Natural resources critical thinking tool

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Natural
Resources
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A unique
approach to
Science

Natural
Resources
Next
Exploring Science Log
Out Notes
Exploring Science: Introduction 1:35
The
introductory
video provides
context and
engages
students.

Natural
Resources
Next
Out Notes
Check Your Understanding
1.  Who uses natural resources?
a.  Everyone
b.  Students
c.  Engineers
d.  Scientists
2.  What is the difference between renewable and
nonrenewable resources?
a.  Renewable resources do not harm animals,
while nonrenewable resources do.
b.  Renewable resources are created in a
laboratory, while nonrenewable resources
are found in nature.
c.  Renewable resources are natural resources,
while nonrenewable resources are not.
d.  Renewable resources will be replenished in
a short time, while nonrenewable resources
take millions of years to be formed.
3.  Where are natural resources found?
a.  In middle eastern countries
b.  All around the world
c.  In the Midwest U.S.
d.  Near major cities
4.  When do people use natural resources?
a.  To make energy
b.  To eat
c.  To build with
d.  All of the above

5.  Why do some people want to use renewable
instead of nonrenewable resources?
a.  Renewable resources are less
expensive than nonrenewable
resources.
b.  Renewable resources create fewer
pollutants than nonrenewable
resources.
c.  Renewable resources are easier to find
than nonrenewable resources.
d.  Renewable resources provide more jobs
than nonrenewable resources.
This quick
quiz checks
and activates
prior
knowledge
Check Answers

Natural
Resources
Next
Out Notes
You Are There
You
are
asked
to
help
your
community
decide
which
natural
resource
it
should
use
to
produce
its
energy.

As
a
research
scien<st,
you
will
want
to
have
answers
for
the
following
ques<ons:

•  Who
will
beneﬁt
from
the
use
of
this
energy
source?
Who
will
be
harmed?

•  What
eﬀect
could
using
this
source
have
on
the
community
and
its
ecosystem?

•  Where
is
each
type
of
natural
resource
found?
Which
natural
resources
are
readily
available
for
your

community
to
use?

•  When
has
the
use
of
a
natural
resource
caused
issues
for
a
community
or
ecosystem
in
the
past?

Could
this
happen
again?

•  Why
might
a
resource
not
be
ideal
for
this
community?

Gather
informa<on
as
you
inves<gate
natural
resources.

Use
your
science
notebook
to
track
your
inves<ga<on.

Remember,
your
task
is
to
help
real
people.

An engaging
assignment
provides an
authentic
scenario that
increases
student
participation.

Natural
Resources
Next
Out Notes
Renewable
resources
are
natural
resources
that
will
be

replenished
within
a
short
period
of
<me,
such
as
wind,
sunlight,

and
water.

Based
on
the
deﬁni<ons,
sort
the
scien<sts

into
those
who
believe
humans

should
use
renewable
resources
instead
of
fossil
fuels,
and
those
who
do
not.

Nonrenewable
resources,
or
fossil
fuels,
are
natural
resources
that

will
not
be
replaced
within
a
life<me,
such
as
coal,
oil,
and
gas.

Students see
multiple
perspectives.
“We
are
close
to
the
<pping
point
where
global
warming
becomes
irreversible.
[Pulling
out
of

the
Paris
Climate
Agreement]
could
push
the
Earth
over
the
brink,
to
become
like
Venus,
with
a

temperature
of
two
hundred
and
ﬁQy
degrees,
and
raining
sulfuric
acid.”

—
Stephen
Hawking,
theore<cal
physicist

Pro-‐renewable
Pro-‐nonrenewable

Natural
Resources
Next
Out Notes
In
Support
of
the
Theory
of
Climate
Change
Based
on
the
deﬁni<ons,
choose
the
quote
you
think
best
supports
the
theory

of
climate
change
and
the
one
that
best
opposes
the
theory
of
climate
change.

Then
add
your
own
thoughts
as
someone
who
supports
the
theory
and

someone
who
opposes
the
theory.

