Web viewWhat procedures do scientists use to find out more about our world and how ... affect the flow and water ... source of new variations in a population

Science: Eighth Grade The students will develop an understanding of the basic principles of Earth and Space science. Students will explore such topics as: Nature of Science (scientific skill review), Weather and Climate, Astronomy, Geology, Freshwater, and Environment/Environmental Impact. Class structure includes lab/hands-on activities, lecture/notes, formal and informal assessments.

In the spring, all students will partake in the 8th Grade Science PSSA as required by the Federal Elementary /Secondary Education Act.

Course Information:

Frequency & Duration: 43 minutes; 5 periods per week; full year

Text: Earth science. (2000). Needham, MA: Prentice Hall.

Science: Eighth Grade 2016 - 2017

Content: The Nature of Science Duration: August/September (3 weeks)

Essential Question:

What process is used to design an experiment or test a question?What procedures do scientists use to find out more about our world and how it functions?

Skill:

Know that indirect and direct observations are used by scientists to study the natural world.

Compare and contrast scientific theories. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and

evidence. Recognize and analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid

measurements.

Assessment:

Provided various lab scenarios, students will make indirect and direct observations to study the natural world.

Provided various scientific theories, students will be able to identify the similarities and differences.

Provided various lab activities, students will identify testable scientific questions.

Provided several pieces of data, students will be able to use logic and evidence to revise explanations.

Students will analyze various models and explanations. Provided lab experiences, students will explain the importance of

making accurate and precise measurements.

Resources:Prentice Hall Earth Science (pages 4 – 31)Observation / Inference Activity (ex: Mystery Bags)Scientific Method Lab Activity (ex: Drop Ht. vs. Bounce Height)Design a controlled experiment activity (ex: An Apple a Day)

Standards: 3.1.8.A9 Science As Inquiry Know that both direct and indirect observations are used by

scientists to study the natural world and universe. Compare and contrast scientific theories. Identify questions and concepts that guide scientific investigations Formulate and revise explanations and models using logic and

evidence Recognize and analyze alternative explanations and models Explain the importance of accuracy and precision in making valid

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measurements

Vocabulary:

Controlled experiment- a test of a hypothesis under a set of conditions; Dependent variable- the variable that changes because of the manipulated variable; Engineer- person who is trained to use both technological and scientific knowledge to solve practical problems; Hypothesis- possible explanation for a set of observations; Independent variable- the changed variable in an experiment; Inferring- Explaining or interpreting observations; Inquiry- the many ways in which scientists study the natural world and propose explanations based on the evidence they gather; Observing- Using one or more senses to gather information; Predicting- Forecasting what will happen in the future based on past experiences or evidence; Science- a way of learning about the natural world; Scientific law- what scientists expect to happen every time under a set of conditions; Scientific theory- well-tested concept that explains a set of observations; Technology- how people change the world around them to meet needs or to solve problems; Variable- one of the factors that change an experiment

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Content: Earth’s Water Systems Duration: September (2 weeks)

Essential Question: What role does water play in the Earth system?

Skill:

Identify the five major watersheds of Pennsylvania. Explain water movement, steam order, and factors that affect water

quality within a watershed. Identify characteristics of soil in a wetland. Identify positive and negative natural and human made factors that

affect water quality. Using data, students will determine the quality of a freshwater

sample given physical, chemical and biological data.

Assessment:

Provided mapping, students will identify and label the five major watersheds in Pennsylvania.

Provided mapping, students will explain how water moves within a water shed while identifying the stream order involved in that movement.

Provided lab materials, students will identify factors that affect water quality.

Provided a prompt, students will describe the main characteristics of soils found in a wetland.

Given a prompt, students will identify positive and negative factors that affect water quality.

Given tools and techniques, students will analyze a sample to assess the quality of a freshwater environment.

