Dominant CCC: LE 7 - 1 Cause and Effect LE 6 - 2 Dominant ...

Strand: 8.4.2 Emphasis: Global Consumption of Natural Resources Anticipated Time Required (assuming 50 minute class periods): 9 LE 1 - 1 LE 2 - 2 LE 3 - 1 LE 4 - 1 LE 5 - 1 LE 6 - 2 LE 7 - 1 Dominant CCC: Cause and Effect Dominant SEP: Engaging in Argument from Evidence Management Strategies to support equitable access to content: Paired paragraph writing as a summative exercise will help students discuss and evaluate research findings as a pre-writing strategy. Shopping list: 2 kinds of dried bean (100 total beans for each pair of students, see LE 5) Translucent containers

S. Yearsley

8.4

.2 C

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and 8

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epen

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f 8.4

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opport

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unit

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S. Yearsley

https://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/MS-ESS3-4%20Evidence%20Statements%20June%202015%20asterisks.pdf

https://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/MS-ESS3-4%20Evidence%20Statements%20June%202015%20asterisks.pdf

https://www.questia.com/library/journal/1G1-363011985/using-infographics-in-the-science-classroom-three

8.4

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two.

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rmat

ive:

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ts w

ill

vis

uall

y

dem

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Whic

h d

o

S. Yearsley

Tim

efr

am

e:

1-5

0 m

in c

lass

use

, pre

do

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yo

u t

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e sh

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use

, pre

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f

renew

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s vs.

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as

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um

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6

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in c

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Stu

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ut

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nent

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and

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I a

gre

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ith m

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sust

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Fo

rmat

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Ro

ugh

dra

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of

sust

ain

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ements

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7

CC

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m

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S

um

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Ro

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dra

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of

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ity

stat

ements

S. Yearsley

8.4.2 Learning Episode 1

Student Science Performance

Topic: Natural Resource Consumption Title: A Visual Exploration of Global Consumption Statistics

Overarching Performance Expectations (Standard) from State Standards or NGSS: Engage in argument supported by evidence about the effect of per-capita consumption of natural resources on Earth's systems. Emphasize that these resources are limited and may be non-renewable. Examples of evidence include rates of consumption of food and natural resources such as freshwater, minerals, and energy sources.

Lesson Performance Expectations: Students will obtain, evaluate, and communicate information about major categories of natural resources and consumption patterns.

SEP - Obtain, evaluate, and communicate CCC - Patterns

Students Will. . . To Construct Meaning Engage with a Phenomenon: Humans consume natural resources at differential rates by country. Think: You will be given a poster that reveals statistics about the global usage of natural resources. Begin by looking for patterns in formatting, in design, in the categories, with the countries, etc. Student Prompt:

1. Make a list of the different patterns

Teacher Will. . . To Support Students

Make copies or provide students with a link for the infographic on the world’s resource use per country. These are great tools to help students identify patterns and form connections between categories. Resource for familiarizing oneself with infographics, and how they fit closely with the NGSS and Common Core for English. https://www.questia.com/library/journal/1G1-363011985/using-infographics-in-the-science-classroom-three Management Strategy: Anticipate student questions re: approaching an infographic. Prepare to ask students who may struggle to focus on one component of the image, or look for one specific piece of data. Ask quick-processing students to analyze what information is missing that may add meaning to the resource. Think: Give students the infographic and have them begin by looking for patterns. You can pause and employ the modeling technique listed above, if desired. Have students do the following:

1. Generate a list of patterns that they have identified. These usually will form categories.

2. Ask them to make observations regarding the specific categories that they found.

a. For example: Pattern - The size of the bubble relates to the percentage used. Observation –

S. Yearsley



(categories) you see. 2. Under the patterns write down key

observations. 3. Identify and explain if there are any

connections between your categories. Pair: Student Prompt: Review lists and develop at least 2 questions specific to each other’s observations. Share your questions with each other, discuss, and edit in order to develop 1-3 driving questions. Write down one question per sticky note Share: Each group will write their top 2 patterns on the board along with their driving question.

United States is listed in 2 of the largest bubbles while China is listed in more.

3. Have students identify even further connections between the categories identified.

a. For example: The size of the circle indicates percentage used but it also connects to the overall sizes that exist between individual resources.

Pair Assign students partners so they can continue to develop their understanding. Each one should have a chance to read their list while the other writes down questions relating to specific patterns. Share Make two columns on the board: Patterns and Driving Questions. Ask one student in each group to come up and write down their driving question and 2 patterns. Allow all questions and patterns to be written in order to maintain an environment safe for all to participate in The teacher will organize all of the responses, by categorizing, eliminating repeats, refining ideas or editing. It is important that the teacher narrates their thinking as they sort questions, so that students can observe this metacognitive process modeled out loud.

Assessment of Student Learning Formative Driving questions will indicate that students understand that natural resources are consumed differently in each country.

Materials Required: Sticky notes Poster of infographics (or a computer lab to view online)

S. Yearsley

Resources: Link to infographic: https://s-media-cache-ak0.pinimg.com/736x/b6/ed/fe/b6edfe9cde0bc50a231d0bd156d47760--infographic-templates-infographics.jpg (Artist unknown, data sources: CIA World Factbook, USDA World Crop Supply Assessment, British Geological Survey World Mineral Production.)

S. Yearsley

https://s-media-cache-ak0.pinimg.com/736x/b6/ed/fe/b6edfe9cde0bc50a231d0bd156d47760--infographic-templates-infographics.jpg

https://s-media-cache-ak0.pinimg.com/736x/b6/ed/fe/b6edfe9cde0bc50a231d0bd156d47760--infographic-templates-infographics.jpg



Topic: Natural Resource Consumption Title: The World’s Increasing Human Population


Lesson Performance Expectations: Students analyze and interpret data to identify patterns that illustrate the rate of human population growth.

SEP - Analyze and Interpret Data CCC - Patterns

Students Will. . . To Construct Meaning Engage with a Phenomenon: The human population is increasing exponentially. Student prompt: Estimating how many people are in the United States and the world. What country do you think has the most people? Can a country have too many people? Draw a predictive graph to represent how you think populations grow. Student prompt: Calculate the growth rate for 6 countries, comparing them with growth rates around the world, and brainstorm what factors affect the overall rate of increase.


Help the students develop a definition for “growth rate” and in their notebook, make a hypothesis about the future growth rate of the United States in the form of a graph. Note: many students will draw a linear graph. This is a great way to visualize and correct a misconception.. Assemble students in teams of four and assign six to eight countries that they will analyze. At this point follow the steps 5-10 listed under the “procedure” section from NOVA’s, World in the Balance activity. (see reference below) Do not have the students participate in number 11.

5. Explain to students that they will be using 10-year compounded growth rates to determine when each country's population will double. The 10-year growth rate is based on annual growth rates from 2003 from the U.S. Bureau of Census International Database. The starting population for each country will be 50

S. Yearsley

Student prompt: Complete steps 5-10 of the activity. Student prompt: Reflecting in your notebook: were your initial ideas were accurate? Why, or why not?

individuals, and for this activity the growth rate will be assumed to be constant.

6. Use the steps on the "Calculating Population Growth" student handout to demonstrate how to calculate future population sizes using the growth rate data.

7. After teams have doubled the populations of all of their assigned countries, have teams graph their countries' population growths. Have students put the number of years on the x-axis in increments of 10 and the number of individuals on the y-axis in increments of five. Then ask students to draw the best-fit curve.

8. If necessary, help students see that population growth is not a linear function; i.e., it produces a curved graph rather than a straight-line graph. Have teams answer the questions on their student handouts and hold a class discussion about their conclusions.