In
Opposi9on
of
the
Theory
of
Climate
Change
In this open-
ended
assessment
students place
themselves in
the shoes of
people who
support or
oppose the
theory of
climate
change. Back to Quotes

Natural
Resources
Next
Out Notes
Students
explore where
in the U.S.
renewable
and
nonrenewable
resources are
found, and
what they are
used for.
Wind

Biofuel
Solar
Hydroelectricity

Oil
&
Natural
Gas

Coal

Renewable
resources
and
nonrenewable
resources
both
come
from
nature.
People
use
natural
resources
in
everything
we
do,
from

building
materials
for
our
homes
to
the
food
we
eat
to
the
electricity
used
to
power
our
electronics.
Animals
also
use
natural

resources
to
eat,
drink,
and
as
places
to
live.
While
natural
resources
are
found
all
over
the
U.S.,
diﬀerent
resources
are
found
in

diﬀerent
places
in
the
country.
Select
a
natural
resource
to
learn
more
about
where
it
is
found
and
what
it
is
use
for.

Natural
Resources
Next
Out Notes
Coal

Under
the
right
condi<ons,
when
peat
moss
is
exposed
to
higher
temperatures
and
pressures
it
forms
coal.
Peat
moss
is
formed
when

dead
plant
maYer
in
swamps
was
exposed
to
heat
and
pressure
for
millions
of
years
as
other
layers
formed
on
top
of
it.
Because
of

this,
coal
forms
where
swamps
existed
millions
of
years
ago.

Humans
are
known
to
have
burned
coal
for
energy
for
the
last
3000
years.
Because
of
this,
coal
is
the
natural
resource
most

frequently
used
to
generate
electricity
in
the
world,
as
well
as
the
U.S.’s
most
abundant
fossil
fuel.
But
burning
coal
releases
par<cles

into
the
atmosphere,
which
most
scien<sts
agree
contributes
to
smog,
acid
rain,
and
rising
ocean
temperatures
due
to
increased

carbon
dioxide
levels
in
the
atmosphere.
The
process
of
coal
mining
can
also
be
destruc<ve
to
the
environment,
due
to
the
removal
of

plants,
destruc<on
of
animal
habitats,
and
contamina<on
of
nearby
water.

Students
explore where
in the U.S.
renewable
and
nonrenewable
resources are
found, and
what they are
used for.
Wind

Biofuel
Solar
Hydroelectricity

Oil
&
Natural
Gas

Coal

Natural
Resources
Next
Out Notes
If
you
were
an
Alaskan
oil
rig
worker
you
might
feel:

1.  Frightened

2.  Angry

3.  Concerned

4.  Unwanted

If
you
were
an
environmentalist
you
might
feel:

1.  Frightened

2.  Angry

3.  Concerned

4.  Unwanted

Check Answers
Students
make text-to-
self
connections to
people to
understand
emotions.

Natural
Resources
Next
Out Notes
Energy Sources
Use
these
es<mated
percentages:

•  Petroleum
(35%)

•  Natural
Gas
(30%)

•  Coal
(15%)

•  Nuclear
Electric
Power
(10%)

•  Renewable
Energy
(10%)

Create
a
pie
graph
to
show
es<mated
percentages
for
energy
sources
in
the
U.S.

This
performance
task allows
students to
apply what
they learned
in a context
with multiple
correct
answers.

Natural
Resources
Next
Out Notes
Determine
if
the
resource
listed
is
renewable
or
nonrenewable.

Geothermal

renewable

nonrenewable

Water

Air

Soil

Plants

Animals

Wood

Coal

Oil

Natural
Gas

Wind

Solar

Geothermal

Petroleum

Hydroelectricity

Biofuels

Rocks

This activity
builds
confidence by
practicing a
sub-skill
students will
need when
they use a
close reading
to evaluate
data.

Natural
Resources
Next
Out Notes
Key Data: How Does Carbon Dioxide Affect The Environment?
When
sunlight
passes
through
the
atmosphere
and
warms
Earth’s
surface,
some

of
this
heat
is
radiated
back
toward
space.
But
Earth’s
atmosphere
(which
is

mostly
made
of
nitrogen,
oxygen,
argon,
water
vapor,
and
carbon
dioxide)

prevents
this
heat
from
escaping
into
space.
This
is
what
keeps
the
planet
warm

enough
to
sustain
life.

Scien<sts
therefore
believe
that
increases
in
carbon
dioxide
levels
in
the

atmosphere
are
leading
to
increased
Earth
temperatures,
known
as
global

warming.
Global
warming,
sea
levels
rising,
extreme
weather
events,
ice
cap

loss,
and
other
changes
on
Earth
are
collec<vely
known
as
climate
change.

