are the result of ongoing geoscience processes (e.g., past volcanic
and hydrothermal activity, burial of organic sediments, active weathering of
rock).
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Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
Construct a scientific explanation based on evidence regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes. Teacher Vocabulary:
Natural resources
Minerals
Fossil Fuels
Groundwater
Geoscience processes
Distribution
Extraction
Depletion
Water cycle
Rock cycle
Plate tectonics Knowledge:
Students know:
Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources.
These resources are distributed unevenly around the planet as a result of past geoscience processes.
The water cycle, the rock cycle, and plate tectonics are examples of geoscience processes that distribute Earth's resources.
The environment or conditions that formed the resources are specific to certain areas and/or times on Earth, thus identifying why those resources are found only in those specific places/periods.
The extraction and use of resources by humans decreases the amounts of these resources available in some locations and changes the overall distribution of these resources on Earth
As resources as used, they are depleted from the sources until they can be replenished, mainly through geoscience processes. Skills:
Students are able to:
Articulate a statement that relates a given phenomenon to a scientific idea, including that ongoing geoscience processes have caused the distribution of the Earth's resources.
Identify and use multiple valid and reliable sources of evidence to construct a scientific explanation of the phenomenon.
Use reasoning to connect the evidence and support an explanation of the distribution of Earth's resources. Understanding:
Students understand that:
The Earth's resources are formed as a result of past and ongoing geoscience processes.
These resources are distributed unevenly around the planet as a result of past and ongoing geoscience processes.
The extraction and use of resources by humans decreases the amounts of these resources available in some locations and changes the overall distribution of these resources on Earth.
Because many resources continue to be formed in the same ways that they were in the past, and because the amount of time required to form most of these resources (e.g., minerals, fossil fuels) is much longer than timescales of human lifetimes, these resources are limited to current and near-future generations. Some resources (e.g., groundwater) can be replenished on human timescales and are limited based on distribution. AMSTI Resources:
AMSTI Module:
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
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Teacher Vocabulary:
R1.
Active listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
How to engage in discussions and conversations in a variety of settings.
Agreed-upon rules for participation. Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
English Language Arts 8. Participate in collaborative discussions using information from a source.
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Teacher Vocabulary:
8.
Collaborative discussions
Source Knowledge:
8. Students know:
The purpose of collaborative discussions using information from a source.
Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
Generally accepted rules for discussions. Skills:
8. Students are able to:
Engage in a collaborative discussion.
Use information from a source to support their discussion. Understanding:
8. Students understand that:
Information they learn from a source can support collaborative discussions.
English Language Arts 11. Utilize written, visual, digital, and interactive texts to generate and answer literal, interpretive, and applied questions.
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Teacher Vocabulary:
11.
Written text
Visual text
Digital text
Interactive text
Literal questions
Interpretive questions
Applied questions Knowledge:
11. Students know:
There are a variety of text sources, including written text, visual text, digital text, and interactive text.
Text sources can be used to create and answer questions.
Literal questions are those that can be answered using information directly from the text.
Interpretive questions are those that can be answered by inferring information from the text.
Applied questions are those that can be answered using information inferred from the text and a reader's background knowledge and experience. Skills:
11. Students are able to:
Use written, visual, digital, and interactive texts to create and answer questions.
Create and answer literal, interpretive, and applied questions. Understanding:
11. Students understand that:
There are three levels of questions that can be generated: literal, interpretive, and applied.
They can use written, visual, digital, and interactive texts to create and answer all three levels of questions.
English Language Arts 24. Write about research findings independently over short and/or extended periods of time.
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Teacher Vocabulary:
Knowledge:
24. Students know:
Research strategies.
Independent writing skills. Skills:
24. Students are able to:
Write about their research findings. Understanding:
24. Students understand that:
They can demonstrate their thorough understanding of a topic by writing about their research findings.
Some research projects will be shorter, while others will be longer.