9. Create a class histogram on the blackboard, poster board, or an overhead to compare population doubling for each country. The histogram will need to have an upper time value of the country that takes the longest to double and should have an upper population size value of 150. Ask each team to represent each of its countries with a data point and an abbreviation of the country's name. Examine the histogram with students. Where do most of the countries in the class data set fall on the histogram? What else do students observe about the histogram? (Remind students that this does not represent all the world's countries.)

10. Have students brainstorm a list of factors they think might affect growth rate (e.g., birth rate, death rate, access to medical care, nutrition, immigration, education, and income).

In the end students will compare their hypothesis graph with the final one prepared by one of the groups.

Assessment of Student Learning Formative Students will create and explain graphs that determine population growth rates for specific countries.

Materials Required: Graph paper The following handouts (found in PDF after lesson plan): - Double Up https://www-tc.pbs.org/wgbh/nova/education/activities/pdf/3108_worldbal_01.pdf - Calculating Population Growth https://www-tc.pbs.org/wgbh/nova/education/activities/pdf/3108_worldbal_02.pdf - Growth Rates Worldwide https://www-tc.pbs.org/wgbh/nova/education/activities/pdf/3108_worldbal_03.pdf

S. Yearsley

https://www-tc.pbs.org/wgbh/nova/education/activities/pdf/3108_worldbal_03.pdf



This assignment was used whole or in part from NOVA’s World in the Balance, author: Margy Kuntz.

S. Yearsley

BEFORE WATCHING

NOVA examines recent trends in population worldwide and explores the environmental implications of countries undergoing industrialization.

THE PEOPLE PARADOX

The program: • reveals that birthrates are declining in many parts of the world, particularly in industrialized nations. • conveys that populations are still rapidly growing in developing

countries, where demand for food and water is higher than supply. • examines how population growth or decline will affect different

countries. • profiles the population challenges of India, Kenya, and Japan. • relates how women in India do not have access to birth control or adequate medical care and often die in childbirth. • shows how orphans in sub-Saharan Africa struggle to survive after their parents die from AIDS. • describes the development of a microbicide that may give women the

ability to protect themselves from sexually transmitted diseases such as HIV.

• explores the problems Japan will encounter in the future when its labor force shrinks and there are no longer women at home to care for the elderly.

CHINA REVS UP

The program: • examines environmental problems expected to develop as China

becomes increasingly industrialized. • describes China as a country encompassing a quarter of the world’s

population. • highlights the fact that many people in China will be changing from an

agrarian to an urban lifestyle in the next few decades. • reports that China burns more coal than any other nation, a source of

pollutants and a greenhouse gas. • explores what might happen when more cars are purchased in China. • recounts the government policy enacted in 1979 prohibiting Chinese

couples from having more than one child. • examines how population growth, affluence, and technology may affect

global warming. • discusses how improvements in technology can reduce carbon

emissions.

1 Ask students to estimate how many people live in the United States (about 290 million). How many people do students think live in the world (approximately 6 billion 360 million). Tell them that the world population in 1980 was 4.4 billion, and ask students what they think might be some of the consequences of a rapidly growing population.

2 Countries worldwide are facing different population challenges. Organize the class into three groups and have each group take notes on the challenges and population pyramids of India, Kenya, and Japan.

1 Discuss with students the various challenges facing the populations of India, Kenya, and Japan. What are the issues facing each country? What does the population pyramid for each country look like and why? How might each country’s issues be addressed?

2 In 2050, there will be approximately nine billion people in the world, according to the most widely accepted estimate. Ask students what problems this might create for developing countries. What chal-lenges will industrialized nations face? What problems will a nation like Japan, with a declining popula-tion, face?

3 As Earth’s population expands, additional resources are needed to support the additional people. Ask students what kinds of actions could be taken by individuals to conserve Earth’s resources. What are some actions that could be taken in each student’s home or community? What can countries do to use the available land, food, and water resources more efficiently?

AFTER WATCHING

1

World in the Balance

NOVA TEACHER’S GUIDEwww.pbs.org/nova/worldbalanceTaping Rights: Can be used up to one year after the program is taped off the air.

Original broadcast: April 20, 2004

S. Yearsley

CLASSROOM ACTIVITY

WORLD IN THE BALANCE

ObjectiveTo calculate how long it takes a country’s population to double in size and to investigate factors affecting growth rate.

Materials for each team• copy of the “Double Up” student handout• copy of the “Calculating Population Growth” student handout• copy of the “Growth Rates Worldwide” student handouts• calculator• graph paper• access to print and Internet resources

Procedure1 Since 1800, human population has grown from one billion to six billion

people. Over the next half century, that number is projected to rise to nine billion. Tell students that in this activity they will investigate how long it takes the populations of different countries and territories to double.

2 Before class, refer to the “Growth Rates Worldwide” student handouts to create a list of six to eight countries for each team. Try to make sure that each team’s list includes countries with a range of growth rates and that the class data set represents countries on all of the continents (excluding Antarctica, which has no indigenous population). Choose countries with a growth rate of more than 0.044 to ensure that the rate will double in a reasonable time frame (Norway, with a rate of 0.044, takes 160 years to double; Japan, with a rate of 0.011, takes 630 years). See Activity Answer on page 5 for some sample doubling rates. Don’t choose countries with negative growth rates as they will never double.

3 Organize the class into teams of four and provide copies of the student handouts and other materials to each team. Assign each team its set of countries.

4 Define the meaning of growth rate: the increase in a country’s population during a period of time expressed as a percentage of the population at the start of that time. For example, if a town had 75 people in 1980 and 100 people in 1981, the growth rate for the year would be 33 percent.

2 NOVA TEACHER’S GUIDEwww.pbs.org/nova/worldbalance

The “Double Up” activity aligns with the following National Science Education Standards and Principles and Standards for School Mathematics:

Grades 5–8 Science Standard F: Science in Personal and Social Perspectives Populations, resources, and environments • When an area becomes overpopulated, the environment will become degraded due to the increased use of resources. • Causes of environmental degradation and resource depletion vary from region to region and from country to country.

Mathematics Standards: AlgebraData Analysis and Probability

Video is not required for this activity.

Classroom Activity Author

Margy Kuntz has written and edited educational materials for 20 years. She has authored numerous educational supplements, basal text materials, and trade books in science, math, and computers.

STANDARDS CONNECTION

S. Yearsley

CLASSROOM ACTIVITY


5 Explain to students that they will be using 10-year compounded growth rates to determine when each country’s population will double. The 10-year growth rate is based on annual growth rates for 2003 from the U.S. Bureau of Census International Database. The starting population for each country will be 50 individuals, and for this activity the growth rate will be assumed to be constant.

6 Use the steps on the “Calculating Population Growth” student handout to demonstrate how to calculate future population sizes using the growth rate data.

7 After teams have doubled the populations of all of their assigned countries, have teams graph their countries’ population growths. Have students put the number of years on the x-axis in increments of 10 and the number of individuals on the y-axis in increments of five. Then ask students to draw the best-fit curve.

8 If necessary, help students see that population growth is not a linear function; i.e., it produces a curved graph rather than a straight-line graph. Have teams answer the questions on their student handouts and hold a class discussion about their conclusions.

9 Create a class histogram on the blackboard, posterboard, or an over-head to compare population doubling for each country. The histogram will need to have an upper time value of the country that takes the longest to double and should have an upper population size value of 150. Ask each team to represent each of its countries with a data point and an abbreviation of the country’s name. Examine the histogram with students. Where do most of the countries in the class data set fall on the histogram? What else do students observe about the histogram? (Remind students that this does not represent all the world’s countries.)

