Stanford NGSS Integrated Curriculum...Stanford NGSS Integrated Curriculum 7th Grade Science Unit 1:...
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StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Pop-Out:EnvironmentalEthics
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
Pop-OutEssentialQuestion:Howcanhumansinteractethicallywithecosystems?Humansareinteractingwithenvironmentsinincreasingamounts.Asthathappens,humanscanchangepartsofecosystems,oftenleadingtoproblems.Whilescientificdiscoveriescanoftengivenewsolutionsforproblemsthatwereonceverydifficulttosolve,sometimesthesescientificdiscoverieshavedownfallsthatcomewiththeirbenefits.Whenascientificdiscoveryhelpssomepeoplebutnegativelyimpactsanecosystem,howdowedecidewhattodo?EngageAttheendofUnit1,youlearnedabouthowdifferentpartsofanecosystemchangewhenoneresourceischanged.Whenitishumansthataremakingthechange,thisposesanethicaldilemma.Theprocessofdecidingwhatisrightorwrongisknownasethics.Today,youwillbeapplyingyourownethicstoanumberofdifferentsituations.
1. Individually,takeacoupleminutestoreadthroughtheimaginarysituationbelow.Bacteriaarequicklydevelopingresistancetoantibiotics(thismeansantibioticscan’tkillthebacteria).Thismakesitharderandharderforscientiststomakemedicinesthathelppeoplewithcertainbacterialinfections.OneexampleofaresistantbacteriaisMRSA(atypeofbacteriathatisimmunetomostantibioticsandisabigcauseofhospitaldeaths).Manymedicinesaremadefromplants.AscientistjustdiscoveredthatacertaintypeofflowerintheAmazonianjunglecanmakeanantibioticthatcouldhelpsavepeoplewithMRSA.Tomakeonedoseofthemedicine,scientistswouldneedtogather200flowers.Theflowerhasimportantroleswithinthejungleecosystem.Itissymbioticwithatreethatgiveshomestomanyjunglespecies.Thismeansthetreeandtheflowerhelpeachothersurvive.Additionally,theflowerprovidesnectartothreespeciesofbirdsandgivespollenformanyinsects.Howlermonkeysalsoneedtheflowersforfood.
2. Withyourgroup,discussthequestionsbelowandthenusethetabletorecordyouropinions.Youmaybe
askedtoshareyourideasinaclassdiscussion.Whatarebenefitsofmakingthemedicine?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Pop-Out:EnvironmentalEthics
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Whataredownsidesofmakingthemedicine?
Wouldyoumakethemedicine?Whyorwhynot?
ExploreThelastcasewasanimaginarycasetogetyouthinkingaboutcomplicatedethicalsituationscreatedbyscientificdiscoveries.Nowlet’sexploreascenariothathappenedintherealworld.Youalreadylearnedabouthowecosystemsshiftwhenresourceswithintheecosystemincreaseordecrease.KeepthatinmindaswediveintoacaseaboutaproblemcausedwithintheYellowstoneecosystemandwhatscientistsdidtosolveit.
1. Individually,readanarticleandwatchavideoabouttheWolvesinYellowstone.Whilereading:o Usetheannotationstrategiesyourteachergivesyoutohelpyoulearnfromthereading.
2. Withapartner,discussthefollowingquestions.Recordyourresponsesinthetablebelow.
Describethesituation:
o Whywerethewolvesoriginallykilled?
o Whathappenedtotheecosystemwithoutwolves?Why?
o Whathappenedtotheecosystemwhenwolveswerereintroduced?Why?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Pop-Out:EnvironmentalEthics
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Describethepeopleinvolvedinthesituation:
o Whowantedtokillthewolves?Why?
o Whowantedthewolvestostayalive?Why?
Reflectonthesituation:IfyouwerethePresidentoftheUnitedStatesandcoulddecidewhethertoprotectlandowners’rights,protectthewolves,oracombinationofthetwo,whatwouldyoudo?Why?
