<p>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</p><p>Generalizations Guiding Questions Factual My students will Understand that…</p><p>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?</p><p>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;</p><p>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)</p><p>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)</p><p>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)</p><p>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</p>