10 Have students brainstorm a list of factors they think might affect growth rate (e.g., birthrate, death rate, access to medical care, nutrition, immigration, education, and income).

11 Ask students to choose the four lowest and the four highest growth rate countries among their data sets or from the larger data table representing all the countries. Organize the class into teams belonging to two groups: Have one group use print and Internet resources to research some factors that contribute to low growth rates and the possible environmental, social, and economic impacts on the people within those populations; have the other group research factors contributing to high growth rates and the corresponding impacts on people in its populations. Have each team write a two-page report on its findings. Students can find some of this information in the CIA World Factbook, the World Bank Group Data Profile tables, and CountryReports.org at

www.cia.gov/cia/publications/factbook/ www.worldbank.org/data/countrydata/countrydata.html www.countryreports.org/

Grades 9–12 Science Standard F: Science in Personal and Social Perspectives Population growth • Populations grow or decline through the combined effects of births and deaths, and through emigration and immigration. Populations can increase through linear or exponen- tial growth, with effects on resource use and environmental pollution. • Various factors influence birthrates

and fertility rates, such as average levels of affluence and education, importance of children in the labor force, education and employment of women, infant mortality rates, cost of raising children, availability and reliability of birth control methods, and religious beliefs and cultural norms that influence personal decisions about family size.

Mathematics Standards: AlgebraData Analysis and Probability

STANDARDS CONNECTION (CONT.)

NOVA TEACHER’S GUIDEwww.pbs.org/nova/worldbalance

3 S. Yearsley

CLASSROOM ACTIVITY


12 To conclude the lesson, discuss with students some of the factors affecting growth rates in the countries they researched. Do students see any commonalities among low-growth rate countries? Among high-growth rate countries? What are some of the differences between the factors among low-growth rate and high-growth rate countries?

13 As an extension, have students choose countries with a negative growth rate and calculate the time it takes for a population to decrease to half its original size given an initial population size of 100 indivi-duals. Then have them research reasons for negative growth rates.

ADDITIONAL ACTIVITIES

Find two social studies-based activities—one on global warming and the other on U.S. immigration—in our Educational Role Plays at www.pbs.org/nova/worldbalance/roleplay/


4 S. Yearsley

ACTIVITY ANSWER


Countries with high growth rates double more quickly than those with low growth rates. High-growth rate countries have higher birthrates and lower deathrates. The greater the difference between birthrate and deathrate, the more quickly the population grows.

The following table provides sam-ple results for the amount of time it takes for a population to double. The numbers in parentheses are the calculated values for total pop-ulation size at that period in time. All numbers are rounded up.

5 NOVA TEACHER’S GUIDEwww.pbs.org/nova/worldbalance

Most student graphs should indi-cate that growth rate is a curve rather than a straight line; howev-er, for countries with a growth rate close to zero (i.e., Germany, Japan, and France), students may not have enough data points to show a curved line. In these cases, you may wish to have stu-dents calculate and plot more data points and/or extrapolate the shape of the line based on other graphs. In this activity, doubling the growth rate results in the pop-ulation size doubling in approxi-mately half as much time.

Greenland and South Africa have the lowest 10-year compounded growth rate (0.001) and would take 6,890 years to double. Montserrat has the highest growth rate (0.553) and would take 20 years to double. A leader of a low-growth rate country might be concerned with having enough workers to sustain a strong economy and support the nation’s seniors; a leader of a high-growth rate country might be concerned with providing adequate services—such as

education, health care, and jobs—for a large population. World population would double in about 60 years if the projected 10-year growth rate is 0.123.

There are numerous factors that contribute to low and high growth rates. Tell students that while it is possible to generalize factors affecting population size, these generalizations may not be accurate. Each country has a unique set of circumstances. Countries with negative or low population growth rates tend to have low fertility rates and low female illiteracy rates. In the case of Botswana, however, a high fertility rate is offset by a high infant mortality rate. Countries with relatively high population growth may have high fertility rates and high female illiteracy rates (as in the case of Chad).

Other factors that influence the population growth rate of a country include life expectancy, health care, access to fresh water, sanitation, and level of technology.

Sample Graph: United States

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Sample Population Doubling Rates

Country 10-year Population compounded doubles after growth rate approximately: Australia 0.097 80 years (105) Bangladesh 0.226 40 years (113) Brazil 0.121 70 years (111) Cameroon 0.221 40 years (111) Canada 0.098 80 years (106) Cayman Islands 0.317 30 years (114) Chad 0.353 30 years (124) China* 0.062 120 years (103) Colombia 0.168 50 years (109) Costa Rica 0.167 50 years (108) Egypt 0.204 40 years (105) Ghana 0.155 50 years (103) Guatemala 0.300 30 years (110) Guinea 0.264 30 years (101) Haiti 0.180 50 years (114) Hong Kong 0.128 60 years (103) India 0.157 50 years (104) Kenya 0.134 60 years (106) Kuwait 0.389 30 years (134) Madagascar 0.348 30 years (122) Malta 0.075 100 years (103) Mayotte 0.516 20 years (115) Mexico 0.126 60 years (102) Nepal 0.251 40 years (122) New Zealand 0.114 70 years (106) Norway 0.044 160 years (100) Pakistan 0.220 40 years (111) Saudi Arabia 0.379 30 years (131) Singapore 0.400 30 years (137) Somalia 0.402 30 years (138) Uganda 0.339 30 years (120) United States 0.096 80 years (104) Uruguay 0.082 90 years (102) Vietnam 0.137 60 years (108)

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Population Size

Years

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6WORLD IN THE BALANCE

LINKS AND BOOKS

LinksNOVA Web Site— World in the Balancewww.pbs.org/nova/worldbalance/

In this companion Web site to the NOVA program, find the latest population figures, see how the world’s population has grown, learn about how rising populations affect the environment, test your understanding of population trends, read interviews with experts, discover ways to get involved, and more.

Earth Day Networkwww.earthday.net/goals/issues.stm

Explains the major threats to our envi-ronment, including water pollution, deforestation, and global warming, and offers opportunities for taking action.

Ecological Footprint Quizmyfootprint.org

Estimates how much land and water you need to support your lifestyle. Enables you to compare your footprint to other people’s and to the amount of resources available on Earth.

Population Growth Ratewww.worldbank.org/depweb/english/mod-

ules/social/pgr/

Provides a general background on factors affecting population growth rate and some of the problems that may develop if a population grows too quickly.

Population Issues Overviewwww.unfpa.org/issues/index.htm

Offers an overview of some of the factors related to population issues such as access to family planning, poverty, and lack of education and choices for women.

Population Reference Bureauwww.prb.org/

Contains articles, datasheets, and reports regarding population issues. Information is arranged by regions and by topics, including family planning, gender, and health.

Six Billion and Beyondwww.pbs.org/sixbillion/

Includes a study guide on population and the perspectives of people from six different countries.

The World Bank Group: Data by Countrywww.worldbank.org/data/countrydata/country-

data.html

Provides data such as population, fertility rate, literacy rate, and other figures related to population for different countries, regions, and income levels.

World POPClock Projectionwww.census.gov/cgi-bin/ipc/popclockw

Gives the U.S. Bureau of the Census’ daily estimate for the total world population and provides a link for more POPClocks.

World Population Prospectsesa.un.org/unpp/

Generates population statistics, for the world or for individual countries, for a given time period. Also gives a list of developed and less-developed countries.

BooksBouvier, Leon F. and Jane T. Bertrand.World Population: Challenges for the 21st Century.Santa Ana, CA: Seven Locks Press, 1999.Provides a history of population growth and covers issues ranging from immigration to family planning.