ExplainPartofwhatmakesthecaseofthewolvesinYellowstonesuchatopicofdebateisthattherearemanydifferentperspectivesonwhatisbestfortheecosystemandthepeoplearoundit.Now,you’llhaveachancetohearyourclassmates’thoughtsandshareyourown.Listencloselyforinstructionsfromyourteacher.Youwillbedoingagroupdiscussion,calledaFishBowl.Asyoulistentotheothergroupdiscuss,takesnotesbelow.
o Remember,ethicalquestionsaretoughbecausetheyhavealotofdifferentperspectives.Berespectfulinlisteningto,andtryingtounderstand,yourclassmates.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Pop-Out:EnvironmentalEthics
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ElaborateEventhoughthewolveswerefirstre-introducedin1995,ithassparkedadebatethatcontinuestoday.Allaroundtheworld,peoplearehavingconversationsliketheseabouthowwecanbestsupportecosystems.Onebigissuewehavebeenfacingoverthelastcenturyisinvasivespecies.Invasivespeciesarenewspeciesthatwehavepurposelyoraccidentallyintroducedintoanecosystemthatarenotnativetothatregion.Someofthesespecies“takeover”theirecosystembecausetherearenopredatorsforthemintheirnewecosystem.
1. Workingindividually,readtheZebraMusselCaseStudy.Asyou’rereading,thinkaboutwhatledtotheintroductionofzebramussels,thereasonstoaddressthesituation,andthereasonsagainstaddressingthesituation.Alsothinkaboutwhatyouwoulddotoaddresstheproblem.
2. Usingwhatyoulearned,individuallyanswerthequestionsbelow.Youwillbeaskedtosharethesewithapartnerandtheclasslaterinthepop-out.
Describethesituation:
o Howandwhydidzebramusselsspread?o Whataretheimpactsofthezebramussels
ontheecosystem?
WhatarethepositiveandnegativeaspectsofzebramusselsinCaliforniaecosystems?
Howwouldyouaddresstheproblemscausedbyinvasivespecies?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Pop-Out:EnvironmentalEthics
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EvaluateandReflectionYouhaveread,talked,andthoughtalotaboutdifferentperspectivesontheethicsofhowhumansinteractwithecosystems.Nowusewhatyouhavelearnedtowriteanargumentthatanswersthefollowingquestions:Intheseethicalsituations,istheansweralwaysblackandwhite?Shouldwealwayssidewiththeenvironment
oralwayssidewithpeople?Whyorwhynot?Inyourargument,include:
o Aclearstatementofyouropiniononthesequestionso Multipleexamplesfromthescenariosandcasestudiesasevidenceo Aconclusionstatementthatexplainswhyitissometimeschallengingtodecidewhatisethical(rightor
wrong)inscience
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Pop-Out:NaturalResources,Wealth,andFairness
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Pop-OutEssentialQuestion:Howdonaturalresourcesaffectthewealthofaregionandaretheydistributedfairly?
Alotofwhatyou’relearningthisyearrelatestoEarth’sresources:howtheyaremadebyEarthprocesses,how
theyareusedbyhumans,andhowtheyinteractwithecosystems.AsyouhavelearnedinUnits1and2,naturalresourcesareresourcesthatcomefromtheEarth,suchasoil,water,soil,timber,naturalgas,etc.Giventhat
naturalresourcesaredistributedunevenlyaroundtheglobe,inthispop-out,we’regoingtofocusonsomebig
questions:wholivesintheareaswiththemostnaturalresources?Arethesenaturalresourcesbeingsharedina
waythatisfair?
EngageHaveyouevertraveledoutsideofyourneighborhood?Ifyouhave,youmayhavenoticedthatdifferent
communitieshavedifferentamountsofwealth.Morewealthinanareaoftenleadstomoreprivileges,suchas
accesstogoodschools,updatedcommunityspaces,varietyoffoodchoices,etc.Someareashavealotofwealth,
someareashavelittlewealth,andsomeareashaveamediumamountofwealth.
1. Belowyou’llfindamapandasetoftableswithinformationaboutfivecontinents.Inpartners,usewhat
youknowaboutthecontinentsonEarthtomakeyourbestpredictionsofwhichsetofinformation
describeswhichcontinent.Eachsetofinformationrepresentsonlyonecontinentlisted(excluding
AntarcticaandAustralia).Recordyourideasandexplainwhyinthechartbelow.