Students use
a close
reading of text
to evaluate
the key data.

Natural
Resources
Next
Out Notes
Key Data
Look
at
the
graphs
and
tables
to
learn
more
key
data.
Use
the
sliders
to

indicate
whether
you
think
the
data
provided
corroborates
the
theory

that
climate
change
is
at
least
par<ally
due
to
human
produc<on
of

carbon
dioxide
(CO2)
from
the
use
of
nonrenewable
resources.
Highlight

the
text
evidence
that
supports
your
decision.

Atmosphere
and

Temperature
of

Inner
Planets

Carbon
Emissions

from
Fossil
Fuels

Sea
Surface
Temperature

U.S.
Popula9on

Number
of
Oil
Spills

Per
Year

Number
of
Bicycles
Sold

Eﬀects
of
Smog

Energy
Produc9on

in
Each
State

Notes:

U.S.
increased
by

more
than

7800%

solar
panels
were

not
created
un<l

1954

Students
highlight text
to provide
evidence that
supports their
decisions.
Between
1790
and
2010,
the
popula<on
of

the
U.S.
increased
by
more
than
7800%,

leading
to
an
ever-‐increasing
need
for
natural

resources.
Since
solar
panels
were
not

created
un<l
1954
and
the
ﬁrst
megawaY

wind
turbine
was
not
linked
to
a
u<lity
grid

un<l
1941,
most
of
the
energy
for
the

increasing
popula<on
was
provided
by
fossil

fuels.

Supports

Climate

Change

Disproves

Climate

Change

Unrelated

to
Climate

Change

Natural
Resources
Next
Out Notes
Analyze Your Results
What
does
your
data
tell
you
about
how
nonrenewable
resources
aﬀect

climate
change?
Record
your
thoughts
in
your
science
notebook.

Students use
the data to
determine
what causes
climate
change.

Natural
Resources
Next
Out Notes
Free Think:
What Data Would You Include In Your Decision?
Continue
This Free
Think helps
students to
focus their
report.

Natural
Resources
Next
Out Notes
Key Event
Review
the
event.
Then
decide
how
much
impact
the
event
had.

Highlight
text
evidence
that
supports
your
decision.

Deepwater
Horizon
was
a
drilling
rig
which
BP
was
using
to

drill
for
oil
in
the
Gulf
of
Mexico’s
con<nental
shelf.
In
April

of
2010,
natural
gas
caused
a
fracture
in
the
rig,
allowing
gas

to
reach
the
plalorm
where
it
caught
fire
killing
11
workers

and
injuring
17
more.
When
the
rig
sank
two
days
later,
oil

from
the
broken
underwater
well
began
leaking
into
the

water.
The
resul<ng
oil
spill
became
the
largest
marine
oil

spill
in
history.

The
oil
leaked
from
the
broken
well
at
a
rate
of
up
to
60,000

barrels
per
day
un<l
it
was
officially
sealed
five
months
later.

Scien<sts
es<mated
that
of
the
approximately
4,900,000

barrels
of
oil
(equivalent
to
about
312
Olympic
swimming

pools)
that
had
leaked
into
the
Gulf,
only
800,000
barrels

(about
51
Olympic
swimming
pools,
or
16.3%)
were

removed.
Four
thousand
people
were
hired
by
BP
to
help

clean
up
the
spill.
Many
methods
were
used
to
remove
the

oil
from
the
water,
including
skimming
it
off
the
surface,

soaking
it
up,
spraying
chemicals
on
it
to
break
it
up,
and

sepng
it
on
fire.
The
cleanup
efforts
cost
BP
$14
billion

dollars,
in
addi<on
to
$20
billion
dollars
in
fines
to
the
U.S.

government,
$14
billion
dollars
in
Clean
Water
Act
penal<es,

and
billions
of
dollars
in
lawsuits.

Students use
a close
reading of the
text to
evaluate the
key events.

Natural
Resources
Next
Out Notes
Read
the
statements
below.
Determine
if
each
statement
is

relevant
to
deciding
if
oil
spills
impact
the
environment.

1.  Kemp’s
ridley
turtles
are
the
smallest
sea
turtles

on
the
planet.