Fyson, Nance Lui.World Population.New York: F. Watts, 1998.Examines the effects of agricultural, industrial, and medical factors on popu-lation growth.

Mazur, Laurie Ann.Beyond the Numbers: A Reader on Population, Consumption, and the Environment.Washington, DC: Island Press, 1994.Presents essays reflecting eight popula-tion and consumption issues. Topics include gender equality, family planning, and reproductive rights.

Menzel, Peter.Material World: A Global Family Portrait.San Francisco: Sierra Club Books, 1994.Presents the material possessions of aver-age families throughout the world, fea-turing a photo of each family posing out-side their home with all of their material goods surrounding them.

Newbold, K. Bruce.Six Billion Plus: Population Issues in the Twenty-First Century.Lanham, MD: Rowman & Littlefield Publishers, 2002.Explores various impacts on population including HIV and AIDS, fertility, and immigration.


Additional funding provided by the Corporation for Public Broadcasting and viewers like you.

Major funding for “World in the Balance” is provided by Marguerite and Gerry Lenfest, The John D. and Catherine T. MacArthur Foundation, The Richard and Rhoda Goldman Fund (sponsor of the Goldman Environmental Prize), and The William and Flora Hewlett Foundation.

“World in the Balance” educational outreach is funded by The Annenberg Foundation.

Major funding for NOVA is provided by the Park Foundation, Sprint, and Microsoft.

S. Yearsley

World in the Balance Student Handout

Double Up

“At first there is only one lily pad in the pond, but the next day it doubles, and thereafter each of its descendants doubles. The pond completely fills up with lily pads in 30 days. When is the pond exactly half full? Answer: on the 29th day.”

—Old French riddle

Unlike the lily pads in the French riddle, the human population does not double in size every day. However, it is increasing more quickly than you might suspect. In this activity, you will have the chance to investigate how quickly the populations in different countries are increasing.

Procedure

1 Your team will be assigned six to eight countries. Find each country’s 10-year growth rates on the “Growth Rates Worldwide” handout. (The 10-year growth rate tells you the rate at which the population of the country increases every 10 years.)

2 Based on each country’s growth rate, make a prediction as to how many decades (10-year periods) it might take for each country’s population to double in size. Record your predictions on a separate sheet of paper.

3 Use an initial population of 50 individuals for each country. Follow the steps listed on your “Calculating Population Growth” handout to calculate how large each country’s popu-lation will be after 10 years. Record the new population size on a separate sheet of paper.

4 Repeat the process until each country’s population size dou-bles.

5 Use your results to make a graph that shows how the population for each country increases over 10-year periods. Graph the number of years on the x-axis and the num-ber of people on the y-axis. Draw the best-fit curve.

Questions

Write your answers on a separatesheet of paper.1 Compare your results with your

original predictions. How do they compare?

2 Compare your results with those of other teams. How does increasing or decreasing the growth rate affect how quickly the population size increases or decreases?

3 Use your “Growth Rates Worldwide” handouts to find the country or territory with the lowest growth rate and the country or territory with the highest growth rate. Use your formula to calculate how long it would take each one to double. How do they compare to the countries in your original data set? If you were a leader of either of those countries, what would be your concerns about your country’s growth rate?

4 The world population is currently estimated at roughly six billion

people. If the projected 10-year growth rate is 0.123,

how long will it take for the world population

to double?

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Use the instructions on this handout to calculate population growth estimates for your assigned countries.

Procedure

1 Multiply the initial population by the growth rate. This will give you the number of individ-uals that are added to the pop-ulation in a 10-year period. (This number should be round-ed up, since partial individuals do not exist in the real world.)

2 Add the result from Step 1 to the initial population to get the new population after 10 years.

3 For the next 10-year period, the new population size becomes the starting popula-tion value. Multiply the new population size by the growth rate. As before, add the resulting number of individuals to the starting population to calculate the new population size after 20 years.

4 Repeat the process until each country’s population has dou-bled. Note that because you are looking a 10-year periods, the population may not be exactly double in size at the end of a period. For instance, in the example given, you would stop after 30 years, when the popu-lation reaches 124.


Calculating Population Growth

Sample Calculation

Here is a sample calculation for a country with a 10-year growth rate of .25. The country’s population doubles soon after 20 years.

Starting 10-year Number of New New Population

Population Growth rate Individuals Size

Initial 50 .25 12.5 (13) 63

After 10 years 63 .25 15.75 (16) 79

After 20 years 79 .25 19.75 (20) 99

After 30 years 99 .25 24.75 (25) 124

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The following are 10-year compounded growth rates for countries worldwide. The 10-year growth rate is based on annual growth rates for 2003 from the U.S. Bureau of the Census International Database. The countries, islands, and territories are grouped by continents.


Growth Rates Worldwide

North America, Central America,and the Caribbean

Country 10-year growth rate

Belize 0.273Canada 0.098Costa Rica 0.167El Salvador 0.196Guatemala 0.300Honduras 0.258Mexico 0.126Nicaragua 0.223Panama 0.144United States of America 0.096

Islands and 10-year Territories growth rate

Anguilla 0.244Antigua and Barbuda 0.066Aruba 0.056Bahamas 0.079Barbados 0.039Bermuda 0.075Cayman Is. 0.317Cuba 0.037Dominica -0.061Dominican Republic 0.145Greenland 0.001Grenada 0.008Guadeloupe 0.104Haiti 0.180

Jamaica 0.063Martinique 0.088Montserrat 0.553Netherlands Antilles 0.093Puerto Rico 0.052St. Kitts & Nevis 0.013St. Lucia 0.133St. Pierre &

Miquelon 0.031St. Vincent & the Grenadines 0.035Trinidad & Tobago -0.066Turks & Caicos Is. 0.363Virgin Is. (U.S.) -0.002Virgin Is. (British) 0.231

South America Country 10-year

growth rate

Argentina 0.110Bolivia 0.175Brazil 0.121Chile 0.110Colombia 0.168Ecuador 0.209Guyana 0.045Paraguay 0.285Peru 0.173Suriname 0.038Uruguay 0.082Venezuela 0.158

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Europe Country 10-year

growth rate

Albania 0.053Andorra 0.111Austria 0.016Belarus -0.012Belgium 0.018Bosnia-Herzegovina 0.049Bulgaria -0.091Croatia 0.032Czech Republic -0.005Denmark 0.036Estonia -0.048Finland 0.021France 0.042Germany 0.004Gibraltar 0.022Greece 0.021Hungary -0.025Iceland 0.050Ireland 0.121Italy 0.011Latvia -0.071Liechtenstein 0.093Lithuania -0.022Luxembourg 0.138Macedonia 0.040Malta 0.075Moldova 0.013Monaco 0.045Netherlands 0.062Norway 0.044Poland 0.000Portugal 0.018Romania -0.011San Marino 0.146

Serbia & Montenegro 0.007

Slovakia 0.013Slovenia 0.014Spain 0.016Sweden 0.018Switzerland 0.062Ukraine -0.067United Kingdom 0.030


Faroe Is. 0.072Guernsey 0.035Isle of Man 0.054Jersey 0.041

Africa Country 10-year

growth rate

Algeria 0.177Angola 0.216Benin 0.337Botswana -0.054Burkina Faso 0.293Burundi 0.241Cameroon 0.221Central African Republic 0.174Chad 0.353Congo (Brazzaville) 0.164Congo (Kinshasa) 0.331Cote d’Ivoire 0.237Djibouti 0.235Egypt 0.204Equatorial Guinea 0.273

