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Prior Knowledge :
Students
should be able to read and analyze grade appropriate materials and
texts. Students should have an understanding of ecosystems/biomes
and types of energy sources.
Big Idea/Theme/Essential Questions:
What
are natural materials and sources of energy that we depend on everyday?
Where do these materials come from? How has their availability shaped
our culture and civilization?
Lesson Obejectives:
Students
will be able to:
1. identify the original components and uses of natural materials,
energy, and common objects.
2. categorize natural resources and energy as renewable and nonrenewable.
3. recognize the importance of conserving our natural resources and
energy.
4. distinguish between different types of alternative energy resources.
5. collect, graph, and interpret data about various natural resources
found in the United States.
6. interpret how the availability of natural resources can affect
an economy.
Overview of Content:
This
unit is about the connection between people and the land we live on.
For centuries, the resources provided by our environment have driven
the lifestyles and economics of civilization. Water and food are just
two examples of important resources that have determined where development
took place in history. Major cities of the past are commonly found
around large river systems, which typically provide natural resources,
such as the Nile and Niger rivers in Africa and the Mississippi and
Colorado Rivers in the United States. Other major resources that have
shaped the economy and trade industry of society include minerals,
energy sources, and natural materials. In this unit, students will
explore and research natural resources of both the United States and
West Africa and experience how the availability and demand of the
goods can shape the economic potential and historical development
of a society.
Length of Lesson: Six
90-minute periods
Opening Activity:
Activity
#1- “What’s in a Pencil?”
Materials:
different colors of sticky notes, student
data sheet, common object descriptions found at www.mii.org/teacherhelpers.html
(toothpaste, glass, paper, broccoli, pencil, sidewalk, money,
light bulb)
Prior Knowledge:
Students should have been introduced to the definition of a natural
resource/energy and have some idea of what an example could be.
Procedure:
**Teacher preparation**- Place the eight common object description
cards in different locations around the room and label the different
stations #1-8. The student groups will travel around the room reading
about these objects and completing their data sheet.
1. Divide students into groups of 3-4, and give each group a different
color sticky notepad.
2. Give the class 5 minutes to place the sticky notes around the room
identifying different objects that are examples of or made from natural
resources/energy.
3. Have each group explain to the class why they placed their sticky
notes on certain objects, and record on the board or chart paper all
of the various resources identified. Ask if anyone can add to the
list of natural materials/energy found in the classroom.
4. Next provide each student with a copy of the student data sheet
and have each group move from station to station reading about different
common objects and completing their student data sheet.
5. After each group has visited each station, ask if there are any
more items that can now be added to the original list of natural resources/energy
found in the classroom.
6. Have students write a summary about the common objects they learned
about today and what they are made of.
Discussion Questions:
1. What are some items in your home that come from natural resources/energy?
2. Do you think that all materials/energy come from Earth? Why or
Why not?
3. Which resources/energy do you think are the most valuable to humans?
Why?
Extension Activity:
Have students research the origin of various natural resources/energy
and create a natural resource map for their state or country using
symbols and a legend.
Activity #2- Renewable
Resources vs. Nonrenewable Resources
Materials-
student
data sheet, graph paper, paper bag containing 100 beans (94 of one
color and six of a different color), extra beans, instructions and
data sheet for the “Renew-A-Bean” activity can be found
at www.ucsusa.org/documents/Renewablesready_fullreport.pdf
Prior Knowledge-
Students should have been introduced to natural energy resources and
understand their usefulness and importance (Activity#1). This activity
can be used to introduce or review the terms renewable and nonrenewable.
Procedure-
**Teacher
Preparation**- Fill each bag with 94 beans of one color, six beans
of another color. This represents the ratio on nonrenewable to renewable
energy use in the United States today. Mix the beans well.
1. Write the words Renewable and Nonrenewable on the board in the
front of the room where everyone can see.
2. Ask students to think about what these words mean to them and then
pair with a partner to discuss their ideas for one minute and write
down their own definition.