Continent IncomePerPerson($)
1 $5,441
2 $1,755
3 $27,242
4 $9,449
5 $49,804
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Pop-Out:NaturalResources,Wealth,andFairness
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Continent DataSetGuess Explanation
NorthAmerica
SouthAmerica
Africa
Europe
Asia
Withyourpartner,discussthefollowingquestions.Youmaybeaskedtoshareyourresponseswiththeclass.
1. Whatcountryhasthemostwealth(highestincomeperperson)?Whydoyouthinkthisis?
2. Whatcountryhastheleastwealth(lowestincomeperperson)?Whydoyouthinkthisis?
ExploreYouhavejustseenhowdifferentregionscanhavedifferentamountsofwealth.Nowlet’sexploreonereasonwhy
thisisthecase.Inthistask,you’llbeconsideringtwonaturalresources:waterandsoil.Torepresentthequalityof
waterandsoilinanarea,scientistsuseanindicatorcalled“agriculturesuitability.”Explorethedatatoseeifthere
isaconnectionbetweenthecountriesthathavehighagriculturesuitabilityandthecountriesthathavewealth.
1. Asagroup,explorethedataprovidedbyyourteacher.Itincludesanarticle,amap,andawebsite.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Pop-Out:NaturalResources,Wealth,andFairness
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2. Asyoulearnfromthedata,answerthequestionsbelow.Youwillusetheinformationyougatherwhen
youcreateacomicstripinthenextsection.
TakealookattheAgricultureSuitabilityMapandtheWealthMap.
o Whatdoyounoticeaboutthecountriesthatcangrowfood?
o Whatdoyounoticeaboutthecountriesthathavewealth?
Thinkaboutbothmaps.Compareandcontrasttheinformationfromthetwomaps.
o Whatissimilarbetweentheinformationonthetwomaps?
o Whatisdifferentbetweentheinformationonthetwomaps?
Doyouthinkthereisaconnectionbetweenacountry’swealthandtheirabilitytogrowfood?Explain.
o Isthisfair?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Pop-Out:NaturalResources,Wealth,andFairness
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ExplainNowthatyouhaveexploredtheconnectionsbetweentwonaturalresources(waterandsoil)andacountry’s
wealth,itistimetobringyourideastogetherandsharethem.
1. Inpartners,makeacomicstripthatanswersthequestion:Arecountrieswithmorewaterandsoil
wealthier?Yourcomicstripshouldsharewhatyoulearnedfromtheclassdiscussionatthebeginningof
thepop-out,informationfromthedata,andwhatyoutalkedaboutwithyourgroup.Usethenotesyou
tooktohelpyou.Remember,youcanbecreative!Comicsdonotneedtobefunny,buttheycanbe.You
canincluderhymes,color,orananalogytomakeyourcomicstripmoreinteresting.
ElaborateEarth’sdistributionofnaturalresourcesisnottheonlythingthataffectsaccesstoresources.Howpeoplechoose
tosharethemacrosscommunitiesalsoaffectsaccess.Forexample,evenintheheartofcitiesintheUnited
States,wherefoodisplentifulinsomeareas,foodcanbehardtofindinotherareas.Inthiscase,we’reexploring
theconnectionbetweenpovertyandlackofaccesstofood.Afooddesertreferstoanurbanareawhereit’sreallyhardorreallyexpensivetofindfreshnutritiousfood.Let’sconsiderhowfooddesertsappear.
1. Asaclass,watchthevideoaboutfooddesertsinLosAngeles.Then,individuallyrespondtothequestions
below:
EastLosAngeleshasanincomeof$54,242,comparedtothe$132,997incomeinSantaMonica.Compareandcontrastthetwofamilies.Hint:Wheredoeseachfamilylive?Whattypeoffoodispresentineachgrocerystore?
Whydoyoubelievesomepeoplehaveaccesstofoodwhileothersdon’t?
Isthisfair?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Pop-Out:NaturalResources,Wealth,andFairness
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EvaluateandReflectionIndividually,takesometimetoreadthroughandthinkaboutthequestionsbelow.Providedetailedresponses
usingwhatyoulearnedoverthelastcoupledaysinclass.
