Waste & Litter Notes (pg706)
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Grade Levels
6th - 9th
Subjects
Resource Type
Standards
NGSSMS-ESS3-2
NGSSMS-ESS3-1
NGSSMS-ESS3-5
NGSSMS-ESS3-4
NGSSMS-ESS3-3
Formats Included
- PPTX
Pages
10+
MrAsciencedotcom
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This is a bundle of all of the lessons, labs, PowerPoints, and worksheets for Unit 7: Environmental Science. The bundle also includes the Unit 7 Test and its answer key. For a walkthrough of the unit, including pictures and videos, please click here.Price $14.99Original Price $23.00Save $8.01
This bundle includes an entire year's worth of material. It includes lessons, labs, projects, tests and more. The seven units include are as follows:Unit 1 - Forces and MotionUnit 2 - ChemistryUnit 3 - GeneticsUnit 4 - EvolutionUnit 5- AstronomyUnit 6 - Earth's SystemsUnit 7 - Environmental ScienceTPrice $100.00Original Price $139.00Save $39.00
Description
Today we introduced the next topic in our environmental science unit: waste & litter. First, we discussed how littering is just another example of The Tragedy of the Commons. When you litter, the positive effects (it’s quick, easy, and convenient) go directly to you, while the negative effects (it’s ugly, takes a while to decompose, and is bad for plants and animals) are spread out.
Then we talked about how plastic is a particularly big problem. A simple water bottle will take about 450 years to decompose. Why? Because plastic is a relatively new addition to the biosphere, so plants and animals have not evolved to be able to digest it. Because of that, it can cause long-lasting problems, particularly if it ends up in the ocean. In the pacific, the currents pull garbage created by several different countries into one large patch. The precise size of the patch is difficult to measure, but some scientists believe it to be twice the size of Texas! To download a copy of the PowerPoint, click the link above.
Total Pages
10+
Answer Key
N/A
Teaching Duration
45 minutes
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Standards
to see state-specific standards (only available in the US).
NGSSMS-ESS3-2
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).
NGSSMS-ESS3-1
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
NGSSMS-ESS3-5
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.
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.
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).
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