Eritrea 0.136Ethiopia 0.215French Guiana 0.268Gabon 0.285Gambia 0.348Ghana 0.155Guinea 0.264Guinea-Bissau 0.221Kenya 0.134Lesotho 0.020Liberia 0.181Libya 0.267Madagascar 0.348Malawi 0.244Mali 0.321Mauritania 0.333Morocco 0.177Mozambique 0.148Namibia 0.160Niger 0.307Nigeria 0.283Rwanda 0.200Sao Tome & Principe 0.368Senegal 0.287Sierra Leone 0.336Somalia 0.402South Africa 0.001Sudan 0.307Swaziland 0.086Tanzania 0.186Togo 0.264Tunisia 0.115Uganda 0.339Western Sahara 0.254Zambia 0.163Zimbabwe 0.086


Cape Verde Is. 0.082Comoros 0.339Mauritius 0.087Mayotte 0.516Reunion 0.157St. Helena 0.069Seychelles 0.047

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Asia


Afghanistan 0.394Armenia -0.007Azerbaijan 0.045Bahrain 0.173Bangladesh 0.226Bhutan 0.235Brunei 0.219Burma 0.053Cambodia 0.196China 0.062Cyprus 0.057East Timor 0.235Gaza Strip 0.464Georgia -0.051India 0.157Indonesia 0.163Iran 0.114Iraq 0.316Israel 0.147Japan 0.011Jordan 0.316Kazakhstan 0.017Korea (North) 0.112Korea (South) 0.068Kuwait 0.389Kyrgyzstan 0.156Laos 0.274Lebanon 0.142Malaysia 0.202Mongolia 0.152Nepal 0.251

Oman 0.394Pakistan 0.220Philippines 0.209Qatar 0.327Russia -0.030Saudi Arabia 0.379Singapore 0.400Sri Lanka 0.086Syria 0.274Taiwan 0.067Tajikistan 0.234Thailand 0.099Turkey 0.123Turkmenistan 0.198United Arab

Emirates 0.168Uzbekistan 0.175Vietnam 0.137Yemen 0.400West Bank 0.383

Islands and 10-yearTerritories growth rate

Maldives 0.332

Special Admistrative Regions

Hong Kong S.A.R. (China) 0.128Macau S.A.R. (China) 0.088

Australia and Oceania


Australia 0.097New Zealand 0.114Papua New Guinea 0.261


American Samoa 0.017Cook Is. 0.172Fiji 0.151French Polynesia 0.174Guam 0.164Kiribati 0.251Marshall Is. 0.255Micronesia, Fed. States of 0.004Nauru 0.207New Caledonia 0.147Northern

Mariana Is. 0.317Palau 0.165Samoa -0.026Solomon Is. 0.322Tonga 0.207Tuvalu 0.152Vanuatu 0.174Wallis & Futuna Is. 0.107

S. Yearsley



Topic: Natural Resource Consumption Title: What is our score?


Lesson Performance Expectations: Students identify consequences related to the connection between rise in human population amounts and the decrease in natural resources around the world.

SEP - Obtain, evaluate, and communicate information CCC - Energy and matter

Students Will. . . To Construct Meaning Engage with a Phenomenon: The countries with the biggest number of people don’t necessarily consume the most resources. Student prompt; Look at the infographic “If the World Lived Like. . .”

1. Summarize what you think this may be explaining.

2. Write down two questions that you have. Student prompt: Each student in your team of 3 is responsible for sharing your country’s data with the group. Oldest student: India Middle student: USA Youngest student: China


***Whenever discussing different people/cultures/lifeways in class, keep your ears and eyes open. Celebrate students who see the strengths in other cultures, and be quick to clearly, and without shaming students, correct any remarks that in any way disparage or minimize someone from a non-dominant culture,*** Vocabulary note - SUSTAINABILITY and CONSUMPTION should be defined at this point, in whatever vocabulary organizing technique the teacher prefers. SUSTAINABILITY: avoidance of the depletion of natural resources in order to maintain an ecological balance. CONSUMPTION: the using up of a resource. After students try to interpret, lead a class discussion to make sure that students understand that, if all of the world lived the way that Americans do, we would need more than 4 planet Earths to support our rate of consumption of natural resources. Management Strategy

S. Yearsley

Ticket out (at end of worksheet) : India has the world’s largest population, and the best ‘score’ for consuming very few resources. Explain how this is possible using at least two pieces of data.

Assign groups of 3. For this activity, ability grouping would be appropriate, as students will explore the data at different speeds and depths, and the worksheet will ensure that every student captures a minimal basic understanding. While students are working, wander around the room and help students find their way through the packet. It might help to orient students to the first page, and talk about different components of the graphs.

Assessment of Student Learning Formative: An excellent student example articulates that:

1. The farther up the food chain you eat, the less and less efficient you are. A human who eats meat requires 10x the amount of land (and much more water and fossil fuels) than one who eats plant-based meals

2. Student choice - look for quality justification linking data to energy/material consumption. 3. India has the highest population but the best sustainability score because residents in India consume far fewer

natural resources per person, in terms of energy, water, plastic, and meat, than any other country. Note: the answer to #1 is oversimplified for this answer, and should be re-visited during 8.4.4. A more complete answer (courtesy Ted Redmond): There are three ways meat consumption contributes to man-made greenhouse gas emissions.

First, in many parts of the world, forests have been cut down in order to support agriculture. In some places (including rainforest locations) this has specifically happened in order to support the beef industry. Meat production requires significantly more land to create every calorie of food than vegetable growth (we have to feed the cow for months before we slaughter it. Deforestation is a significant driver of the increase in atmospheric greenhouse gas because the elimination of forests reduces the Earth’s ability to sequester atmospheric carbon and hinders the natural carbon cycle.

Secondly: though people will joke and say "yeah, environmentalists blame cow farts for global warming" the reality is that cows DO produce thousands of pounds of methane through their digestion in the months it takes to raise them. Methane is an extremely powerful greenhouse gas. When you add up the billions of cows we raise and eat this amounts to a significant greenhouse gas emission.

Thirdly: the processing, packaging, refrigeration, and distribution of meat products requires significant energy resources - and right now almost all of that is fossil fuel based.

For a typical American family, if they have one meatless day a week they will reduce their annual carbon footprint by over 1,200 pounds (11,000 cubic feet of man made greenhouse gas atmosphere.)

Materials Required: If possible, do this activity in a computer lab, using the website: http://environment.nationalgeographic.com/environment/greendex/ If not, use the handouts below. http://images.nationalgeographic.com/wpf/media-live/file/Greendex-Americans_FINAL-cb1409253792.pdf http://images.nationalgeographic.com/wpf/media-live/file/Greendex-Chinese_FINAL-cb1409255255.pdf http://images.nationalgeographic.com/wpf/media-live/file/Greendex-Indians_FINAL-cb1409255777.pdf

S. Yearsley

http://images.nationalgeographic.com/wpf/media-live/file/Greendex-Chinese_FINAL-cb1409255255.pdf

http://environment.nationalgeographic.com/environment/greendex/

http://images.nationalgeographic.com/wpf/media-live/file/Greendex-Indians_FINAL-cb1409255777.pdf

http://images.nationalgeographic.com/wpf/media-live/file/Greendex-Americans_FINAL-cb1409253792.pdf

S. Yearsley

BBC - How Many Earths? http://www.bbc.com/news/magazine-33133712

Name……………………………………………………………………….. Per……………..

Partners: …………………………………………………………………………………………………………..

Use the ‘Greendex” data packets to help you complete this table: http://environment.nationalgeographic.com/environment/greendex/

Consumption Measure China India USA

% that use their own bags when shopping

% that frequently consume bottled water

How likely are residents to consume meat? (chicken, beef, pork)

How likely are residents to own, rent, or lease a car?

