8th Grade Science Unit 1: Colossal Collisions Pop-Out 1 ...
Transcript of 8th Grade Science Unit 1: Colossal Collisions Pop-Out 1 ...
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit1:ColossalCollisions
Pop-Out1:WhatisaScientist?
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Pop-OutEssentialQuestion:Whatmakesapersonascientistorengineer?Thereisalotofdebateaboutwhatcharacteristicsmakeascientistorengineer.Historytypicallytellsusthat
certain,popularpeoplearescientists/engineers.Aretheytheonlyscientists/engineersintheworld?Inthispop-
out,wearegoingtoconsiderwhatyoubelievemakesascientist/engineer,explorecasestudiesofvaried
scientistsandengineers,andevaluatewhatscientistsorengineershaveincommontodeterminewhoisa
scientistoranengineer.Inthisunit,youlearnaboutIsaacNewtonandhowhisworkhelpedusunderstand
gravity.However,therearemanyotherpeoplewhoseworkcontributedtohowweunderstandotherpartsof
motionandcollisions.Thispop-outhelpsusbetterunderstandthevarietyofpeoplewhohavecontributedtothe
sciencebehindmotionandcollisions.
EngageIndividually,
1. Takeafewminutestothinkaboutascientistorengineer.Considerthesequestions:Whatdoesascientist
orengineerlooklike?Whatdoesascientistorengineerdo?Whattoolsdoesascientistorengineeruse?
Usingtheboxbelow,drawascientistorengineerintheirenvironment.Youmayusewordstosupplement
thedrawing.Beasdescriptiveasyoucan.
2. Withyourpartner,taketurnssharingwhatyoudrewandwrote.Howdideachpersondescribeascientist
orengineer?Aretheresimilaritiesordifferencesinyourdrawingandyourpartner’sdrawing?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit1:ColossalCollisions
Pop-Out1:WhatisaScientist?
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3. Usinginformationfromyourclassdiscussion,completethefollowingtable:
Whatisascientistandwhatdotheydo?
Whatisanengineerandwhatdotheydo?
ExploreWithyourgroup,
1. Readyourgroup’scasestudy.Usetheannotationstrategiesprovidedbyyourteacherasyouread.
Questionstokeepinmindwhileyou’rereading:Whatareuniquecharacteristicsaboutthisperson?What
didtheydotocontributetoscience?Isthispersonascientistorengineer?
2. Asyoulearnfromyourcasestudy,pleaserecordyouranalysisinthechartbelow.Youwillusethisto
makeapresentationaboutyourscientistorengineer:
Person Information Whatcontributionsdidtheymaketoscientificadvancement?
Wheredidtheydotheirwork?
Whatkindofworkdidtheydo?
Whatwastheirpersonalitylike?
Whatdidtheylooklike?
Wheredidtheycomefrom?
Whatworkdidtheydothatweusetoday?
Whatworkdidtheydothatrelatestomotionorcollisions?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit1:ColossalCollisions
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Isthispersonascientistorengineer?
Whatcharacteristicsmakethispersonascientistorengineer?Whatdidtheydothatmakesthemascientistorengineer?
ExplainWithyourgroup:
1. Preparea1-2minuteinformativepresentationthatshareswhatyoulearnedaboutyourcasestudy.Your
presentationneedstoincludeinformationyougatheredfromyourcasestudy.Youmayusechartpaper,
googleslides,orwhateverpresentationmaterialsareavailabletoenhanceyourpresentation.
2. Presenttotheothergroups.Remember,eachpresentationshouldbe1-2minutes.
• Useyourpublicspeakingskillswhilepresenting.Makesuretosharealloftheinformationyour
groupgathered.
3. Whileanaudiencemember,useactivelisteningskillsandtakenotesinthetablesbelowofwhatyoulearn
fromeachpresentation.
Person Information Whatcontributionsdidtheymaketoscientificadvancement?
Wheredidtheydotheirwork?
Whatkindofworkdidtheydo?
Whatworkdidtheydothatweusetoday?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit1:ColossalCollisions
Pop-Out1:WhatisaScientist?
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Whatwastheirpersonalitylike?
Whatdidtheylooklike?
Wheredidtheycomefrom?
Whatworkdidtheydothatrelatestomotionorcollisions?