Resources: Prentice Hall Earth Science (pages 390-420)Catfish Run Project

Standards: 4.2.6.A. Identify the five major watersheds of Pennsylvania.4.2.7.A. Explain how water enters, moves through, and leaves a watershed. • Explain the concept of stream order. • Describe factors that affect the flow and water quality within a watershed.4.2.8.A. Describe factors that affect the quality of ground and surface waters.4.2.6.B. Describe the characteristics of soils found in a wetland.4.2.6.C. Identify natural and human made factors that affect water quality.4.2.7.C. Use appropriate tools and techniques to analyze a freshwater environment. • Interpret physical, chemical, and biological data as a means of assessing the environmental quality of a freshwater

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environment.

S8.D.1.3.1; S8.D.1.3.2; S8.D.1.3.3; S8.D.1.3.4

Vocabulary:

Tributary- streams and smaller rivers that feed into larger rivers; Water cycle- continuous process by which water moves from Earth’s surface to the atmosphere and back; Watershed- the land area that supplies water to a river system; Water quality- measurement of the substances in water besides water molecules; Wetland- a land area that is covered with water during parts or all of the year

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Content: Weather and Climate Duration: October/November (7 weeks)

Essential Question: In what ways do changes in the atmosphere affect the Earth?

Skill:

Explain how water is cycled throughout different locations. Differentiate between different water systems. Explain the motions of tides and their causes. Explain how water is circulated throughout the oceans (wind, tides,

Earth’s rotation, density differences). Describe the layers of the atmosphere. Explain how the ocean affects global climates and local weather

patterns. Describe how the heating and cooling of Earth’s surfaces affect

water, land and atmosphere temperatures. Explain that regions closer to the equator have more consistent

climates and that climates vary the further away from the equator. Explain that the amount of water vapor determines a region’s cloud

cover and humidity conditions. Describe the changes in atmospheric conditions based with weather

patterns. Describe the scales used in characterizing Earth and its atmosphere.

Assessment:

Given a diagram, students will explain how water cycles. Given a map, students will distinguish between water systems. Given a prompt, students will explain tidal movement. Given a model of the ocean system, students will explain how water

is circulated throughout Earth. Given a diagram of the atmosphere, students will be able to identify

the various layers. Given a map, students will analyze how jet streams and water

currents influence local weather patterns. Given various lab materials, students investigate the varying heating

and cooling rates of earth’s surfaces. Given various lab materials, students will determine the impact that

a region’s location and the amount of water content in the atmosphere have on an area’s climate.

Provided lab materials, students will be able to describe how changes in atmospheric conditions affect weather patterns.

Given a model of the atmosphere, students will be able to describe the layers.

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Resources: Understanding Weather and Climate Asset Kit

Standards:

3.3.6.A4. Describe how water on earth cycles in different forms and in different locations, including underground and in the atmosphere.3.3.7.A4. Differentiate among Earth’s water systems. Describe the motions of tides and identify their causes.3.3.8.A4. Explain how the oceans form one interconnected circulation system powered by wind, tides, the Earth’s rotation, and water density differences.3.3.6.A5. Describe the composition and layers of the atmosphere. Explain the effects of oceans on climate. Describe how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.3.3.7.A5. Describe basic elements of meteorology. Explain the relationship between the energy provided by the sun and the temperature differences among water, land and atmosphere.3.3.8.A5. Explain how the curvature of the earth contributes to climate. Compare and contrast water vapor, clouds, and humidity.3.3.7.A6 CONSTANCY/ CHANGE Describe changes in atmospheric conditions associated with various weather

S8.D.2.1.1; S8.D.2.1.2; S8.D.2.1.3

Vocabulary:

Air pressure- result of the weight of a column of air pushing down on an area; Atmosphere- envelope of gases that surrounds the planet; Climate- the average year after year conditions of temperature, precipitation, winds and clouds in an area; Density- the amount of mass in a given volume of air; Weather- the condition of Earth’s atmosphere at a particular time and place

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Content: Rocks and Minerals Duration: December (4 weeks)

Essential Question:

How does the dynamic nature of the Earth’s interior affect the lithosphere (i.e. rock cycle?)How do minerals relate to rocks?How do minerals and different rock types shape the world around us?