1. Isthereaconnectionbetweenlocationofnaturalresourcesandthewealthofthoseregions?Whydoyou
thinkthisis?
2. Isthereaconnectionbetweenthecommunitiesthathavemoneyandtheiraccesstonaturalresources
likefood?Explain.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit3:MimickingNature’sDesign
Pop-Out:HowScienceWorks
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Pop-OutEssentialQuestion:Inthescientificprocess,howdoesnewevidencedispelmisconceptionsandchangescientificknowledgeovertime?Scienceisaprocesswegothroughinordertolearn.Itteachesusabouttheworldaroundus.SciencetaughtusthattheEarthisround,thatClimateChangeisconnectedtohumans,andthatlivingthingschangeovertime.Butmanypeople(includingscientists)usedtobelievethattheEarthwasflat,thattheworld’schangingclimatewasnotrelatedtopeople,andthatlivingthingsstayedprettymuchthesame.Theseoriginalideaswouldnowbecalledmisconceptions,butatthetime,thesewerethebestideasbasedontheevidencetheyhadavailable.Howdoesthefieldofscienceclaimtoknowsomething?Whatcancausethisknowledgetochangeovertime?Thispop-outwillexplorethewaysciencemakesdiscoveries,bustsmyths,andchangesovertime.Engage
1. Usingwhatyoualreadyknow,individuallyrespondtothequestionsbelow.Wemightnothavetalkedabouttheseinclassbefore,andit’sokayifyoudon’tknowthe“right”answer.Dothebestyoucanbasedonwhatyouknowfromyourlife.
TrueorFalse:
1. _____Plantsbreathe.2. _____Plantsonlydophotosynthesis.3. _____Thingsjustdisappear(likerocksfromamillionyearsago,orasockinthedryer).4. _____Whensomethingchanges,itjustchanges–therearenotdifferenttypesofchanges.5. _____Plantsgeteverythingtheyneedfromthesoil.6. _____Sunlighthelpsplantsgrowbykeepingthemwarm.7. _____Plantsneed“plantfood”toeat.8. _____Allrocksarethesame,andwecan’ttellwheredifferentrockscamefrom.9. _____Whensomeoneburnsalog,thelogsimplydisappears.10. _____Plantsarenotalive.
2. Withyourpartner,shareyourresponses.Ifyouhaveevidenceforwhyyoupickedtrueorfalse,sharethat
withyourpartner.Youmaybeaskedtoshareyourideaswiththeclass.ExploreYouhaveseenhowtherearemanydifferentideasaboutwhatistruewhenthinkingaboutthesciencewehavestudiedinthisunit--matter,thecycleofmatter,andtheflowofenergy.Buthowdidscientistsdiscoverthatthesearemisconceptionsandnotscientifictruths?Let’srollupoursleevesanduseasimilarprocess,butwithanon-scientificexample.Inthistask,youwillreceiveaseriesofchecksthatyouwillexamineinordertouncoverthetruthbehindamystery.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit3:MimickingNature’sDesign
Pop-Out:HowScienceWorks
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1. Asagroup,listencloselyfortheinstructionsfromyourteacherabouttheactivity.Itisimportanttofollowinstructionsandnotjumpahead.Afteryoureceiveeachsetofchecks,recordyourtentativeexplanationinthetablesbelow.
Checks TentativeExplanationUsingthissetofevidence,whatdoyoubelievehappened?
#1Checks1-4
Claim:Evidence:Reasoning:
Checks TentativeExplanationUsingwhatyouinitiallybelievedandwhatyouhavelearnedfromthenewevidence,whatdo
younowbelievehappened?
#2Checks1-8
Claim:Evidence:
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit3:MimickingNature’sDesign
Pop-Out:HowScienceWorks
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Reasoning:
Checks TentativeExplanationUsingwhatyouinitiallybelievedandwhatyouhavelearnedfromthenewevidence,whatdo
younowbelievehappened?
