Human Impact on the Environment & Sustainability NGSSS: SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (AA) Purpose of the Lab/Activity: Evaluate the environmental impact caused by coal mining and coal consumption. Discuss the difference between the total amount of coal available and the amount that can be practically obtained. Explore the difference between nonrenewable and renewable energy sources. Predict the role of renewable energy sources in the future. Prerequisites: Students should be familiar with the ecosystems interactions and energy transfer. Students should be able to use laboratory equipment to measure liquids. Materials (per group): Biodiversity Cards 1000 mL graduated cylinder (or beaker) 100 mL graduated cylinder 10 mL graduated cylinder 50 mL beaker 10 mL vegetable oil Chocolate chip cookie (large chocolate chip type) Paper clip or toothpick Paper plate or napkin Small paper cup Chocolate Chip Reserves Chart Procedures: Day of Activity: What the teacher will do: It is important for activate prior knowledge on human impact, student’s positive and negative, on ecosystems before beginning the investigation. Read Dr. aloud to your students and/or have them Seuss children’s book watch the animated cartoon (Time: 25 minutes) Dr. The Lorax presents an opportunity to have a conversation about Seuss’ the inherent value of forests and importance of sustainable management. Before Given the many threats to and public forests due to America’s private activity: climate change, pests and pathogens, and land conversion, the story of Dr. The Lorax can start a dialogue about what is being done in America Seuss’ to protect the health and productivity of our forests now and for the future. Ask students in the story. Give them some “WHAT IS CHANGING?” thinking time, and then choose two or three volunteers to say one answer each. They will probably suggest elements such as or “truffula trees,” them to be specific, asking follow-up questions if necessary “thneeds.” Urge or more about that element of the saying “tell story.”
Human Impact on the Environment & Sustainability NGSSS: SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (AA) Purpose of the Lab/Activity: Evaluate the environmental impact caused by coal mining and coal consumption. Discuss the difference between the total amount of coal available and the amount that can be practically obtained. Explore the difference between nonrenewable and renewable energy sources. Predict the role of renewable energy sources in the future. Prerequisites: Students should be familiar with the ecosystems interactions and energy transfer. Students should be able to use laboratory equipment to measure liquids. Materials (per group): Biodiversity Cards 1000 mL graduated cylinder (or beaker) 100 mL graduated cylinder 10 mL graduated cylinder 50 mL beaker 10 mL vegetable oil Chocolate chip cookie (large chocolate chip type) Paper clip or toothpick Paper plate or napkin Small paper cup Chocolate Chip Reserves Chart Procedures: Day of Activity: Before activity: What the teacher will do: It is important for activate student’s prior knowledge on human impact, positive and negative, on ecosystems before beginning the investigation. Read Dr. Seuss children’s book aloud to your students and/or have them watch the animated cartoon (Time: 25 minutes) Dr. Seuss’ The Lorax presents an opportunity to have a conversation about the inherent value of forests and importance of sustainable management. Given the many threats to America’s private and public forests due to climate change, pests and pathogens, and land conversion, the story of Dr. Seuss’ The Lorax can start a dialogue about what is being done in America to protect the health and productivity of our forests now and for the future. Ask students “WHAT IS CHANGING?” in the story. Give them some thinking time, and then choose two or three volunteers to say one answer each. They will probably suggest elements such as “truffula trees,” or “thneeds.” Urge them to be specific, asking follow-up questions if necessary or saying “tell more about that element of the story.”
HOT%20science%20labs%20-%20Biology%202013%202014_Final%20Draft.docx