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Earth and Human Activity Bundle for Middle School

25.68

Description

This bundle is for the Earth and Human Activity Strand for Middle School Science. Students should understand the impacts of humans on natural resources, the impacts of natural hazards on humans, and the impacts of human activity on Earth processes. This bundle covers the standards in the Earth and Human Activity Strand as part of the Earth Science Middle School standards.

This bundle includes:

 

This bundle covers these standards:

  • NGSS MS-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. 

  • NGSS MS-ESS3-2.Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
  • NGSS MS ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* 
  • NGSS 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.
  • NGSS MS ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

This bundle also addresses several Utah SEEd standards:

  • Utah SEEd Standard 8.4.1

Construct a scientific explanation based on evidence that shows that the uneven distribution of Earth’s mineral, energy, and groundwater resources is caused by geological processes. Examples of uneven distribution of resources could include Utah’s unique geologic history that led to the formation and irregular distribution of natural resources like copper, gold, natural gas, oil shale, silver, and uranium. (ESS3.A)

  • Utah SEEd Standard 8.4.2

Engage in an 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. (ESS3.A, ESS3.C)

  • Utah SEEd Standard 8.4.3

Design a solution to monitor or mitigate the potential effects of the use of natural resources. Evaluate competing design solutions using a systematic process to determine how well each solution meets the criteria and constraints of the problem. Examples of uses of the natural environment could include agriculture, conservation efforts, recreation, solar energy, and water management. (ESS3.A, ESS3.C, ETS1.A, ETS1.B, ETS1.C)

  • Standard 8.4.4

Analyze and interpret data on the factors that change global temperatures and their effects on regional climates. Examples of factors could include agricultural activity, changes in solar radiation, fossil fuel use, and volcanic activity. Examples of data could include graphs of the atmospheric levels of gases, seawater levels, ice cap coverage, human activities, and maps of global and regional temperatures. (ESS3.D)

  • Utah SEEd Standard 8.4.5 Analyze and interpret patterns of the occurrence of natural hazards to forecast future catastrophic events, and investigate how data is used to develop technologies to mitigate their effects. Emphasize how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow prediction, but others, such as earthquakes, may occur without warning. (ESS3.B)

 

My units include slide shows, labs, reading passages, lesson plans, follow-up pages, and more!

Start Here

I am so impressed with this unit which manages to be distance learning and hands-on at the same time.  Really well thought out and engaging activities that allow students to practice each of the eight Science and Engineering Practices.  Really no prep for me!

 
Science and Engineering Practices Distance Education Unit

Tina S

Teaching Science with Lynda R. Williams
5
2016-05-03T18:05:39-06:00

Tina S

I am so impressed with this unit which manages to be distance learning and hands-on at the same time.  Really well thought out and engaging activities that allow students to practice each of the eight Science and Engineering Practices.  Really no prep for me!   Science and Engineering Practices Distance Education Unit
The elephant article was excellent but I also thought the lab on dissecting a flower was broken down so easily, even telling me where to get inexpensive flowers!  This resource helped me teach this challenging standard in an engaging way.  Worth every penny!

 
Structure and Function NGSS 4-LS1-1 and 4-LS1-2

Richard S

Teaching Science with Lynda R. Williams
5
2016-05-03T18:07:52-06:00

Richard S

The elephant article was excellent but I also thought the lab on dissecting a flower was broken down so easily, even telling me where to get inexpensive flowers!  This resource helped me teach this challenging standard in an engaging way.  Worth every penny!   Structure and Function NGSS 4-LS1-1 and 4-LS1-2
As always, Lynda provides perfect alignment with the standards.

 
Age of the Earth and Geologic Time Scale NGSS MS ESS1-4

Sharon M

Teaching Science with Lynda R. Williams
5
2016-05-03T18:24:44-06:00

Sharon M

As always, Lynda provides perfect alignment with the standards.   Age of the Earth and Geologic Time Scale NGSS MS ESS1-4
Thank you so much for creating this resource! It is such a fun and engaging activity for my students, especially during distance learning.

 
Honey Bee Digital Escape Distance Learning

Expedition Fourth

Teaching Science with Lynda R. Williams
2020-11-03T20:44:55-07:00

Expedition Fourth

Thank you so much for creating this resource! It is such a fun and engaging activity for my students, especially during distance learning.   Honey Bee Digital Escape Distance Learning
My students loved this unit. I was able to present different elements of it throughout the month. It is hard to find interesting non-fictional, age-appropriate text for my students that they will enjoy. This was a great unit that aligned well for my students who have very different goals within the same group.

 
Compare and Contrast Two Texts on Reindeer

Heidi J

Teaching Science with Lynda R. Williams
2020-11-03T20:45:49-07:00

Heidi J

My students loved this unit. I was able to present different elements of it throughout the month. It is hard to find interesting non-fictional, age-appropriate text for my students that they will enjoy. This was a great unit that aligned well for my students who have very different goals within the same group.   Compare and Contrast Two Texts on Reindeer
5
3
Teaching Science with Lynda R. Williams