Person Information Whatcontributionsdidtheymaketoscientificadvancement?
Wheredidtheydotheirwork?
Whatkindofworkdidtheydo?
Whatwastheirpersonalitylike?
Whatdidtheylooklike?
Wheredidtheycomefrom?
Whatworkdidtheydothatweusetoday?
Whatworkdidtheydothatrelatestomotion
orcollisions?
Elaborate:1. Withyourgroup,decidewhethereachcasestudyisaboutascientistorengineer.Providedetailed
supportforyouranswer.Usethenotesyou’vetakenandwhatyou’velearnedabouttheothergroup’s
casestudiestohelpyou.Completetheappropriateboxbelowforeachofthetwopeople.
Person
Isthispersonascientistorengineer?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit1:ColossalCollisions
Pop-Out1:WhatisaScientist?
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Whatcharacteristicsmakethispersonascientistorengineer?Whatdidtheydothatmakesthemascientistorengineer?
Person
Isthispersonascientistorengineer?
Whatcharacteristicsmakethispersonascientistorengineer?Whatdidtheydothatmakesthemascientist
orengineer?
EvaluateandReflectionIndividually,thinkaboutandanswerthefollowingquestions.Wewilldiscussthesequestionsasaclass.
1. Atthebeginningofthispop-out,youwroteanddrewwhatcametomindwhenyoupicturedascientistor
engineerandwhatheorshedoes.Lookbackatyouranswer:afterreadingacasestudyandlearningfrom
yourpeers,whatwouldyouadd,subtractorchange?
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2. Atthebeginningofthispop-out,theclasscreatedadefinitionofascientistandanengineer.Lookbackat
youranswer.Afterreadingacasestudyandlearningfromyourpeers,whatwouldyouadd,subtractor
changeaboutyourdefinitions?
3. Basedonwhatyoudiscoveredinthispop-out,thinkaboutyourownlife.Doyoubelieveyouarea
scientistorengineer?Doyouseeyourselfbecomingascientistorengineer?Whyorwhynot?
4. Whatdoyouenvisionwhenyouthinkofascientistoranengineer?Whatmakesapersonascientistor
engineer?Howdoweknow?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit2:TravellingThroughSpace
Pop-Out2:HowPowerInfluencesScience
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Pop-OutEssentialQuestion:Howdoscientificideaschangeandwhohasthepowertochangethem?Throughoutthehistoryofrecordedscience,scientistshavecreatedmanydifferenttheories.Sometheoriesarestillconsideredgoodsciencewhereasotherswerereplacedasscientistshavelearnedmore.Forexample,foralongtime,peoplebelievedthattheearthwasflat.Whydidpeoplebelievethat?Howdoessciencechangeovertime?Whydoesitchange?Inthispop-out,wearegoingtoexploresomeofthebigmythsinthehistoryofscience.Sinceyou’restudyingthesolarsysteminthisunit,we’lltakeacloserlookatexamplesofhowourideasaboutthesolarsystemhavechangedovertime,whohaschangedthem,andwhytheyhavechanged.EngageIndividually,Takeacoupleminutestomakeyourbestguessestothesequestionsbasedonwhatyoualreadyknow.It’sokayifyoudon’tknowtheanswers.
1. TrueorFalse:ItispossibletosailofftheedgeoftheEarth.2. TrueorFalse:Overthecourseofhistory,peoplehavebelievedthattheEarthisdifferentshapes.3. TrueorFalse:TherehasbeenalotofdebateovertheshapeoftheEarth.4. WhatshapeistheEarth?_____________Howdoweknow?
Inpartners,readthefollowingpassage.Keepinmindthequestionsthatyoujustanswered.
Sincethebeginningofhumanity,cultureshavehelddifferentbeliefsabouttheEarth.Inmanycultures,myths(historicalstoriesthattrytoexplaintheworld)saidthattheearthwasaflatdiscfloatinginaseaofwater.Since100CE,theBible(acollectionofstoriesfromdifferentauthorsthatdescribesthebeliefsofChristianity)hassharedChristianbeliefswidelyacrosstheworldpopulation.SincesomanypeoplebelievedinChristianity,theChristianfaithhadalotofpowertoswaypublicopinion.IntheBible,characterstakejourneysaroundtheworld,andthosestoriesarewrittenasiftheEarthisflat.Europeanexplorersandrulersusedtothinkthatifacrewofsailorstriedtotravelaroundtheworld,theywouldsailrightofftheedgeoftheplanet.