3. Have students share their own definitions with the class. (Think-Pair-Share).
4. Break down the words with the students into parts of the word they
may understand. For example- “What does new mean?” “What
does renew mean?” “What does non mean?” Try to have
the students use their own knowledge of word origins or relationships
to develop their own operational definition of the terms. Finally,
provide students with the formal definition of each term to record
in their notes.
5. Now pair the terms with the idea of energy and how energy can be
renewable or nonrenewable. Discuss with the class the different types
of natural energy (coal, natural gas, petroleum, solar, wind, nuclear)
we use and whether it takes a long time or a relatively short time
to replace the material. **Hint** One way students can remember if
it takes a long time to replace something is based on where it comes
from. For example, coal, gas, and petroleum all come from underground.
Where as solar and wind power are found above ground.
6. Students should also understand what the different types of fossil
fuels are made of. You can have them break down this term also using
their prior knowledge. Ask students, “What is a fossil?”
“What is fuel?” and then have them develop their own operational
definition of fossil fuels. They should be able to explain why fossil
fuels are nonrenewable and require a long time for formation.
7. After students have discussed and developed definitions of the
terms renewable and nonrenewable, play the “Renew-A-Bean”
game to extend their understanding of the terms. Divide students into
groups of five for the game.
8. Explain that the beans in the paper bag represent nonrenewable
and renewable resources. They will draw beans from the bag in order
to simulate energy use over time. The class will play the game twice.
9. In each game students will take turns drawing 10 beans per decade
out of the bag. 10 beans represent the decade’s energy demand.
When they pick a “nonrenewable” bean, they should set it
aside- it is used up. When they pick a “renewable” bean,
they should return it to the bag. Each drawing represents one decade.
10. Students should record how many of each bean they draw for each
turn (decade) on the student data sheet. Students should stop drawing
once all the nonrenewable beans are “used up”.
11. Graph energy use over time on graph paper. Graph both renewable
and nonrenewable on the same line graph for each decade. Samples of
the graph can be found at www.ucsusa.org/documents/Renewablesready_fullreport.pfd.
12. Play the game twice for validity of data. After students have
constructed their graphs and analyzed the results, have them develop
a summative statement about the relationship between the uses of renewable
energy versus nonrenewable energy over time.
Discussion Questions
1.
How many decades did it take to run out of nonrenewable resources?
When the nonrenewable energy ran out, was there enough energy to meet
the next decade’s energy needs (10 beans)?
2. Using your graph, during which decade did each group start using
more renewable than nonrenewable resources? How is this represented
on the graph?
3. How could you make your energy last longer? (use less energy (conservation)
and use more renewable energy sources).
4. What are some examples of renewable energy that we could use?
5. Does this game illustrate what is happening in our world? How?
Extension Activity
Try
another variation of the “Renew-A-Bean” game. Use different
scenarios in each group. For example, they can increase their energy
use over time, some groups could practice conserving energy, and others
could increase their percentage of renewable resources. Have students
graph their results and share with the class. Discuss which method
made energy last the longest.
Activity #3- Conservation
of Natural Resources
Materials
-baby
graphic found at www.mii.org, clear
jar for water, water, several sponges cut into small pieces, bowl,
marker or masking tape, paper towels
Prior Knowledge-
Students
should be familiar with the terms renewable and nonrenewable resources
(activity #2) and have an understanding of our uses of natural resources
and materials.
Procedure-
**Teacher
Preparation**- Make a transparency of the baby graphic. Put about
four cups of water into the clear container and mark the water level
in the jar.
1. Place the baby graphic on the overhead for class discussion. Ask
students to discuss with a partner “What does this graphic tell
you?” and record two thoughts you have about it in your notes.
2. Have students share their thoughts on the graphic, and discuss
how we use the various materials over a lifetime.
3. Circle all the fuel (fossil fuels) we use in red and discuss all
the ways we consume this energy. Point out to the students that this
graphic doesn’t even take into account all of the food and minerals
we eat over our lifetime.
4. Discuss with the class our consumption rates as Americans with
those of other countries. Ask if we think other people around the
world use this much material over a lifetime. Why/why not?
5. Ask if anyone can identify one important resource not listed here?
Try to get them to realize that water is an important resource that
we use everyday. This discussion will lead into the conservation demonstration.