Skill: Define the basic features of the rock cycle. Describe the layers of the earth.

Assessment:

Given a diagram, students will identify the processes and features of the rock cycle.

Given a diagram/model of the Earth, students will label and explain the layers of the Earth.

Resources:

Prentice Hall Earth Science (pages 64-121)Mineral Properties ActivityMineral Multi-Media PresentationCrystal Solution LabDichotomous Key Rock LabsSedimentator Tube ActivityRock Cycle Culminating Activity (board game, poster, etc.)

Standards:

3.3.7.A1. Define basic features of the rock cycle. Describe the layers of the earth. Differentiate among the mechanisms by which heat is transferred through the Earth’s system.

S.8.D.1.1.1

Vocabulary:

Cleavage - split along a flat surface; Crystal systems- atoms bond to create crystal systems; Density- mass/volume; Fracture- irregular breakage of a mineral; Grains- particles of minerals or other rocks; Hardness- determined by a scratch test; Igneous rock- rock formed

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from the cooling of magma or lava; Luster- how light is reflected from a mineral; Metamorphic rock- existing rock is changed by heat, pressure or chemical reactions; Mineral- naturally occurring, inorganic solid that has a definite crystal structure and definite chemical composition; Rock cycle-a series of processes on Earth’s surface and in the crust that slowly change rocks from one king to another; Sedimentary rock- particles of other rocks or the remains of plants and animals are cemented together. Streak- the color of a mineral’s powder; Texture- look and feel of a rock’s surface

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Content: Soil Duration: January (3 weeks)

Essential Question: Why is soil important to all living things?

Skill: Distinguish between physical and chemical weathering. Explain that soil properties are affected by many factors. Explain that land use is related to soil type and topography.

Assessment:

Provided various lab materials, students will be able to separate between the two types of weathering

Given various soil types, students will identify that fertility, composition and texture affect their resistance to erosion.

Using topographic maps, students will identify land use based on soil type and topography.

Resources:Prentice Hall Earth Science (pages 238-263)Land Use ActivitySoil LabRunoff Lab

Standards:

3.3.8.A1. Distinguish between physical and chemical weathering. Compare and contrast the types of energy that drive Earth’s systems.3.3.6.A2. Examine how soil fertility, composition, resistance to erosion, and texture are affected by many factors.3.3.7.A2. Explain land use in relation to soil type and topography.

S8.D.1.1.2; S8.D.1.1.3

Vocabulary:

Bedrock- the solid rock layer beneath the soil; Chemical weathering- rocks are chemically broken into smaller pieces; Erosion - carries pieces of rock particles away; Mechanical weathering- rocks are physically broken into smaller pieces; Soil- the loose, weathered material where plants can grow; Uniformitarianism- the processes that operate today operated in the past; Weathering- breaking down of rock;

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Content: Fossils and Geologic Time Duration: January/February (3 weeks)

Essential Question:

Why is the fossil record an important tool in understanding Earth’s history?How are biologic and geologic events interrelated?

Skill: Use evidence to support the theory that Earth has evolved

geologically, over time. Explain how matter is conserved in various geological process

Assessment:

Given a series of significant geologic events, students will show how the Earth has changed over time.

Given a diagram of a geological process(es) explain how matter is conserved (changed over time.)

Students will describe how major geologic events occurred due to earth’s processes.

Resources:Prentice Hall Earth Science (pages 308-351)Geologic Timeline ProjectFossil Observation Stations

Standards:

3.3.7.A3. Explain and give examples of how physical evidence, such as fossils and surface features of glaciation support theories that the Earth has evolved over geologic time. Compare geologic processes over time.3.3.8.A3. Explain how matter on earth is conserved throughout the geological processes over time.3.3.7.A6 CONSTANCY/ CHANGE SCALE Describe geologic time as it relates to earth processes.3.3.6.A6. MODELS/SCALES Describe the scales involved in characterizing Earth and its atmosphere.