#3Checks1-12
Claim:Evidence:Reasoning:
ExplainYourgrouphasmadeyourownclaims,evidence,andreasoningaboutwhatyouthinkhappened.Eachcheckgivesyoupiecesofinformation,likeevidencedoesinscience.Theprocessyoudidisverysimilartotheprocessthatscientistsgothrough;Scientistsuseevidencetomaketheirbestguessesaboutwhathappenedorwhatishappening.Asnewevidenceisdiscovered,scientificideascanchangeandoldideasbecomemisconceptions.Thisisscience!
1. Nogrouphasseenallofthechecks,butothergroupshaveseenadifferentcombinationofchecks.Betweenallgroups,yourclasshaslikelyseenalltheevidence.Togetafullpictureofalltheevidence,discussyourexplanationswithothergroups.Youcanuseinformationfromtheconversationstomakeyourfinalconclusionaboutwhathappened.Thisiswhathappensinacommunityofscientists!
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit3:MimickingNature’sDesign
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2. Individually,writeyourfinalscientificexplanationwithevidenceinfullsentencesbelow.Remembertobespecificanduseasmanydetailsaspossibletoexplainyourideas.
FinalScientificExplanation
Claim
Evidence
Reasoning
ElaborateYouhavepracticedyourscientificskillsasyouuseddifferentpiecesofevidencetocreateaclaim.Let’sthinkaboutwhatourexperiencecanteachusaboutthescientificprocess.Withyourgroup,discussandanswerthefollowingquestions.
1. Reflectontheactivityusingthequestionsbelow.o Whatinformationonthecheckswasvaluableinmakingatentativeexplanation?Explain.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit3:MimickingNature’sDesign
Pop-Out:HowScienceWorks
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o Discussspecificplaceswhereyouchangedyourstoryandoldexplanationsbecamemisconceptions.Whydidyouchangeyourstoryinthoseplaces?
o Whichaspectsofyourstoryorexplanationwouldyouwanttogathermoreinformationabout?Whatinformationwouldyouwant?
2. Inscience,weusedifferentdefinitionstoclassifydifferentkindsofideas:○ Ahypothesisisaneducatedguess.○ Atheoryisahypothesisthathasbeentestedbyhundredsofdifferentscientistsandexplains
somethingimportantabouttheworld,likethetheoryofevolution.○ Abeliefisanopinionthatcan’tbescientificallyproven,likeyourspiritualbeliefs.
IntheChecksactivity,
a. Whatwasanexampleofahypothesisyoucreated?
b. Whatcouldbeconsideredatheory?Howisthisdifferentfromahypothesis?
c. Didbeliefscompromiseyourscientificprocess?Ifso,how?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit3:MimickingNature’sDesign
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EvaluateandReflectionIndividually,takesometimetoreadthroughandthinkaboutthereflectionquestionsbelow.Providedetailedresponsesusingwhatyoulearnedoverthelastcoupledaysinclass.
1. Howdoweuseevidencetodecidewhatishappening?
2. Isitpossibletogetdifferentideasfromthesamepiecesofevidence?
o Howdoesthisleadtomisconceptionsinscience?
o Howdoscientificideaschangeovertime?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit4:SavetheAndes!
Pop-Out:WhoisAtRiskinNaturalHazards?
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Pop-OutEssentialQuestion:Aredifferentgroupsofpeopleaffectedfairlybytheaftermathofnaturalhazards?Naturalhazardsarehappeningmoreandmore–droughts,fires,hurricanes,tsunamis,volcanoes,landslides,avalanches,andearthquakesaretakingplaceacrosstheEarth.Inthisunit,youlearnedthatwecanforecastsomenaturalhazardstohelpreducetheeffectsonhumans.Whennaturalhazardsdotakeplace,thisresultsinInjuries,death,homelessness,lackofaccesstofood,andotherproblemswithgeneralwell-being.Thesepeopleneedhelpfromhumanaidorganizations,likegovernmentagencies,theAmericanRedCross,etc.However,theaidisnotalwaysgivenequallytodifferentgroupsofpeople.At-riskpopulationsarepeoplewhoneedextrasupportincertainsituations.Whothosepeopleareisoftenbasedonsocioeconomicstatus(theamountofmoneyyouhave),age,race,Englishproficiency,andhealthconcerns/physicalability.Inthispop-out,wearegoingtoexplorewhathappensonceanaturalhazardhastakenplacebylookingatwhogetshelpandwhodoesn’tgethelp.We’llaskourselveswhyandconsiderifitisfair.EngageWhenscientistslearnaboutanaturalhazard,theywarncommunitiesinvolved.Theybroadcastwarnings,updates,andhowtoevacuate.IntherecentNorthernCaliforniafires,firefighterswantedeveryoneincertaincommunitiestoevacuate.Almosteveryoneheardthenews,yetsomepeopleweren’tabletoleave.
