Human Impact Activity and STEM Project MS-ESS3-3 MS-ESS3-4 HS-ESS3-4

Grade Levels
6th - 11th, Homeschool
Standards
Formats Included
  • Zip
Pages
19 pages
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Description

NEWLY UPDATED for digital learning! If you’re looking for a little to no PREP, engaging and authentic learning mini-unit of lessons that teaches students about the human impact on Earth’s natural resources and the environment as a result of overpopulation, then this is the perfect project/assessment for you! So, “Will humans always have enough resources to survive on Earth?”

An interactive, digital notebook version of this product can be found HERE! Check out the *****VIDEO PREVIEW ****** to see EXACTLY what you’re getting!

Simply print or attach to Google Classroom as a PDF (or whatever platform you use!)

Check out the other home/distance learning products in my store!

Home and Distance Learning Resources

It is important for students to learn about human impact because it can have a negative effect on Earth and decrease sustainability. By involving students in gathering evidence online through aerial photos, data cards, and by tracking their own waste in 24 hours, students are inspired to become more aware of the use of our natural resources. Students then investigate one of several choices of human impacts such as fracking, ocean acidification, deforestation, etc., research and gather information, and design a solution to present.

"Will Humans Always Have Enough Resources to Survive on Earth?" This two-part unit takes one to two weeks’ time, it can be split into two separate activities if necessary, and it addresses the following NGSS Performance Expectations:

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per capita consumption of natural resources impact Earth's systems.

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems

HS-ETS1

Lesson Overview

Part I: Human Impact Investigation (MS-ESS3-4, HS-ESS3-4)

Students:

  1. Watch a short video clip on overpopulation
  2. Answer the unit question “Will humans always have enough resources to survive on Earth?”
  3. Gather 3 pieces of evidence (observe aerial photos, read info cards, and collect data on their own garbage waste)
  4. Reflect on the unit question

Part II: Human Impact Project (MS-ESS3-3, HS-ESS3-4)

Students:

  1. Learn about DDT and the bald eagle
  2. Review project directions and choose one human impact (10 examples included such as fracking, deforestation, ocean acidification, etc. as well as a teacher’s choice and a “choose your own” option in case you have other ideas)
  3. Research their human impact and record notes on a detailed outline
  4. Brainstorm and design a solution
  5. Present to the class
  6. Complete Reflection

Through the scientific practices of observation, data collection and analysis, and problem solving, students explore human impacts on Earth and present a solution to minimize its effect. This project can be taught as is, split into separate parts, or used as part of an environmental studies unit.

Included in this resource:

  • Student Pages with clear directions and graphics
  • Key terms and definitions
  • Data Tables
  • Project Directions with 10 human impacts to choose from (plus 2 others)
  • Detailed Outline for Notes
  • Suggested Lesson Timeline
  • Links to video clips, aerial photos, and impact cards
  • Teacher Tips and Lesson Overview
  • Rubric for Grading
  • Reflection page

Science and Engineering Practices:

Constructing Explanations and Designing Solutions: Apply scientific principles to design an object, tool, process or system. (MS-ESS3-3, HS-ESS3-4))

Engaging In Argument from Evidence: Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-ESS3-4)

Crosscutting Concepts:

Cause and Effect - Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. (MS-ESS3-3) Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-ESS3-4)

Stability and Change (HS-ESS3-4)

Looking for assessment resources for more NGSS standards? Check out my other Assessments here: NGSS Assessments and Test Questions

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Looking for other NGSS aligned Earth Science/Geology resources?

Synthetic and Natural Resources STEM Project

Weathering Investigation

Erosion and Soil Conservation STEM Project

Rock Cycle Projects

Wind Erosion CER Lab

Introduction to Rocks CER Lab

Scale Model of the Solar System Lab (FREE)

Plate Tectonics Stations Labs

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First Day of School STEM Name Tag Design

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Total Pages
19 pages
Answer Key
Included with rubric
Teaching Duration
2 Weeks
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Standards

to see state-specific standards (only available in the US).
NGSSHS-ETS1-1
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
NGSSHS-ESS3-4
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).
NGSSMS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).
NGSSMS-ETS1-1
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
NGSSMS-ESS3-4
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.

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