Vocabulary:

Absolute Age- number of years since the rock formed; Carbon Films- thin coating of carbon on rock; Cast- solid copy of the shape of an organism; Eras- large units of geological time; Extrusion- hardened lava on the surface; Faults- breaks in the Earth’s crust; Fossils- preserved remains of once living things; Geologic Time Scale- a record of the life forms and geologic events in Earth’s history; Half-Life- of a radioactive element is the time it takes for half (50%) of the atoms to decay; Index Fossils- help geologists determine the relative

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age of rocks; Intrusion- hardened magma beneath the surface; Law of Superposition- in horizontal sedimentary rock layers, the oldest layer is at the bottom; Mold- hollow area in sediment in the shape of an organism; Paleontologists- scientists that study fossils; Periods- subdivision of eras; Radioactive Decay- when radioactive elements within rocks begin to break down or decay by releasing energy; Relative Age- age of a rock compared to other rocks; Scientific Theory- well tested concept that explains a wide range of observations; Sedimentary Rock- rock made of hardened sediment; Trace Fossils- provide evidence of the actions of once living things

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Content: Evolution and Natural Selection Duration: February (2 weeks)

Essential Question: What role do adaptations play in the evolution of an organism?

Skill: Use evidence from geology, fossils and comparative anatomy to

support the theory of evolution. Recognize that adaptations are needed in order to save a species

from extinction.

Assessment:

Given fossil evidence, students will be able to draw conclusions to support the theory of evolution.

Research a species that has become extinct and identify the causes and consequences of the extinction.

Resources: Prentice Hall Life Science (pages 170-207)

Standards:

3.1.7.C2. Explain why the extinction of a species may occur when the environment changes. Explain that mutations can alter a gene and are the original source of new variations in a population.3.1.7.C3. CONSTANCY AND CHANGE Identify evidence drawn from geology, fossils, and comparative anatomy that provides the basis for the theory of evolution.4.5.8.D. Use the theory of natural selection to examine the causes and consequences of extinction.

Vocabulary:

Adaptations- a trait that helps an organism survive and reproduce; Evolution- the gradual change in a species over time; Evolutionary (Phylogenetic) Tree - a diagram showing the evolutionary interrelations of a group of organisms derived from a common ancestral form;Fossil- the preserved remains or traces of living things; Gradualism- theory that proposes that evolution occurs slowly but steadily; Natural Selection- the process by which individuals that are better adapted to their environment are more likely to survive and reproduce than other members of the same species; Scientific Theory- a well-tested concept

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that explains a wide range of observation; Species- a group of similar organisms that can mate with each other and produce fertile offspring; Variation- any difference between individuals of the same species

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Content: Energy Resources Duration: March (1 week)

Essential Question:

Why are fossil fuels considered to be limited resources?In terms of energy resources how can scientists help society move toward greater sustainability?

Skill: Identify and describe various renewable and nonrenewable

resources. Compare and contrast alternative sources of energy.

Assessment:

Provided various resources, students will identify various renewable and nonrenewable resources.

Given research materials, students will understand the differences between alternative sources of energy.

Resources: Prentice Hall Earth Science (pages 352-385)

Standards:

3.3.8.A2. Describe renewable and nonrenewable energy resources.4.3.7.A. Explain how products are derived from natural resources. • Describe the process of converting raw materials to consumer goods. • Differentiate between renewable and nonrenewable resources.4.3.8.A. Compare and contrast alternative sources of energy.

