Science
Strand V
Use Scientific Knowledge from the Earth and Space Sciences in Real-World Contexts

 

Science/Strand V
Content Standard 1
All students will describe the Earth’s surface; describe and explain how the Earth’s features change over time; and analyze effects of technology on the Earth’s surface and resources. (Geosphere)

 

Science/Strand V/Content Standard 1
High School

 

Science/Strand V/Content Standard 1/High School
Benchmark 4
Evaluate alternative long-range plans for resource use and by-product disposal in terms of environmental and economic impact.

Benchmark Clarification

Our knowledge is always limited and the long-term effects of the use of natural resources (link to Glossary) and their waste products on the environment may not be known at the time of use.

Students will:

  • Research a natural resource:
    • the use of the natural resource
    • the disposal of by-products/wastes
  • Assess the options involving the natural resource -their effect on the environment
    • their economic impact in the present
    • their economic impact in the future

Key Concept / Real World Context / Instructional Example / Assessment Example / Resources

 

Science/Strand V/Content Standard 1/High School/Benchmark 4
Key Concept

  • Understanding of limitations of knowledge and technology
  • Side effects of resource use

See Technology (SCI.II.1HS.2).

See Risk/Benefit analysis (SCI.IV.1.HS.1).

See New technologies (SCI.II.1.HS.5).

See Air pollution (SCI.V.3.HS.4).

 

Science/Strand V/Content Standard 1/High School/Benchmark 4
Real World Context
Industrial practices for mining, energy use, manufacturing, transportation, housing

Resources including fossil fuels, metals, wood, water

Pollution prevention and events:

  • catalytic converters
  • Love Canal
  • tanning industry
  • Superfund waste sites

 

Science/Strand V/Content Standard 1/High School/Benchmark 4
Instructional Example

Benchmark Question: What is the long-range effect of the use and disposal of various natural resources?

Focus Question: What industries or practices are responsible for the production of hazardous wastes currently found in EPA Superfund sites in Michigan?

Each student will access the EPA website and determine the location, contents, cause, and economic impact of a specific site.

Each student will identify his or her Superfund site on a classroom map of Michigan and will share information about the site with the class as a whole.

Note: It is important for the teacher to help students realize that all disposal activities will have an impact, and that some practices currently considered “proper” may cause a problem for future generations.

Constructing: (SCI.I.1.HS.1).

Reflecting: (SCI.II.1.HS.1).

 

Science/Strand V/Content Standard 1/High School/Benchmark 4
Assessment Example

Each student will write a letter of inquiry to a local industry identified as a polluter on the EPA website and ask for information regarding pollution control methods they now employ to ensure compliance with EPA rules and regulations.

Note: It is suggested that the content portion of the rubric below be weighted at twice the value of the written or presentation portions.

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Effectiveness of presentation

Explains topic with minimum understanding, little or no creativity, and no or poor visuals.

Explains topic with basic understanding, some creativity, and some visuals.

Explains topic with good understanding in a creative manner using visuals.

Explains topic with a thorough understanding in a creative manner using customized visuals.

Content of presentation

Meets one or two of the following accurately: identifies site, pollutant, pollution type, pollution control measures.

Meets any three of the following accurately: identifies site, pollutant, pollution type, pollution control measures.

Accurately identifies site, pollutant, pollution type, and pollution control measures.

Accurately identifies site, pollutant, pollution type, and explains pollution control measures.

Correctness of letter (pass/fail)

Uses correct grammar, business letter format, and clearly states request.

Uses correct grammar, business letter format, and clearly states request.

Uses correct grammar, business letter format, and clearly states request.

Uses correct grammar, business letter format, and clearly states request.

 

Science/Strand V/Content Standard 1/High School/Benchmark 4
Resources

Webliography.
http://mtn.merit.edu/mcf/SCI.V.1.HS.4.html

HAZ-ED”Activities for grade levels 7-12 that focus on scientific, technical, and policy issues related to hazardous waste sites and Superfund.”
http://www.epa.gov/superfund/students/clas_act/haz-ed/hazindex.htm

EPA Mapper of Toxic Release Sites: search the EPA's Toxic Release Inventory System (TRIS) by Zip Code.
http://maps.esri.com/esri/mapobjects/toxicweb/toxic.htm

EPA Office of Solid Waste information on recycling, reuse, and reduction strategies for reducing solid waste.
http://www.epa.gov/epaoswer/osw/

Sector Facility Indexing: EPA “information on compliance and inspection history, chemical releases and spills, demographics of the surrounding population and production for petroleum refining, iron and steel production, primary nonferrous metal refining and smelting, pulp manufacturing, and automobile assembly.”
http://es.epa.gov/oeca/sfi/access.htm

Contaminated sites in Michigan.
http://www.deq.state.mi.us/erd/sites/misites.html

Great Lakes Information Network.
http://www.great-lakes.net/