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Weekly Overview:
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Unit Description: Unit 3: Resources and Resource Management
1. Essential Questions: Can students describe the difference between renewable and a non-renewable resources, discuss advantages for using renewable resources in place of non-renewable ones, and identify renewable resources that could be used to replace non-renewable ones?
2. Can students interpret a fictional resource issue story or scenario relating the situations presented in the story to real situations in present-day society?
3. Can students identify Louisiana’s major natural resources, identify their sources and use/values, identify the resource agency responsible for the management of each, and evaluate the effectiveness of their management?
4. Can students utilize maps to identify principal locations of Louisiana’s Black Gold resources and identify the geologic processes that resulted in Louisiana deposits of lignite, gas, and oil and the age of the formations?
5. Can students summarize the history of the petroleum industry in Louisiana and discuss the uses of this resource, careers associated directly and indirectly with the industry, and repercussions of oil use on society and the environment?
6. Can students recognize the various factors that come into play when considering wildlife species as resources? Can they develop a resource management plan that takes various perspectives into account?
7. Can students study map sequences of Louisiana coastal/estuarine environments, analyze data, and relate wetland loss to their lives?
8. Can students explain how composting reduces the amount of waste sent to landfills, discuss advantages and disadvantages of placing organic materials into compost bins as opposed to landfills, and propose incentives or penalties that could be used to encourage more people to compost household wastes?
9. Can students discuss how people have managed waste throughout time and how it affected their lives?
10. Can students discover connections between the types of natural resources found in products and what is thrown away and investigate their school’s waste stream by collecting, analyzing, and graphing data?
Resources/Materials:
Standards/Benchmarks/GLEs:
SI- 1,2,4,5,6,7,9,10,12
SE- 4,5,6,8,13,14,15,16,17,16,20,21,23,24,26,27
LS- 27
ESS- 19,22,
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Objectives: |
Chapter 13-
-explain the diff b/w weather/climate
-Four factors
-What causes seasons?
-Diff climates. Why? |
Use computer animations to investigate season change. (inquiry) |
Score better than 75% on section 1 quiz. |
-Evaluate the effectiveness of natural resource management in LA.
-interpret geological maps of LA. to describe geologic history. |
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Student Learning Activities:
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-Read Section 13.1
(Silent reading)
-Define key terms
-Section Review #1-4
Discuss Fig. 2,3,9 |
Explore learning-GIZMO
“Season change”
(small group) |
Section 1 quiz
Intro-
“LA. natural resources project” Due Monday 2/27
-start project |
“LA. natural resources project”
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“LA. natural resources project”
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