Unit Title Renewable and Nonrenewable Resources Length of Unit 4 – 6 Weeks Focusing Lens(es) Origins Standards and Grade SC09-GR.5-S.3-GLE.1 Level Expectations RWC10-GR.5-S.1-GLE.1 Addressed in this Unit Inquiry Questions  What are the consequences to the earth of utilizing renewable and nonrenewable resources? (SC09-GR.5-S3-GLE.1) (Engaging- Debatable): Unit Strands Earth Science Concepts renewable resources, nonrenewable resources, energy, natural resources

Generalizations Guiding Questions Factual My students will Understand that…

Natural resources, generated by the sun or the Earth and What natural resources provide energy? (SC09-GR.5-S3- How do natural used by humans, provide energy for daily activities. (SC09- GLE.1; IQ.1,2,3) S3-GLE.1-EO.b) GR.5-S3-GLE.1-EO.a) What are the characteristics of renewable and Why are natural nonrenewable resources? (SC09-GR.5-S3-GLE.1- the earth? EO.b) Why are some Where are natural resources found? (SC09-GR.5-S3- S3- GLE.1) GLE.1-EO.b) What are resources?

Many natural resources provide sources of energy which What natural resources provide energy? (SC09-GR.5-S.3- How do natural humans, plants, and animals can harness for GLE.1-EO.b;IQ.1,2,3;N.1,2) sun be consumption. (SC09-GR.5-S.3-GLE.1) GLE.1; How can the GR.5-S.3-GLE.1; What types GR.5-S.3-GLE.1;

The physical environment provides opportunities for and How does the environment affect human activity? What must places constraints on human activities (SC09-GR.5-S3- How does human activity affect the environment? from negatively GLE.1-EO.b ; N.1)

Humans, more than any other animal, have the power to What are some human behaviors which effect the Which human make decisions that contribute to the protection or environment? (SC09-GR.5-S3-GLE.1-EO.b;RA.1,2,3; we wish endangerment of Earth’s environment (RWC10-GR.5-S1- N.1) GR.5-S3-GLE.1-EO.b;RA.1,2,3; GLE.1-EO.a; IQ.3) and (SC09-GR.5-S3-GLE.1; N.1)

Critical Content: Key Skills: My students will Know… My students will be able to (Do)…  Renewable or nonrenewable energy sources (SC09-GR.5-S.3-GLE.1)  Develop and communicate an evidence-based  Natural resources used to provide energy (SC09-GR.5-S.3-GLE.1) S.3-GLE.1-EO.a)  Examples of nonrenewable resources provided by mining operations (SC09-GR.5-  Compare and contrast renewable S.3-GLE.1;RA.1)  Identify renewable resources in  The limited nature of nonrenewable energy sources (SC09-GR.5-S.3-GLE.1)  Describe a nonrenewable resource  Ways in which the distribution of resources is accomplished to meet human needs  Explain what you can do to address SC09-GR.5-S.3-GLE.1; RA.2)  Analyze and interpret data to generate  The reasons why towns are often built around resource extraction (SC09-GR.5-S.3- GLE.1; RA.3)  Describe how the Sun provides energy  The variety of renewable and nonrenewable resources the Earth and Sun provide  Define the concern about the use (SC09-GR.5-S.3-GLE.1; N.2)  Justify why renewable resources  The ways in which the environment affects humans and vice versa. (SS09-GR4-  Review and analyze information presented GLE.2; IQ.3) (SC09-GR.5-S3-GLE.1-EO.b; N.1)  Provide feedback to peers based on GLE.1; N.1)  Assess scientific explanations (SC09-GR.5-S.3-GLE.1-EO.c)  Speak clearly and accurately to persuade IQ.3)

Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following hypocrisy of slavery through the use of satire.” A student in can demonstrate the Energy on earth is provided from many sources. ability to apply and comprehend critical language Some energy sources are limited. through the following statement(s): Academic Vocabulary: energy, energy sources, natural resources Technical Vocabulary: resource, renewable, nonrenewable, extraction