Vocabulary:

Biomass Fuels- produced from living things (leaves, food wastes, manure); Fuel- substance that produces energy; Geothermal Energy- tapping the heat from Earth’s interior to produce electricity; Hydroelectric Power- produced from moving water; Meltdown- releasing large amounts of radiation into the environment; Nonrenewable Resources- fuels that take millions of years to form; Nuclear Fission- splitting an atom creates a large amount of energy; Renewable Resources fuels that take a relatively short time to replenish; Solar Energy- energy produced from the sun

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Content: Plate Tectonics Duration: March/April (6 weeks)*

Essential Question:

How can the pattern of Earth’s geologic processes support the Theory of Plate Tectonics?How do we describe and interpret Earth’s features, their origins, and the processes that shape them?

Skill:

Identify common features of the Earth given a map. Define the basic features of the rock cycle. Describe the layers of the earth. Differentiate among the mechanisms by which heat is transferred. Distinguish between physical and chemical weathering. Describe the similarities and differences between the types of

energy that drive the Earth’s systems. Locate various geologic structures using various mapping

representations. Explain how changes in earth systems affect energy transformation

and transport.

Assessment:

Given a map, students will identify common features of the Earth. Given a diagram/model of the Earth, students will label and explain

the layers of the Earth. Provided various lab materials, students will distinguish between the

different types of heat transfer. Given various lab materials, students will be able to identify the

similarities and differences between convection in the mantle and convection in the atmosphere.

Provided a map, students will be able to locate various geologic structures.

Students will create models of Earth’s common features. Provided various lab materials, students will demonstrate how

energy is transferred from one place to another.

Resources:

Prentice Hall Earth Science (pages 122-159)Far Flung Fossil ActivityHeat Transfer LabMantle Madness LabSea Floor Spreading Model

Standards: 3.3.6.A1. Recognize and interpret various mapping representations of Earth’s common features.3.3.7.A1. Define basic features of the rock cycle. Describe the layers of the earth. Differentiate among the mechanisms by which heat is transferred through the Earth’s system.3.3.8.A1. Distinguish between physical and chemical weathering.

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Compare and contrast the types of energy that drive Earth’s systems.3.3.7.A6. MODELS/SCALES Locate significant geologic structures using various mapping representations.3.3.6.A6. MODELS/SCALES Create models of Earth’s common physical3.3.8.A6. CHANGES Explain changes in earth systems in terms of energy transformation and transport. features.

Vocabulary:

Asthenosphere- lower, soft part of the mantle; Conduction- heat transfer between 2 materials that are touching; Continental Drift Theory- Wegener’s hypothesis that Earth’s continents are in motion; Convection- heat transfer by the movement of currents in a liquid; Convection Current- flow that transfers within a fluid; Convergent Boundary- where plates come together; Crust- Earth’s outer skin; Density- mass/volume; Divergent Boundary- where plates move apart; Inner Core- dense ball of solid metal;Lithosphere- uppermost part of the mantle; Mid-Ocean Ridges- undersea mountain chains were new oceanic crust is formed; Outer Core- layer of molten metal that surrounds the inner core; Pangaea- Earth’s supercontinent; Plate Tectonic Theory- states that pieces of Earth’s lithosphere are in slow constant motion, driven by convection currents; Pressure- force / area;Radiation- transfer of energy through space; Seismic Waves- waves produced from earthquakes; Transform Boundary- where plates slide past each other

Comments: *A dedicated Science PSSA review is included in this time frame. The actual dates will fluctuate based on the testing schedule established by PDE.

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Content: Astronomy Duration: May (4 weeks)

Essential Question:

Explain the earth, moon and sun’s role in seasons, day/night, phases of the moon, eclipses, tide.How is possible for a star to “die?”Why are models a vital part of understanding the solar system?

Skill:

Explain the similarities and differences between the planets in our solar system.

Recognize the role of gravity as a major factor in planets’ orbits and their positions throughout the solar system.

Explain that the tilt of the Earth’s axis causes seasons and weather patterns.