% walk or bicycle frequently to reach their destination

How likely are residents to have air conditioning in their homes?

Student choice:

Student choice:

S. Yearsley

http://www.bbc.com/news/magazine-33133712

http://environment.nationalgeographic.com/environment/greendex/

1. Why is does people eating meat make a country’s score worse? Hint - think about the energy pyramid and the transfer of energy and matter.

2. What was the most surprising category in the data? Why do you think it contributes to a country’s resource consumption? 3. India has the world’s largest population, and the best ‘score’ for consuming very few resources. Explain how this is possible using at least two pieces of data.

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Topic: Natural Resource Consumption Title: Direct Instruction: Renewable vs. Nonrenewable


Lesson Performance Expectations: Students obtain, evaluate, and communicate information about the difference between renewable and nonrenewable energy resources.

SEP - Obtain, evaluate, and communicate CCC - Energy and matter

Students Will. . . To Construct Meaning Engage with a Phenomenon: Some energy sources are finite and some are not. Student Prompt: Examine the graph. Summarize the information it is communicating in 1-3 sentences. Ask 2 questions about the graph. Student Prompt: Use the graphic organizer to organize your thoughts as you learn some basic information about sources of energy that humans use. Ticket out: Of the resources listed, which do you think Utah has the most of? Which do you think we should use, predominantly, to generate our electricity?


This graph is readily available from the Governor’s Office of Energy development, and can should be updated over time to stay current: http://energy.utah.gov/resource-areas/energy-information/ Use powerpoint and graphic organizer to offer direct instruction on basic definitions and types of non/renewable energy sources. Engagement strategy: Alternate between slides and a document camera to complete the graphic organizer.

Assessment of Student Learning Formative: The most abundant resource in Utah is solar, but the majority of our electricity is generated via burning coal. This formative assessment is used to evaluate the sociocultural perspectives of your students as you continue to explore resource consumption. Energy policy in Utah can be a charged, political topic. Understanding your students’ perspectives before facilitating conversations will provide an opportunity to generate supportive management strategies to ensure successful, data-focused conversations.

Materials Required: PPT from JLAB: education.jlab.org/jsat/powerpoint/0708_renewable_nonrenewable.ppt

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http://energy.utah.gov/resource-areas/energy-information/

http://energy.utah.gov/resource-areas/energy-information/

Student Prompt (class opener): Examine the graph. Summarize the information it is communicating in 1-3 sentences. Ask 2 questions about the graph.

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Name…………………………………………….. Per ……………..

Organize your Thinking: Renewable vs. Non-Renewable Energy Sources

Renewable:

Non-Renewable:

Resource How is it made? Renewable? Pros Cons

Nuclear

Coal

Petroleum/Oil

Natural Gas

Solar

Wind

Water

Active Geothermal

Biomass

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Name………KEY…………….. Per ……………..

Organize your Thinking: Renewable vs. Non-Renewable Energy Sources

Renewable: a substance of economic value that can be replaced or replenished in the same or less amount of time as it takes to use.

Non-Renewable: a substance of economic value that can NOT be replaced or replenished in the same or less amount of time as it takes to use.

Resource How is it made? Renewable?

Pros Cons

Nuclear Energy released from radioactive materials (fision)

No Lots of energy in small space

Threat of radioactivity

Coal Plant matter buried under heat and pressure

No Plentiful in UT, easy to mine

CO2 and particulate pollution

Petroleum/Oil

Plankton buried under heat and pressure No Plentiful in some parts of the world, easy to extract


Natural Gas Plankton buried under heat and pressure No Plentiful in some parts of the world, easy to extract


Solar Energy from the sun captured in increasingly effective technology

Yes The most abundant and available energy resource on the planet

Requires investment in infrastructure to utilize

Wind Uneven heating of the earth’s surface Yes Plentiful in many parts of the world

Can’t ‘turn on’ when energy is needed, energy storage is a concern

Water Humans take advantage of potential/kinetic energy in water cycle.

Yes Very reliable, if there is enough water to fill a dam

Dams produce methane, a greenhouse gas 20x more heat-trapping than CO2. Harmful to ecosystems.

Active Geothermal

(1) heat from when the planet formed and accreted, which has not yet been lost; (2) frictional heating, caused by denser core material sinking to the center of the planet; and (3) heat from the decay of radioactive elements.

Yes (on a human time scale)

Very reliable Only found in some places on the planet

Biomass Plants

Yes Plants are easy to grow, and remove CO2 from the air (temporarily)

Land used for biomass for energy can’t be used for agriculture

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Topic: Natural Resource Consumption Title: Renewable or Nonrenewable


Lesson Performance Expectations: Students use and modify a model representing the key difference between renewable and nonrenewable energy resources.

SEP - Developing and using sing models CCC - Systems and system models

Students Will. . . To Construct Meaning

Engage with a Phenomenon: Some energy sources are finite and some are not. Student Prompt: Why do scientists make models? What are 3 models we’ve used in class so far this year? Activity Directions (student prompt):

1. With your partner, fill an open container with exactly 100 beans: 92% of one kind; 8% of another.

2. Circle any words you don’t know on the Renewables Data Sheet.

3. Ask clarifying questions to make sure you understand how to use the model accurately.


The “Draw Chart” in the pdf resource tells you how many beans to draw if you want to adapt for changes in rate of energy use. For example, if use remains constant from year to year, each person draws 10 beans. If you want to simulate a 4% per year increase in energy use, you go to the column marked 4% per year. Students will predict how many years the energy supply will last, then fill in the number of beans left after each “year.” Be sure to look the chart over before you begin so you understand the procedure. ACTIVITY 1. Divide students into table partners. 2. Hand out and discuss the Renewables Data Sheet. (Explain that more recent information tells us that the total renewable energy percentage has changed from 7% to 8%.). Review any unknown vocab, and identify the model components: Cup/hand = resource location/extraction Beans = resources 1 “draw” event = resources used per decade 3. Review the rules. Explain that the first trial will be based on a population that is using energy at a constant rate. In other words,

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Student prompt: Record your %age remaining renewables/non by this formula: Student prompt: Revise the model: Change something about the model in a way that extends the use of non-renewable resources as long as possible. You may do this by changing the rules, changing the number/types of beans, or changing the time represented by each draw. On your handout, explain what you changed about your model, and the impact it had in your data. Ticket out: Why was this an accurate model for the way humans use renewable and nonrenewable resources? How was the model inaccurate?

there is no growth in population and they use the same units of energy from one year to the next. Have students predict how many "years" it will take to deplete the beans in the container. Record it on the Data Chart #1. Management Strategy - Model the activity Demonstrate 3-4 rounds of pulling beans yourself in the front of the class, and demonstrate recording data. 4. Begin the activity, reminding students that any renewable beans pulled from the container each “year” can be replaced and counted for that year. Continue until only renewable beans are left in the container. 6. Record the number of years it took to deplete all nonrenewable beans. Compare to predictions. 9. Replace all the beans. Repeat the same procedure as above. Be sure they predict before starting. 10. At the conclusion of the second round, discuss again the time it takes to deplete a resource when consumption levels increase. This represents an increasing population. More people place more demands on fewer resources. 11. At this point, tell students to manipulate the model in a way that extends the use of energy resources for as long as possible. The rules remain the same, however. Students still draw with eyes closed and they must begin by removing 10 beans. They are to establish a rate of consumption that will last longer than either of their previous trials. Have them record their trials in the remaining data boxes. (They should run at least two trials.) Management strategy: While students are working, visit each team and listen for the strategies students are using to revise the model to extend the availability of non-renewable resources. Prepare groups that used different strategies to explain their decision and its impact to the class, selecting groups that used a variety of strategies. 12. When finished, discuss methods used to extend the energy resources, both renewable and nonrenewable.

