Pottsgrove School District

Pottsgrove School District Unit Planning Organizer

Subjects Science

Grade / Course Ninth Grade/ Earth and Space

Dominant Focus:

Unit of Study Earth Resources  Earth’s resources

 Human impact on resources

Unit Type(s) Topical Skills-based Thematic

Pacing Weeks: 4

Current Priority State Standards and/or Common Core Standards

List the priority standards (written out in bold) that will be taught during this unit of study. CAPITALIZE the SKILLS and underline the important concepts for all priority standards addressed in this unit.

3.3.12.A2 ANALYZE the availability, location, and extraction of Earth’s resources. EVALUATE the (impact of using renewable and nonrenewable energy resources on the Earth’s systems). Current Supporting State Standards and/or Common Core Standards

List the supporting standards (written out in non-bold) that will be taught during this unit of study. Supporting standards should not be unwrapped.

3.3.10.A2 Analyze the effects on the environment and the carbon cycle of using both renewable and nonrenewable sources of energy

3.3.10.A4 Relate geochemical cycles to conservation of matter. Explain how the Earth’s systems and its various cycles are driven by energy. Priority “Unwrapped” Concepts “Unwrapped” Skills Bloom’s II Standards Taxonomy (Students need to know) (Students need to be able to do)

Availability, location, and extraction of resources

-Resources are unevenly distributed Analyze (availability, location, and 3.3.12.A2 4 - Analyze -Resources are found in land, water, extraction of resources) and in the air -Extraction of resources can have negative effects on the environment

Impact of using resources

- Extraction of resources can have negative effects on the Evaluate (impact of using resources on 3.3.12.A2 4 - Analyze environment the Earth’s systems)

- Use of resources can lead to pollution of the environment

Essential Questions Corresponding Big Ideas

1. What is a resource and how are they classified and A resource is something that an organism uses to grow, distributed? develop, maintain life processes, and reproduce. Natural resources are classified into two groups: renewable and nonrenewable based on rate of replenishment. Resources tend to be spread out unevenly worldwide.

2. What resources are found in Earth’s crust and how might Resources from the crust include land (i.e. agriculture, these be used? recreation), bedrock (monuments and large buildings), aggregates (concrete and mortar), and ores (copper, gold, etc.)

3. How is air a resource and what are natural sources of Air provides some of the nutrients needed for survival by pollution? organisms such as oxygen and carbon dioxide. Natural source of pollution are volcanoes, fires, and radon (from the decay of Uranium)

4. What properties of water make it a valuable resource and Water has four properties that make it valuable as a resource. what are some problems associated with its use as a As a liquid it has a high boiling point and a low freezing point, resource? as well as the ability to coat a solid. It has the ability to store large amounts of thermal energy without increasing its own temperature. It can dissolve many things such as nutrients and waste in the body. Water freezes as it expands, and becomes less dense.

Freshwater is not evenly distributed throughout the world, and if used heavily an area can run out. Getting freshwater to areas that do not have it can be expensive and difficult. 5. How does increased population growth place more As the human population increases, more resources are demands on Earth’s natural resources? needed to operate cars, heat homes, transport food, and much more.

6. How does extracting resources, growing food, and urban All of the actions can lead to topsoil erosion. Eroded topsoil can development contribute to land and water pollution? end up in rivers and lakes. In addition these practices can cause other pollution such as run off and the release of harmful chemicals from farming and mining.

7. What forms of pollutants are found in air and what are the Gases and particulate matter are found in air. Particulates natural and human sources of these pollutants? come from forest fires, volcanic eruptions, mining activities, farming and construction. Gases come from cars, industry, and power plants.

8. How are surface waters polluted and what steps are being Sources of water pollution are sewage, chemicals from taken to reduce water pollution? industry, runoff from streets and farms, acid precipitation, and oil spills.

Laws have been passed in the United States to ensure that; everyone has access to safe drinking water, discharge of pollutants are eliminated, and to restore water quality levels that allow for recreational sources of water. Plan for Instruction

Make connections between learning experiences and teaching strategies. Engaging Learning Experiences Researched-based Effective Teaching Strategies (Authentic Performance Tasks)  Pollution activity  Cornell notes   Foldables        Engaging Learning Experiences for Honors Researched-based Effective Teaching Strategies (Authentic Performance Tasks) for Honors  Pollution activity  Cornell Notes         Common Assessments

Note to Curriculum Designers:

1. Review grade-or course-specific state standardized assessments for the types of questions directly related to the “unwrapped” Priority Standards' concepts and skills in focus for this unit of study. 2. Identify the vocabulary used and frequency of these questions. 3. Compare/contrast this information with the “unwrapped” concepts and skills listed above to determine how closely the two are aligned. 4. Create the Post Assessment using the Common Formative Assessment Template (Appendix A). 5. Create the Pre Assessment. Decide whether the pre-assessment will be aligned (directly matched to post-assessment but with fewer questions) or mirrored (exact number and type of questions as post-assessment. Create Informal Progress Monitoring Checks. Create short, ungraded “checks for student understanding” for the educator to administer throughout the unit of study that are directly aligned to the post-assessment questions (selected-, short-, extended-response, and/or performance-based) and that coincide with learning progressions—the “building block chunks” of instruction. Post Assessment: Mirrored

Pre Assessment: Mirrored

Informal Progress Monitoring Checks: Warm-ups/exit slips, informal questioning Unit Vocabulary Tier 2 Tier 3 Literary Terms

 compatible  aggregate   bedrock  adequate  dealination   desertification  particulate  hydrogen bond    natural resource   nitrogen fixing bacteria   nonrenewable resource   ore   pollutant   sustainable yield   tailings                  Instructional Resources and Materials Program / Text Technology Teacher Created

 Glencoe textbook  LCD projector  PowerPoint  Study guides  Laptop  Labs  Guided notes                                         

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