ThoughculturesacrosstheglobehelddifferentideasabouttheshapeoftheEarthoverdifferenttime
periods,theGreeksactuallydiscoveredthattheEarthisroundover2500yearsago.Thereisalotofevidencetosupportthisidea.Forexample,thestarsandplanetsappeartorotatearoundtheEarthinacircularmotion.Also,shipsdisappearoverthehorizoninstages:thehull(thebottompart)disappearsbeforethemastandsails(thetoppart).Inmorerecentyears,NASAhasgatheredimagesandmeasurementsfromspacethatshowtheEarthasasphere.So,whydidpeoplebelievetheEarthwasflatforsolong?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit2:TravellingThroughSpace
Pop-Out2:HowPowerInfluencesScience
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Basedonwhatyoulearnedinthereading,answerthequestionsinthetablebelow.Youmaybeaskedtoshareyourideasinaclassdiscussion.Whatwastheoriginalidea?Whatistheevidence?
Whatisthenewidea?Whatistheevidence?
Whywasthereacontroversy?
Hint:WhooriginallybelievedtheEarthwasflat?HowmanypeoplebelievedtheEarthwasflat?
Sources:
● http://www.indiana.edu/~ensiweb/lessons/flatrth1.pdf● https://www.nasa.gov/audience/forstudents/5-8/features/nasa-knows/what-is-earth-58.html● http://www.discovery.com/dscovrd/nature/no-earth-isnt-flat-heres-how-ancients-proved-it/
ExploreAsagroup,researchahistoricalcontroversy(somethingthatisdisagreedupon,ofteninapublicsense).Sinceyou’relearningaboutthesolarsysteminthisunit,you’llberesearchingthecontroversyandhistoryoftheHeliocentricvs.Geocentricmodelsofthesolarsystem.TheHeliocentricmodelstatesthatthesunsitsinthecenterofthesolarsystem,whereastheGeocentricmodelstatesthattheEarthisinthecenterwiththesunandplanetsorbitingaroundit.
1. Usingacomputer,gotothevideoorarticlelistedineachrowofthetablebelow.Thenusetheguidingquestionsandyourownpriorknowledgetoanalyzetheresources.Yourgroupwilluseyourresearchtomakeavideointhenextactivity.
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GuidingQuestions:● Whatwastheoriginalscientificidea?Whatwastheevidenceforit?● Whatisthenewscientificidea?Whatistheevidenceforit?● Whywasthereacontroversy?
○ Whofoughtforthegeocentricmodelandwhy?Whydidtheyhavesomuchpower?○ Whofoughtfortheheliocentricmodelandwhy?Whatweretheconsequencesforthesepeople?
ResearchSource Notes
Source1:PriorSolarSystem
Knowledge(GeocentricModel)
https://vimeo.com/6397716
Hint:Whatdoyounoticeabouthowtheplanetsandsunarearrangedinthevideo?
Source2:Heliocentricvs.
GeocentricModelsVideo
https://www.youtube.com/wat
ch?v=iiBIFlvu-X0
Source3:Heliocentricvs.
GeocentricModelsArticle
https://www.universetoday.co
m/36487/difference-between-
geocentric-and-heliocentric/
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Source4:TheControversyof
theHeliocentricModelArticle
http://users.sussex.ac.uk/~des
w/galileo/life/eands.html
Explain
1. Withyourgroup,makea1-2minutevideoexplainingtheHeliocentricvs.Geocentriccontroversy.Yourvideoshoulduseinformationfrom2-3ofthesourcesyou’veresearchedtohelpanswerthequestions:
o Whatdifferentideasdidpeoplehaveabouttheorganizationofthesolarsystem?§ Whoheldthesedifferentideas?§ Whydidpeoplehavedifferentideas?
o Whywasthereacontroversy?o WhatledtotheacceptanceoftheHeliocentricmodel?
Usethespacebelowtoplanyourvideo.Yourteacherwillpickonevideotosharewiththeclass.
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit2:TravellingThroughSpace
Pop-Out2:HowPowerInfluencesScience
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Elaborate
Buildinguponwhatyouhavelearnedabouthistoricalscientificcontroversiesinthepast,you’regoingtoexamineascenariothathastakenplacerecently.