Explain the role of gravity as a major factor in planets’ orbits and their positions throughout the solar system.

Explain how light, measured remotely, can be used to classify objects in the universe.

Use models to demonstrate that earth has different seasons and weather patterns.

Use models to demonstrate that the phases of the moon are results of its orbit around Earth.

Students will identify various instruments used to gather evidence about the universe.

Describe repeating patterns in the sun, earth and moon. Relate planetary size and distance in our solar system. Explain measurements and instruments indicating the age of the

universe.

Assessment:

Provided data, students will identify similarities and differences between the planets.

Explain the role of gravity as a major factor in planets’ orbits and their positions throughout the solar system.

Provided a model of the earth, students will recognize that the earth’s tilt causes seasons and weather patterns.

Students will interpret data to explain the role of gravity in the solar system.

Given data, students will compare and classify objects in the universe based on astronomical spectroscopy.

Provided models, students will demonstrate how earth has different seasons and weather patterns.

Provided various materials, students will demonstrate how the moon phases are affected by the positions of the sun, moon and earth.

Provided various resources, students will identify various instruments used to gather evidence about the universe.

Given various materials, students will describe repeating patterns in the universe.

Using several resources, students will relate planetary size and distance in our solar system.

Provided resources, students will explain measurements and

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evidence indicating the age of the universe.

Resources:

Prentice Hall Earth Science (pages 658-783)Scavenger Hunt of the Sky (SkyView)Moon Model ActivityConstellation ActivityGalactic OlympicsPlanet Poster / Brochure

Standards:

3.3.6.B1. Compare and contrast the size, composition, and surface features of the planets that comprise the solar system as well as the objects orbiting them. Recognize the role of gravity as a force that pulls all things on or near the earth toward the center of the earth and in the formation of the solar system and the motions of objects in the solar system. Explain why the planets orbit the sun in nearly circular paths. Describe how the planets change their position relative to the background of the stars Explain how the tilt of the earth and its revolution around the sun cause an uneven heating of the earth which in turn causes the seasons and weather patterns.3.3.7.B1. Explain how gravity is the major force in the formation of the planets, stars, and the solar system. Describe gravity as a major force in determining the motions of planets, stars, and the solar system. Compare and contrast properties and conditions of objects in the solar system to those on Earth.3.3.8.B1. Explain how light, measured remotely, can be used to classify objects in the universe3.3.6.B2. MODELS Use models to demonstrate that earth has different seasons and weather patterns. MODELS Use models to demonstrate that the phases of the moon are a result of its orbit around Earth.3.3.7.B2. SCALE AND MEASUREMENT Identify a variety of instruments used to gather evidence about the universe. PATTERNS Describe repeating patterns in the Sun-Earth-Moon system and the positions of stars. SCALE Relate planetary size and distance in our solar system using an appropriate scale model.3.3.8.B2. SCALE AND MEASUREMENT Explain measurements and evidence indicating the age of the universe.

Vocabulary:

Asteroid- rocky objects revolving around the sun that are too small to be considered planets;Astronomy- study of the moon, stars, and other objects in space; Axis- imaginary line that passes through Earth’s center and the North and South pole’s; Black Hole- an object with gravity so strong that nothing, not even light, can escape it; Comet- loose collection of ice, dust, and