6. Display the jar of water and explain to students that this jar
represents the Earth and all the available fresh water. This would
be a good time to explain that less than 1% of water on this planet
is considered consumable for use. 3% of the fresh water on our planet
is held as non-consumable in glaciers and icecaps.
7. Hold
up one piece of sponge and drop it into the jar of water explaining
to students that it represents one way you (teacher) have used water
today. Remove the wet sponge, place it into the bowl, and have students
examine the water level. It probably hasn’t changed very much.
8. Now discuss with students various ways that we place demands on
our water supply and have each student give one example of how they
have used water today. For each example, drop one piece of sponge
into the jar. As you continue adding more sponges, students may start
to notice a change in the water level.
9. After
all the sponges have been dropped in the jar, soaking up as much water
as possible, remove them all (don’t squeeze them out) and set
them aside in the bowl. Draw attention to the dramatic change in water
level. Help students understand that the demands of a lot of people
have more effect than the demands of a few people on natural resources.
10. Ask students: “What happens to the water level as we put
in more sponges?” “What will happen if we keep using water
at this rate?”, “What can we do about this situation?”,
“How can we give water back to the environment?”
11. Once students have mentioned ideas such recycling or reducing
water use, start adding water back to the jar. As each student suggests
one way in which they can conserve or recycle water, squeeze one sponge
back into the jar. Again, point out that it takes all of their ideas
to make a difference in the water level.
12. Once
all the sponges have been squeezed back into the container, note that
the water level does not return to its original mark. Ask students:
“Why doesn’t the water level return to the original mark?”
“Why is it important to reduce our demands on water?” “Can
the water in this activity represent other natural resources we use?”
Name some. “How can they be conserved? “What is one thing
you learned from this demonstration?”
Discussion Questions-
–
see step 12.
Extension Activity-
Use
different color sponges to represent different natural resources.
Have students identify ways that they use plants, animals, energy,
minerals, etc. Have students write a statement or paragraph about
one or more ways they can personally reduce, reuse, or recycle any
natural resource.
Activity #4-
Alternative Energy Resources
Materials-
transparency of US Energy Consumption found at www.ucs.usa.org, energy
source flashcards found at www.nrel.gov/education/pdfs/sources_energized.pdf,
colors, scissors
Prior Knowledge-
Students should have been introduced to natural energy resources (activity
#2 & #3) and alternative energy sources.
Procedure-
**Teacher Preparation**
Make an overhead transparency of the US Energy consumption graph to
use for the discussion part. Make copies of the energy source flashcards
and cut out so that all cards are the exact same size.
1. Start class discussion by asking students to predict how much of
the energy we use in the United States comes from alternative energy
resources. A review of alternative energy resources might be necessary
(sun, wind, moving water, geothermal).
2. After predictions have been discussed, display transparency of
graph for further discussion. Have students calculate the total consumption
of nonrenewable energy resources vs. renewable resources.
3. Ask students if they think our consumption has increased or decreased
since 2001? Why/why not? Ask students to discuss ways we can reduce
our energy consumption overall.
4. Divide students into groups of four and distribute a set of blank
energy source flashcards to each group. **Make sure all the flashcards
are the same size.**
5. Allow students to color the flashcards. Have students review the
flashcards and decide which pictures correlate to which descriptions.
Once the cards have been colored and reviewed, allow students to play
a “matching/memory card game”.
6. Shuffle up the cards and place them all face down. One student
at a time overturns two cards to try to find a match between picture
and description. If a match is found, remove the pair of cards. If
a match is not found, turn the cards back over, and have another student
try to find a match. Continue the game until all matching pairs are
found.
7. Once all the pairs are matched, have students write a persuasive
essay about renewable resources. Students must choose a point of view
on whether it is better to use more renewable resources or continue
using nonrenewable resources. In each essay, students must state a
clear position on the topic and support their position with evidence.
Discussion Questions
1. What are some
advantages of using renewable resources? What are some disadvantages
of using renewable resources?
2. What are some advantages of using nonrenewable resources? What
are some disadvantages of using nonrenewable resources?
3. Why don’t we use more renewable resources? What would be some
challenges of becoming more dependent on renewable resources?