1. Readthearticlethatexaminesthecaseofclimatechange.Throughoutthescenario,keepinmindthequestionsyouhavebeenconsideringinthispop-out.
2. Usingwhatyouhavelearned,drawyourownconclusionsabouttheclimatechangescenario.Recordyourresponsesinthetablebelow.
Whatisthemostcommonbeliefaboutclimatechange?
● Whatistheevidenceforthisbelief?
● Whobelievesitandwhy?
Whatistheleastcommonbeliefaboutclimatechange?
● Whatistheevidenceforthisbelief?
● Whobelievesitandwhy?
Whyisthereacontroversy?
● Whoisresistingthebeliefthatclimatechangeiscausedbypeople?
● Whoholdsthepowertoresist?
● Whatismotivatingthemtoresist?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit2:TravellingThroughSpace
Pop-Out2:HowPowerInfluencesScience
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EvaluateandReflection
Throughoutthispop-out,you’veexploreddifferenthistoricalcasesofscientificknowledgechangingovertime,oftenfacingresistancefromsomepartofsociety.Individually,thinkaboutandanswerthefollowingquestions.Youmaybeaskedtoshareyourideasinaclassdiscussion.
1. Basedonwhatyou’velearnedaboutcontroversies,dospecificpeopleorgroupshavemorepowertochangescientificbeliefs?Howcanself-interestsinfluencescience?(Hint:Ifapersonoracompanybenefitfromacurrentscientificbelief,doesthatimpactwhatscienceisaccepted?)
2. Doyouthinkthattherearescientificbeliefsweholdnowthatcouldbechangedinthefuture?Doeswhatyou’velearnedinthispop-outaffecthowyou’llconsiderscientificdiscoveriesorbeliefs?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit3:AdaptorDie?
Pop-Out3:Right,Wrong,andIn-Between
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Pop-OutEssentialQuestion:Howdowedecidewhatismostethicalinscience?Scientificdiscoveriescanoftenoffernewsolutionsforproblemsthatwerepreviouslyverydifficulttosolve.
However,sometimesthesescientificdiscoverieshavedownfallsthatcomewiththeirbenefits.Whenascientific
discoveryhelpssomepeopleandhurtsothers,howdowedecidewhattodo?
Inthisunit,youarelearningabouthoworganismschangeovertime.Inrecentdecades,scientistshavemade
somegreatdiscoveriesthatallowthemtointentionallychangehoworganismschangeovertime.However,with
theseinterestingtechnologiescomemanyethicalquestionsofhowwedeterminewhatismostrightandwrong.
InthisPop-outtask,wewillworktogethertoexaminethecomplexityofacoupledifferentethicaldilemmasin
science.
Engage
1. Individually,takeacoupleminutestoreadtheimaginarycasebelow.
Anewmedicine,calledApoptosis,showsapromisingabilitytocurelungcancer.Itslowsthegrowthofcancer
cellsandactivelykillscancercells.Instudiessofar,Apoptosiscures82%ofearlystagelungcancer.Themedicine
hasmanyingredients,oneofwhichisaheavymetal.TogetthemetalintheformitneedstobeinforApoptosis,ithastogothroughanextractionprocessthathasverynegativeenvironmentalsideeffects.Themetalismined
andcleanedinaprocessthatusesaseriesoflarge,man-madelakesclosetothemine.Intheprocessof
separatingthemetalfromeverythingelse,thiswaterispollutedwithchemicals.Thewateristhenrecycledinto
thecommunitywatersystem.Environmentalistsfearthatthewaterpollutionwillincreaseillnessratesfornearby
communities.
2. Inpartners,discussthequestionsbelowandthenusethetablebelowtorecordyouropinions.Youmay
beaskedtoshareyourideasinaclassdiscussion.
Whatarebenefitsofthemedicine?
Whataredownsidesofthemedicine?
Wouldyoumakethemedicine?Whyorwhynot?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit3:AdaptorDie?
Pop-Out3:Right,Wrong,andIn-Between
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Explore
Thelastcasewasanimaginarycasetogetyouthinkingaboutcomplicatedethicalsituationscreatedbyscientific
discoveries.Nowlet’sexploreascenariothathappenedintherealworld.