Assessment of Student Learning Formative: An excellent student answer acknowledges: Accurate parts of model: there is a relationship between natural resource extraction and time, and replacing

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the beans accurately represents the continual availability of renewable resources (and removing the non-renewable beans accurately models non-renewable resources). Inaccurate parts of mode: the model does not account for the costs of extraction/collection of different forms of energy, the uneven distribution of energy sources, and issues associated with use, like transmission and political support.

Materials Required: Beans of 2 different colors (in specific ration noted in activity), 100 per group of 2 bags or other opaque container Data sheets Activity from NREL: http://www.ucsusa.org/sites/default/files/legacy/assets/documents/clean_energy/renewablesready_fullreport.pdf (Note: activity published in 2003 - bean activity sound but some data out of date in accompanying pdf)

Teacher Background:

Prediction of how long various energy resources will last is risky at best. In the early 1970’s, it was predicted that we would run out of natural gas by the late 1980’s! In the 1950’s, utilities predicted California would need a nuclear power plant every 10 miles along their coastline to meet their electrical energy needs. It is important to know whether a prediction assumes a constant rate of use or a changing rate. It is also important to know whether a rate assumes that more resources will be found or it assumes use of only known reserves. It is also important to consider if foreign resources are included. The point of this activity is not so much to show the actual numbers, but rather that nonrenewable resources will be depleted and that conservation (reduction of use/waste) together with the development of renewable resources can extend the availability of non renewables. It may help you to check the definitions of renewable and nonrenewable in the glossary.

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http://www.ucsusa.org/sites/default/files/legacy/assets/documents/clean_energy/renewablesready_fullreport.pdf

http://www.ucsusa.org/sites/default/files/legacy/assets/documents/clean_energy/renewablesready_fullreport.pdf

Name……………………………………………….. Period

Model components:

Beans represent renewable and nonrenewable energy sources. Which is which, based on our current energy use?

92% = 8% =

Take turns ‘using’ energy (removing from the bin) with your eyes closed. Each time a bean is removed, it represents one decade of energy use. If you draw a “nonrenewable” bean, set it aside (but do not throw it out). If you draw a “renewable” bean, return it to the bag after you have completed your drawing for the decade. Record how many renewable and nonrenewable beans you draw each decade on the chart below, then graph your results in a line graph.

Draw 10 beans per decade until there are no “nonrenewable” beans left. Pool data, take average, and draw a line graph to represent your results.

Original Model (Number of Beans Pulled Per Unit TIme)

Modified Model

Renewable Nonrenewable Renewable Nonrenewable

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1

NONRENEWABLE AND

RENEWABLERESOURCES

HMMMM....What do you think

nonrenewable resources are?

Break it down...

Nonrenewable?

Resource?

NONRENEWABLE RESOURCES

A nonrenewable resource is a natural resource that cannot be re-made or re-

grown at a scale comparable to its consumption.

NUCLEAR ENERGYNuclear fission uses uranium to create

energy.

Nuclear energy is a nonrenewable resource

because once the uranium is used, it is

gone!

COAL, PETROLEUM, AND GASCoal, petroleum, and

natural gas are considered

nonrenewable because they can not be

replenished in a short period of time. These are called fossil fuels.

HOW IS COAL MADE ???

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2

HOW ARE OIL AND GAS MADE ??? WHAT WAS THE DIFFERENCE BETWEEN COAL AND OIL/GAS?

HMMMM....

If nonrenewable resources are resources that cannot be re-made at a scale comparable to its consumption, what

are renewable resources?

RENEWABLE RESOURCESRenewable resources are natural resources that can be replenished in a short period of time.

● Solar ● Geothermal●Wind ● Biomass●Water

SOLAR

Energy from the sun.

Why is energy from the sun renewable?

GEOTHERMAL

Energy from Earth’s heat.

Why is energy from the heat of

the Earth renewable?

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3

WIND Energy from the wind.

Why is energy from the wind

renewable?

BIOMASSEnergy from

burning organic or living matter.

Why is energy from biomass renewable?

WATER or HYDROELECTRICEnergy from the

flow of water.

Why is energy of flowing water renewable?

SUMMARY

What are the differences between nonrenewable and

renewable resources?

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Topic: Natural Resource Consumption Title: Interviewing for a Cause


Lesson Performance Expectations: Students obtain, evaluate, and communicate information about a key component of energy and/or matter related to human resource consumption.

SEP - Obtain, evaluate, and communicate information CCC - Energy and matter

Students Will. . . To Construct Meaning Engage with a Phenomenon: Humans are consuming many resources at unsustainable rates. Student prompt: Describe something that you changed about your model (beans non/renewables) yesterday. Did this change represent conservation or efficiency?

Teacher Will. . . To Support Students On the board, to support the opening question, write the following definitions (and/or add them to whichever vocabulary tracking protocol you use in your classroom). EFFICIENCY - Doing the same amount of work using less energy. CONSERVATION - Doing less work, therefore using less energy. Offer an example; taking a shorter shower is conservation, using a low-flow showerhead is increasing efficiency. Both are effective and necessary components of addressing our global resource consumption issues. Supporting students: Models that changed the ratio of renewables increased conservation, models that changed the amount of time between draws increased efficiency.

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Student Prompt: In pairs, research your statement. Decide which partner is responsible for which component of your argument. Build an argument from evidence to motivate other students to either strongly agree, or strongly disagree, with your statement. Use the rubric to guide your research, and to check the quality of your argument.

Becoming Scientists: As you introduce the research assignment, clarify that scientists argue using evidence in order to get closer to the truth, not to be correct. The data will decide the direction in which they take their argument. **Some of these statements are contentious in different social circles. To ensure that this activity is guided by accurate data, be sure to offer your students well-curated options of websites to explore. This activity will not work well if students are simply told to ‘google’ their answers. Management Strategy: Some statements are more broad than others, and some arguments are more easily articulated. Consider what you, as a class, have ‘covered,’ and assign pairs of students strategically, so that the statements they research will allow them to apply their learning without pushing them to the point of frustration.

Assessment of Student Learning Collect draft arguments at end of class, and give written feedback to help students prepare to craft final arguments for presentations in the next class. Use questions to guide feedback, and assign a grading scale to feedback tool if desired.