Extension Activity-
Have students write
a letter to their local energy department stating the importance of
using renewable energy sources. Have the entire class develop a school-wide
campaign encouraging the students and faculty to reduce their energy
consumption.
Activity #5- Local Natural
Resources and Energy Sources
Materials-
complete copy of Southern California’s historical timeline downloaded
from www.socalhistory.org/lachron.htm
(37 pages), chart paper, tape, colors, and two different color highlighters
Prior Knowledge-
Students should have a general knowledge of natural resource/energy
(activity #1-#4).
Procedure
**Teacher Preparation**- Teacher needs to have a complete copy of
the historical timeline from www.socalhistory.org ready to distribute
to student groups.
1. Engage the student’s ideas about the history of Southern California
by having them do a “quick write” for about 1-2 minutes
on their own. Ask students to discuss in their essays what natural
resources/energy sources they think contributed to the development
of Southern California. Discuss these ideas as a class.
2. Divide students into groups of 4 and distribute about 4-5 pages
of the timeline to each group. Each group should have two different
colors of highlighters.
3. Instruct students to read through their section of the timeline
and highlight any news headlines that deal with California’s
discovery, use, or investment in natural resources/energy. Have students
use the second color highlighter to highlight the population growth
during their time period.
4. Once they have identified all of the news items about natural resources/energy,
have students create a poster on chart paper explaining the major
events of their time period that pertain to natural resources. Also
on the poster, they should create a bar graph or chart illustrating
the population increase during the same period.
5. Hang the posters around the room in sequential order creating a
large and complete timeline of Southern California’s natural
resource history. Have each group present their poster to the class
explaining what their illustrations represent.
6. Have each student write a short summary about what they learned
of Southern California and it’s history of natural resource use
and development.
Discussion Questions
1. What are some examples of natural resources/materials/energy that
have contributed to the development and economic growth of Southern
California?
2. Do you think that California would be as populated and productive
today if there were not as many resources available in this state?
3. Which of these resources do you think still play an important role
in the economy of California today? Why? (agriculture and oil)
4. Are the people of California the only ones to benefit from our
natural resources?
5. How do we share our resources with other parts of the country/world?
(railway transit, port shipping)
Extension Activity-
Have students research the natural resources/energy of other states
and compare their development and economy to California. Students
can research some of the other minerals and metals that come from
California and discuss how these materials are used today and contribute
to the economy. Students can interview a farmer or mine worker to
learn more about their work and report back to class.
Activity #6- Natural
Resources from the Niger River **Social Studies Connection**
Materials-
science book, Internet, map colors, physical map of Africa found at
www.eduplace.com/ss/maps/pdf/afr_asia_phys.pdf,
reading about Mali at
http://www.vmfa.state.va.us/mali_geo_hist1.html,
wall map or world atlas
Prior Knowledge-
Students should have been introduced to the concept of ecosystems/biomes
before this lesson and understand that different biomes support different
organisms.
Procedure
**Teacher preparation**- teachers should have printed and made copies
of the physical map of Africa for each student and printed and made
copies of the reading section about Mali for each student.
1. Explain to the students that natural resources/energy are found
around the entire planet and that humans have been depending on them
since the beginning of civilization. One such area that we are going
to research is the Niger River in West Africa.
2. Provide each student with a physical map of Africa and have tem
highlight or color the Niger River. The teacher might want to use
a world atlas or wall map to show the class the location of the Niger
River in comparison to other rivers they have studied (Nile, Mississippi,
etc.).
3. Discuss the
geography of the Niger River with the class by asking them about the
latitude and longitude coordinates of the river. Have students predict
what types of ecosystems/biomes might be found around the river based
on their prior knowledge of world biomes.
4. Using a science book or the Internet, have students use map colors
to color in the three major biomes of the Niger River basin (tropical
forest, savannah, desert).
5. After students have identified the surrounding biomes, ask them
to predict what type of natural resources/energy might come from this
area and describe what role the river might play in the development
and use of those resources. Record their responses on the board.
6. Distribute copies of the reading about Mali to each student. Explain
to the class that Mali is the largest country the Niger River runs
through, and to look for examples of natural resources found in Mali
as they read through the passage.