1. Individually,readtheZambiaFoodCrisisarticle.Whilereading:
o Usetheannotationstrategiesyourteachergivesyoutohelpyoulearnfromthereading.
2. Inpartners,discussthefollowingquestions.Recordyourresponsesinthetablebelow.
Approximatelyhowmanypeopleneededfoodin
Zambia?Why?
Whatisgeneticallymodifiedfood?
TherearesomepeoplewhofearGMfoods.Why?
InZambia,whosupportedtakingtheGMfoods?
Why?.
WhowasagainsttakingtheGMfoods?Why?
Explain
1. Discussinginpartners,considerthefollowingquestionstohelpyouthinkabouttheethicaldilemmain
Zambia:
● Whatistheproblem?Whatisthesolution?Whowillbehelpedandwhowillbehurt?Whatare
thebenefitsofthesolutionyouwouldchoose?Whatisthecostofthesolutionyouwould
choose?Whataretheshort-termandlong-termeffectsofthesolutionyouwouldchoose?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit3:AdaptorDie?
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2. Answerthisquestion:IfyouwerethePresidentofZambia,wouldyouacceptthegeneticallymodified
food?Whyorwhynot?You’llbeaskedtouseevidencetojustifyyouropinioninaclass-widediscussion
Elaborate
EventhoughtheZambiafoodcrisistookplacein2002,GMOsarestilldebatedinvariousformstoday.And,GMOs
extendbeyondtherealmoffood.Designerbabies(geneticallymodifiedfetuses)areacurrent-dayexampleof
that.Ethicalconsiderationswillonlycontinuetoincreaseastechnologyimprovestomakemoredesignerbabies.
1. Individually,readthearticleprovidedtolearnaboutdesignerbabies.Asyou’rereading,thinkaboutthe
reasonsforandthereasonsagainstdesignerbabies.
2. Yourteacherwillthenreadstatementsaloudtotheclassrelatedtodesignerbabies.Individually,moveto
thecornerthatbestrepresentsyouropiniononthatstatement,andbepreparedtosharewhyyouchose
thatcorner.
3. BasedonthearticleandtheFourCornersactivity,individuallyrecordyourideasinthetablebelow:
Whatarethereasonsfordesignerbabies? Whatarethereasonsagainstdesignerbabies?
1.
2.
3.
1.
2.
3.
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit3:AdaptorDie?
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Doyouthinkdesignerbabiesshouldbeallowed?
Whyorwhynot?
EvaluateandReflection
Youhaveread,talked,andthoughtalotaboutdifferentperspectivesonGeneticallyModifiedOrganisms,asthey
relatetobothfoodandhumans.Thisfinalwritingassignmentletsyoushareyourthoughtsonhowthesetwo
issuesareconnected.Youareencouragedtouseevidencefrombothdilemmastomakeyourargument.
1. Basedonwhatyou’velearnedinthispop-out,individuallywriteastatementthatexplainsbothsidesof
GeneticallyModifiedOrganisms,suchascropsanddesignerbabies.Yourargumentshouldinclude:
○ Bothsidesoftheargumentwithevidencefromthearticles
○ Youropiniononthisethicalissue
○ Aconclusionstatementthatexplainswhyitissometimeschallengingtodecidewhatisethical
(rightorwrong)inscience
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit4:UsingEngineeringandTechnologytoSustainOurWorld
Pop-Out4:EnvironmentalInjustice
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Pop-OutEssentialQuestion:Howdowecontributetoenvironmentalproblemsandhowdotheseproblemsaffectcertainpopulationsmorethanothers?Inthelasttwounits,youhaveexploredsomeoftheenvironmentalchallengesfacingtheworldtoday.Usingwhatyoualreadyknow,wewilltakeacloserlookatsomedifferentenvironmentalproblemsaroundtheglobeandseeifwe,intheUnitedStates,arecontributingtotheseproblems.We’llalsoexplorewhosuffersmostfromtheseenvironmentalchallenges,askourselveswhy,andconsiderwhetherthisisfair.EngageIndividually,
1. Takeafewminutestolookthroughtheflowchartonthenextpage.Answerthequestionsforyourself,circlinganswersasyougoandusingahighlighterorcoloredpenciltotraceyourpath.