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small rocky particles whose orbits are usually very; Constellation- imaginary patterns of stars; Craters- large round pits on the surface of the moon; Eclipse - when the moon’s shadow hits Earth or Earth’s shadow hits the moon; Equinoxes- neither hemisphere is tilted toward or away from the sun; Galaxy- huge group of single stars, star systems, star clusters, dust and gas bound by gravity; Gas Giant- the four outer planets (Jupiter, Saturn, Uranus, Neptune) that are larger than the inner planets and do not have a rocky surface; Gravity- force that pulls objects toward each other; Heliocentric- sun-centered model of planetary movement; Lunar Eclipse- occurs at a full moon when Earth is directly between the moon and the sun; Maria- dark, flat areas on the moon’s; Meteor- when a meteoroid enters the Earth’s atmosphere; Meteorite- a meteoroid that passes through Earth’s atmosphere and hit’s Earth’s surface; Meteoroid- a chunk of rock or dust in space; Moon Phases- caused by the changes in positions of the moon, Earth and sun; Neap Tides- cause the least difference between consecutive high and low tides; Nebula- a large cloud of gas and dust spread out in immense volume; Phases- different shapes of the moon you see from Earth;Neutron Star- remains of high-mass stars; Protostar- a contracting cloud of gas and dust with enough mass to form a star; Pulsar- spinning neutron stars; Revolution- movement of one object around another; Rotation- spinning of the Earth on its axis; Solar Eclipse- occurs when the moon passes directly between the Earth and the sun; Spring Tides- cause the greatest difference between consecutive high and low tides; Supernova- when a supergiant runs out of fuel and suddenly explodes; Telescope- instrument built to observe distant objects by making them appear closer; Terrestrial Planets- the four inner planets (Mercury, Venus, Earth, Mars) that are small, dense, and have rocky surfaces; Tides- caused by differences in how much the moon’s gravity pulls on different parts of Earth, rise and fall of ocean water every 12.5 hours; Universe- all of space and everything in it; White Dwarf- blue-white core of the star that is left behind and cools

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Content: Human Impact on the Environment

Duration: June (1 week)

Essential Question:

How does the use of natural resources impact the health of the environment?

Skill: Differentiate between how natural resources are used and managed.

Explain historical events that have shaped our uses of natural resources.

Describe how the development of civilizations affects the use of natural resources.

Identify key people and events that shaped the environmental history of the United States.

Explain how residential and industrial sources of pollution affect the environment.

Describe how humans can reduce pollution. Explain the costs and benefits of recycling in controlling

resource use. Describe the impact that wastes have and how it can be

managed. Compare and contrast different wastes from different energy

resources. Determine how exposure to pollutants affects human health.

Assessment:

Students will research and present the following information Choose a specific source of pollution, Explain the source(s) of the pollution, Explain how it effects the environment, Determine how humans can reduce this source of pollution, Explain how humans can control the resource use and Explain the impact to human health due to the pollution

exposure.

Given various images, models and maps, students will be able to identify Earth’s resources.

Resources:Prentice Hall Life Science (pages 778-791)Research Project Rubric

Standards: 4.3.7.B. Explain the distribution and management of natural resources. • Differentiate between resource uses: conservation, preservation, and exploitation.4.5.6.A. Examine how historical events have shaped the

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sustainable use of natural resources.4.5.7.A. Describe how the development of civilization affects the use of natural resources. • Compare and contrast how people use natural resources in sustainable and nonsustainable ways throughout the world.4.5.6.C. Identify key people and events that shaped the environmental history in the United States.4.5.7.C. Explain how human actions affect the health of the environment. • Identify residential and industrial sources of pollution and their effects on environmental health.4.5.8.C. Describe how humans can reduce pollution.4.3.6.D. Explain the costs and benefits of recycling in controlling resource use.4.3.7.D. Describe the wastes derived from using resources, how the waste is managed, and the potential impact on the environment.4.3.8.D. Compare and contrast waste generated from various sources of energy.4.5.7.E. Describe how length and degree of exposure to pollutants may affect human health. • Identify diseases/ conditions that have been associated with exposure to pollutants.3.3.8.A6 MODELS Explain how satellite images, models, and maps are used to identify Earth’s resources.

Vocabulary:

Natural Resources- materials or substances such as minerals, forests, water, and fertile land that occur in nature and can be used for economic gain;Pollution- the presence in or introduction into the environment of a substance or thing that has harmful or poisonous effects

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Web viewWhat procedures do scientists use to find out more about our world and how ... affect the flow and water ... source of new variations in a population