7. First, allow each student to read the section quietly to themselves
while “Talking to the Text”. “Talking to the Text”
is done by having students make notes in the margins of the reading
about their thoughts as they read through the passage. For example,
they might underline or circle words they don’t know or write
down questions they have as they read through the text.
8. Once students have completed the passage, have them share their
thoughts and questions with a partner and re-read the entire text
to each other switching off for each paragraph.
9. After completing the reading passage with their partner, have students
create a concept map about the natural resources of the Niger River
and what it provides for the people of Mali.
Discussion Questions
1. What are some of the natural resources found in West Africa?
2. How does the Niger River support the growth and use of these natural
resources?
3. Which countries do you think trade with Mali the most often? Why?
How?
4. How do the different biomes contribute to the variety of natural
resources available in the Niger River basin?
5. How will the encroachment of the desert affect the availability
of natural resources in West Africa?
Extension Activity
Students can research more about the history of Mali and other countries
of the Niger River and compare it’s economy and development to
that of the United States. Students can hold a class debate about
the role of government and war on the value and trade of natural resources
and it’s effect on the economy.
Literacy Strategies:
Summary
writing (Act.1), Think-pair-share (Act. 2), Quick Write (Act.5), Talking
to the Text (Act.6)
Performance Task Assessment:
You
have just been elected mayor of a brand new settlement (town) with
a population of 1,000 people. This town is not located near any major
cities or highways and is basically dependent on itself for all of
its services and industry. There are a few small towns located within
50 miles or less that keep you in communication with the larger cities.
As mayor of the new settlement, it is your responsibility to provide
food, shelter, energy, and work for the people of your community.
The only resources you have come from the land you inhabit. Your first
task (criteria) as mayor is to:
1. Describe how and what the people will eat.
2. Explain what type of shelter is available to live in.
3. Describe the different employment opportunities there are for the
people.
4. Illustrate how electricity/power will be provided for your community.
Create a brochure advertising your town to prospective citizens. Describe
the local environment (land, water, etc.) and answer the listed criteria
to encourage growth of your new town.
Rubric:
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Grade:
6
Course: Earth
Science
California
Sciecnce Content Standards
6. Sources of energy and
materials differ in amounts, distribution, usefulness, and the time
required for their formation.
b. Students know different natural energy and material resources,
including air, soil, rocks, minerals, petroleum, fresh water, wildlife,
and forests, and know how to classify them as renewable or nonrenewable.
c. Students know the natural origin of the materials used to make
common objects.
7. Scientific progress
is made by asking questions and conducting careful investigations.
c. Students will construct appropriate graphs from data and develop
qualitative statements about the relationships between variables.
d. Students will communicate the steps and results from an investigation
in written reports and verbal presentations.
Reading
Standards
1.0
Word Analysis, Fluency, and Systematic Vocabulary Development-Students
use their knowledge of word origins and word relationships, as well
as historical and literary context clues, to determine the meaning
of specialized vocabulary and to understand the precise meaning of
grade-level-appropriate words
2.0 Reading Comprehension (Focus on Informational Materials)-Students
read and understand grade-level-appropriate material. They describe
and connect the essential ideas, arguments, and perspectives of the
text by using their knowledge of text structure, organization, and
purpose
Writting
2.0
Writing Applications (Genres and Their Characteristics) Students write
narrative, expository, persuasive, and descriptive texts of at least
500 to 700 words in each genre. Student writing demonstrates a command
of standard American English and the research, organizational, and
drafting strategies outlined in Writing Standard 1.0.
2.5 Write persuasive compositions:
a. State a clear position on a proposition or proposal. b. Support
the position with organized and relevant evidence. c. Anticipate and
address reader concerns and counterarguments.
History/Social
Science Standards
7.4 Students
analyze the geographic, political, economic, religious and social
structures of the sub-Saharan civilizations of Ghana and Mali in Medieval
Africa.
1. Study the Niger River and the relationship of vegetation zones
of forest, savannah, and desert to trade in gold, salt, food, and
slaves, and the growth of the Ghana and Mali empires.
.
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