○ Itisimportanttokeepinmindthateverypersonmakesactionsthataffectotherpeople;whenyoufindyouractionsarecontributingtoaproblemintheworld,rememberyouarenotalone!Weneedtounderstandtheconnectionbetweenouractionsandenvironmentalproblemssowecantrytochangethem.
2. Readthroughtheremainderoftheflowchart,askingyourselfhowyoupersonallymightcontributeto
someoftheotherenvironmentalproblems.
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit4:UsingEngineeringandTechnologytoSustainOurWorld
Pop-Out4:EnvironmentalInjustice
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Explore
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit4:UsingEngineeringandTechnologytoSustainOurWorld
Pop-Out4:EnvironmentalInjustice
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ExploreNowthatyouhaveseensomeoftheconnectionsbetweenyourselfandvariousenvironmentalproblems,wearegoingtolearnmoreaboutthosespecificenvironmentalproblems.Withyourgroup,
1. Exploreyourgroup’scasestudy.Itmayincludeavideo,apodcast,awebsite,oranarticle.Useanannotationstrategyprovidedbyyourteacherasyouworkthroughyourcase.
2. Asyouengagewithyourcasestudy,pleaserecordyouranalysisinthechartbelow.Youwillusethisto
developapostertoexplainyourcasetotheclass:CaseNumberandLocation
Describethecontextwheretheenvironmentalproblemtakesplace:
● Whereistheproblem?
● Whatisrelevantinformationaboutthepopulationlivinginthatarea(size,incomelevels,racialbreakdown)?
Describetheenvironmentalproblem:
● Whatistheproblem?
● Whataretheimpactsontheenvironment?
Describethepeopleinvolved:● Whobenefitsfromthe
situationandwhy?
● Whosuffersmostoftheconsequencesandwhy?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit4:UsingEngineeringandTechnologytoSustainOurWorld
Pop-Out4:EnvironmentalInjustice
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Reflectonthecasestudy:● Howdoesthismake
youfeel?
● Doyouthinkthisisfairornot?Why?
ExplainYouhavelearnedaboutanenvironmentalproblemthataffectsaspecificpopulation,butthisisnotauniqueexample.Weseecasesofthisacrosstheglobe.Thistrendisknownasenvironmentalinjustice,whenminoritycommunitiesareunfairlyaffectedbytheimpactsofenvironmentalproblems.Today,youwilllearnaboutmanydifferentcasesofenvironmentalinjustice.
1. Withyourgroup,makeapostertosharewhatyoulearnedaboutyourcasestudy,usingyournotesinthetableabovetohelpyou.Rememberthatvisuals,flowcharts,anddiagramsarealwayshelpful.
2. Shareyourposterwiththewholeclassinagallerywalksothateveryonecanlearnaboutallofthevariousproblems.
3. Duringthegallerywalk,usethespacebelowtoindividuallytakenotesoneachposter.CaseStudy1
CaseStudy2
CaseStudy3
CaseStudy4
CaseStudy5
QuestionsYouHave
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit4:UsingEngineeringandTechnologytoSustainOurWorld
Pop-Out4:EnvironmentalInjustice
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ElaborateExploringalltheseenvironmentalissuesmayseemimpossiblyhuge,butitisnothopeless!Withyourgroup,readaboutthesoybeanpesticidesinArgentina(acountryinSouthAmerica)tolearnaboutacommunityattemptingtocombatanenvironmentalissue.Takenotesinthechartbelow.
Describethesituation:
Whatwerethebigcompaniesdoingandwhy?Howdidthisaffectthecommunity?
Whatdidthecommunitywanttochange?
Whathumanactionscontributedtochangingthesituation?
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit4:UsingEngineeringandTechnologytoSustainOurWorld
Pop-Out4:EnvironmentalInjustice
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EvaluateandReflectIndividually,reflectonthispop-outbyansweringthequestionsbelow.Then,withyourgroup,discussandbepreparedtocontributetoaclass-widediscussion.
1. Whatdothedifferentcasestudieshaveincommon?
○ Whydocertaincommunitiesseemtobemoreaffectedbyenvironmentalproblemsthanothers?
2. Regardlessofwhetheryourcommunityispersonallyaffected,weallareconnectedtotheseenvironmentalproblems.
○ Howareyoupersonallycontributingtotheseenvironmentalproblems?
○ Whatcanyoudoaboutit?