2.  Sea
turtle
eggs
can
be
moved
so
that
the
baby
sea

turtles
are
not
affected
by
oil
spills.

3.  Hundreds
of
thousands
of
animals
can
be
killed
by

a
single
oil
spill.

4.  Oil
from
spills
can
s<ll
affect
the
ecosystem
years

later.

5.  Cleanup
efforts
can
cause
harm
to
animals
and

their
habitats.

6.  Thousands
of
new
jobs
can
be
created
by
a
single

oil
spill.

7.  Controlled
burning
is
used
to
help
clean
up
spilled

oil.

8.  Cleaning
up
an
oil
spill
can
cost
billions
of
dollars.

9.  Not
all
of
the
oil
spilled
during
an
accident
is

always
recovered.

Cleanup
efforts
can
cause
harm

to
animals
and
their
habitats.

Yes
No

Students
evaluate the
information for
relevance.

Natural
Resources
Next
Out Notes
Write
an
opinion
piece
on
climate
change.

This opinion
piece allows
students to
form their
opinion based
on the data.

Natural
Resources
Next
Out Notes
To Include, Or Not Include
Scien<sts
need
to
consider
all
of
the
informa<on
before
making
a
conclusion.

Some
informa<on
will
be
hard
facts,
while
other
informa<on
will
be
opinions.

Choose

which
of
the
informa<on
below
is
hard
facts
that
should
be
considered

when
making
your
decision.

If U.S. coal mines are closed, coal miners
can work as solar panel installers instead.
Include
Don’t
Include

Students
gather
evidence for
their reports,
making
decisions as
to the
relevance of
facts.

Natural
Resources
Next
Out Notes
Your Decision
Based
on
your
knowledge
of
renewable
and
nonrenewable
resources,
explain

which
type
of
natural
resource
you
believe
should
be
used
for
your
community.

Be
sure
to
consider
how
the
use
of
these
resources
will
aﬀect
the
ecosystem

(including
humans),
and
how
your
community
can
monitor
the
impacts
these

resources
are
having
on
the
environment.

My
Opinion
Piece
Students
are
now ready to
write their
report, using
their notes,
their data, and
their opinion
piece, and
facts they
selected.
My
Objec9ve
Report
Lorem
ipsum
dolor
sit
amet,

consectetuer
adipiscing
elit.
Maecenas

porptor
congue
massa.
Fusce
posuere,

magna
sed
pulvinar
ultricies,
purus

lectus
malesuada
libero,
sit
amet

commodo
magna
eros
quis
urna.

Nunc
viverra
imperdiet
enim.
Fusce
est.

Vivamus
a
tellus.

Pellentesque
habitant
morbi
tris<que

senectus
et
netus
et
malesuada
fames
ac

turpis
egestas.
Proin
pharetra
nonummy

pede.
Mauris
et
orci.

Natural
Resources
Next
Out Notes
Scientist’s Checklist
Complete
the
checklist
now
that
you’ve
ﬁnished
your
draQ.

!  I
have
considered
my
community’s

loca<on

!  My
purpose
is
clear

!  My
conclusion
is
supported
by
facts

!  I
have
included
relevant
facts

!  I
have
removed
irrelevant
facts

!  I
have
deleted
opinions

!  My
wri<ng
is
clear

!  I
have
used
my
data

!  I
have
edited
my
work

!  My
tone
makes
sense

The checklist
helps students
revise,
evaluate, and
prepare writing
for publication.
My
Objec9ve
Report
Lorem
ipsum
dolor
sit
amet,
consectetuer
adipiscing
elit.
Maecenas

porptor
congue
massa.
Fusce
posuere,
magna
sed
pulvinar
ultricies,

purus
lectus
malesuada
libero,
sit
amet
commodo
magna
eros
quis

urna.

Nunc
viverra
imperdiet
enim.
Fusce
est.
Vivamus
a
tellus.

Pellentesque
habitant
morbi
tris<que
senectus
et
netus
et
malesuada

fames
ac
turpis
egestas.
Proin
pharetra
nonummy
pede.
Mauris
et

orci.

Natural
Resources
Next
Out Notes
You’ve
reached
the
end
of
this

lesson
on
the
Natural
Resources.

Congratulations!To prepare for
the class
discussion,
students
review
the class
results.

Natural resources critical thinking tool

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