Materials Required: Access to an internet-enabled computer

Links: **Pre-build these into a page or website so that students are using reliable data sources to formulate their arguments.** World of 7 Billion: https://www.worldof7billion.org/ PBS - Human Numbers Through Time: http://www.pbs.org/wgbh/nova/earth/global-population-growth.html Sutainability at National Geographic: http://environment.nationalgeographic.com/environment/national-geographic-sustainability/ Environmental Protection Agency https://www.epa.gov/environmental-topics What Is Sustainable Agriculture? UC Davis http://asi.ucdavis.edu/programs/sarep/about/what-is-sustainable-agriculture US Department of Agriculture: https://www.nal.usda.gov/afsic/sustainable-agriculture-definitions-and-terms#toc3 EPA Water Conservation https://www.epa.gov/greeningepa/water-conservation-epa

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https://www.worldof7billion.org/

https://www.epa.gov/greeningepa/water-conservation-epa

https://www.nal.usda.gov/afsic/sustainable-agriculture-definitions-and-terms#toc3

http://environment.nationalgeographic.com/environment/national-geographic-sustainability/

http://www.pbs.org/wgbh/nova/earth/global-population-growth.html

https://www.epa.gov/environmental-topics

http://asi.ucdavis.edu/programs/sarep/about/what-is-sustainable-agriculture

Name……………………………………………………..Per………. Partner……………………………………………………. Circle the number of the statement you will be researching. 1. Because our population has reached seven billion people and continues to grow, we need to expand land

area available for living and growing food by cutting down the rainforest. 2. Without reducing rapid population growth, it will be impossible to solve the world’s global challenges. 3. With more than 7 billion people commuting from one place to another, drilling for more oil is necessary to

fuel more cars. 4. In order to feed our population, we must use pesticides, chemical fertilizers, and genetically modified crops

to increase farm yields. 5. With new technologies used to gather fish, we must have international laws to ensure seafood is harvested

sustainably. 6. The Earth can support over 7 billion people now and will be able to support any number of human in the

future. 7. In an effort to feed a population of over 7 billion, people in developed countries should reduce the amount of

meat they consume. 8. Science and technology will ensure that food production and energy supplies keep up with the demands of a

growing population. 9. With human population over 7 billion, we must protect endangered species habitats by not developing on

them for any reason. 10. There is nothing I can do to help alleviate population pressures. 11. Governments in countries with fast-growing populations should make laws to limit the number of children

that couples can create. 12. In a real crunch, jobs are more important than environmental quality. 13. With over 7 billion people on the planet, water pollution is inevitable and we should not waste money

trying to prevent it. 14. Even though I am only one person in 7 billion, I still have a responsibility to keep the Earth healthy; what I

do makes a difference. 15. Automobile makers in this country should be required by law to make all their vehicles fuel-efficient, even

though the vehicles may become more expensive. 16. If China and India can each take care of over a billion people on relatively the same size land as the U.S.,

then the U.S. should accept immigrants until it reaches a billion people as well. 18. Arable land (where people can grow food) should never be used for housing, businesses, or other

non-agricultural uses because we need all available farmable land to produce food. Work Cited: Adapted whole or part from: https://www.worldof7billion.org/wp-content/uploads/2014/08/7-Billion-Where-do-you-Stand.pdf "Free Teaching Resources for Middle Schools." World of 7 Billion. N.p., n.d. Web. 21 July 2017.

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https://www.worldof7billion.org/wp-content/uploads/2014/08/7-Billion-Where-do-you-Stand.pdf

Name……………………………………………………..Per……….Partner…………………………………… Rewrite the statement you are researching here:

Which Partner Will Research Component? (initials)

Resource Consumption Considerations: Does your statement. . . .

Relate to human population growth? If so, how? Cite your source, by name and website URL, here:

Relate to fossil fuel use? If so, how? Cite your source, by name and website URL, here:

Relate to water use? If so, how? Cite your source, by name and website URL, here:

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Which Partner Will Research Component? (initials)

Resource Consumption Considerations: Does your statement. . . .

Relate to greenhouse gasses to the atmosphere? If so, how? Cite your source, by name and website URL, here:

Relate to increasing efficiency? In matter or energy? If so, how? Cite your source, by name and website URL, here:

Relate to increasing conservation? In matter or energy? If so, how? Cite your source, by name and website URL, here:

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ROUGH DRAFT: Write a paragraph with a topic sentence, supporting evidence, and concluding argument; to convince people to either strongly agree or strongly disagree with your statement:

Argument Component

In Process/Achieved (circle one)

Comments

Is the argument based in quantitative data rather than opinion?

In Process/Achieved

Is the data supporting the argument from a reliable source?

In Process/Achieved

Does the argument use data compellingly?

In Process/Achieved

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Topic Natural Resource Consumption Title Consequences of a Growing World Population


Lesson Performance Expectations: Students engage in argument from evidence about a key component of energy and/or matter related to human resource consumption.

SEP - Engage in argument from evidence CCC - Energy and matter

Students Will. . . To Construct Meaning Engage with a phenomenon: Issues caused by the growing world population Student prompt: Do you agree or disagree with your statement? What is your most compelling data point? Student prompt: As a statement is read, move towards the sign that best describes your current conclusion. The researcher of the statement will present a paragraph explaining more about that statement.


Students are introduced to the real-world issues created by an increasing global population. “Where I Stand” activity Create 4 spots (ranging from Strongly Agree to Strongly Disagree), around the classroom that students can move around to the spot that reflects their opinion as the statements are read. Management Strategy: Make sure you provide necessary accommodation to those who cannot physically/emotionally participate in this activity. An alternative would be to print separate sheet of statements and ask them to write a number next to the issue to indicate if the agree or disagree (from 1-5 with 5 being strongly disagree), and then ask students to speak with the statement researchers individually to potentially change their perspectives

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After this is read, if you have changed your mind, move. If you have not, stay where you are.

Assessment of Student Learning Summative Students paragraphs will serve as evidence of their integration of different energy and matter systems and concepts, as well as their ability to articulate the difference between renewable and nonrenewable resources, and implications of human consumption.

Materials Required: Station signs and handouts

Statements to read for “Where I Stand” activity 1. Because our population has reached seven billion people and continues to grow, we need to expand land

area available for living and growing food by cutting down the rainforest. 2. Without reducing rapid population growth, it will be impossible to solve the world’s global challenges. 3. With more than 7 billion people commuting from one place to another, drilling for more oil is necessary to

fuel more cars. 4. In order to feed our population, we must use pesticides, chemical fertilizers, and genetically modified crops

to increase farm yields. 5. With new technologies used to gather fish, we must have international laws to ensure seafood is harvested

sustainably. 6. The Earth can support over 7 billion people now and will be able to support any number of human in the

future. 7. In an effort to feed a population of over 7 billion, people in developed countries should reduce the amount of

meat they consume. 8. Science and technology will ensure that food production and energy supplies keep up with the demands of a

growing population. 9. With human population over 7 billion, we must protect endangered species habitats by not developing on

them for any reason. 10. There is nothing I can do to help alleviate population pressures. 11. Governments in countries with fast-growing populations should make laws to limit the number of children

that couples can create. 12. In a real crunch, jobs are more important than environmental quality. 13. With over 7 billion people on the planet, water pollution is inevitable and we should not waste money

trying to prevent it. 14. Even though I am only one person in 7 billion, I still have a responsibility to keep the Earth healthy; what I

do makes a difference. 15. Automobile makers in this country should be required by law to make all their vehicles fuel-efficient, even

though the vehicles may become more expensive. 16. If China and India can each take care of over a billion people on relatively the same size land as the U.S.,

then the U.S. should accept immigrants until it reaches a billion people as well. 18. Arable land (where people can grow food) should never be used for housing, businesses, or other

non-agricultural uses because we need all available farmable land to produce food. Work Cited: Adapted whole or part from: https://www.worldof7billion.org/wp-content/uploads/2014/08/7-Billion-Where-do-you-Stand.pdf "Free Teaching Resources for Middle Schools." World of 7 Billion. N.p., n.d. Web. 21 July 2017.

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https://www.worldof7billion.org/wp-content/uploads/2014/08/7-Billion-Where-do-you-Stand.pdf

Name……………………………………………………..Per………. Partner……………………………………………… FINAL DRAFT: Write a paragraph with a topic sentence, supporting evidence, and concluding argument; to convince people to either strongly agree or strongly disagree with your statement: Final reflection: Did anyone change their perspective when you offered your argument? If so, what do you think was effective about your argument. If not, why do you think people kept their original conclusion?

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AGREE

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DISAGREE

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STRONGLY

AGREE

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STRONGLY DISAGREE

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