1. Inpartners,takeacoupleminutestomakepredictionsaboutwhatgroupsofpeopledidn’tmakeitoutoftheirhouses.
Explore
1. Listencarefullytothearticleyourteacherreadsaloud.Then,inpartners,answerthequestionsinthetablebelow.Whowasn’tabletoevacuate
fromthefiresintime?Why?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit4:SavetheAndes!
Pop-Out:WhoisAtRiskinNaturalHazards?
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Whydoesthatpopulationneed
specialsupporttoevacuatefrom
naturalhazards?
Basedonwhatyouknowabout
whythosepeoplecouldn’t
evacuate,doyouthinkthereare
othergroupsofpeoplewho
weren’tabletoescapethefires?
ExplainAsyoulearnedintheunit,scientistsareoftenabletoforecastwhennaturalhazards,likefires,willhitcertainareasandusethisinformationtotellpeoplehowandwhentoevacuate.However,youjustheardinthearticlethatthisinformationdoesnotaffectallpeoplefairly.Firstwithapartnerandthenasaclass,discussthefollowingquestions:
1. Whatat-riskpopulationsdoyouknowareunfairlyaffectedduringfiresandwhy?2. Youknowfromtheintroductionthatthereareotherat-riskpopulationsnotmentionedintheEngage
article.Whichofthesegroupsdoyouthinkmightalsobeaffectedduringfiresandwhy?3. Thereareothernaturalhazards,suchashurricanes,volcaniceruptions,tornadoes,etc.Howdoyouthink
thesegroupsmightbeaffectedduringthesetypesofnaturalhazards?Why?ElaborateThelastarticletalkedabouthowcertaingroupsofpeopleweren’tassafeduringanaturalhazardasothergroups.Nowlet’sexplorewhathappenedtotheentirecityofNewOrleans,LAafterHurricaneKatrinastruck.
1. Paycloseattentiontothephotosyourteachershowsyouandthevideoyourteacherplays.ItshowsthetimelinethatledtoHurricaneKatrinaarrivinginNewOrleans,LA.
2. Individually,readthroughtheHurricaneKatrinaSituation.Whilereading:
o Usetheannotationstrategiesyourteachergivesyoutohelpyoulearnfromthereading.
3. Withyourgroup,discussthefollowingquestions:o Whatgroupsofpeopleweresignificantlyaffectedbythehurricane?o Whatareexamplesofgroupsofotherpeoplewhowerenotdiscussedinthereading?o Explainwhatmadethehurricanesomuchharderforthesepeoplebasedonthesefactors:Age,
HealthConcerns/PhysicalAbility,SocioeconomicStatus(howmuchmoneyyouhave).
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit4:SavetheAndes!
Pop-Out:WhoisAtRiskinNaturalHazards?
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4. ImaginethatyouhadfamilyorfriendslivinginNewOrleanswhenHurricaneKatrinahit.Usingwhatyouhavelearnedfromthepop-outsofar,individuallywritealettertotheNewOrleansMayor.Yourlettershouldinclude:
o Anoverallstatementexplainingwhatgroupsofpeoplearemorevulnerableinnaturalhazards o Examplesofhowcertaingroupsofpeoplewereimpactedbythehurricane o Ideasforhowtoaddresstheproblemsinthefuture
EvaluateandReflection
Individually,takeafewminutestothinkaboutwhatyoulearnedinthispop-out.Thenreflectonthequestionsbelow.
1. Whichpopulationsareoftenmoreat-riskduringandafternaturalhazards?Why?
2. Inyouropinion,isitfairthatsomepopulationsaremoreimpactedbynaturalhazardsthanothers?