Corgi Natural Resources and Natural Hazards
Overview
In unit, students will explore different natural resources humans depend on and map and predict future natural hazards. They will understand the relationship of geographic distributions of natural resources, renewable and nonrenewable resources of groundwater, and natural hazards.
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Unit & Lesson Plans
Natural Resources and Natural Hazards
Subject: Science
Grade level: Middle School
Guides: Claim, Evidence, Reasoning (CER), Comparison, Question Exploration
Standards: NGSS, Common Core - ELA
Introduction
Thank you for your interest in Unit & Lesson Plans for the Corgi application!
The units and lessons that follow are intended to be used in conjunction with Corgi, a free, digital tool developed with the principles of Universal Design for Learning.
Each unit is aligned to national and/or state standards such as the Next Generation Science Standards or the Common Core Standards.
Each lesson utilizes the 5E Instructional Model to guide implementation.
Table of Contents
What is included in this Unit?
Universal Design for Learning (UDL) Suggestions
Lesson 1: Unequal Distribution of Earth’s Resources
Universal Design for Learning (UDL) Suggestions
Lesson 2: Renewable and Nonrenewable Groundwater
Universal Design for Learning (UDL) Suggestions
Lesson 3: Predicting Natural Hazards
Universal Design for Learning (UDL) Suggestions
Unit Plan
Unit Synopsis
In this 3-lesson unit, students will explore different natural resources humans depend on and map and predict future natural hazards. They will understand the relationship of geographic distributions of natural resources, renewable and nonrenewable resources of groundwater, and natural hazards.
Learning Goal
Students will understand the relationship between unequal geographic distributions of Earth’s resources, groundwater as a renewable and nonrenewable energy resource, and how scientists predict the location and likelihood of future natural hazard events.
Main Ideas
- Earth’s natural resources such as metal ores, fossil fuels, and fertile soil are distributed unevenly across the world.
- Groundwater is considered both a renewable and nonrenewable resource.
- Mapping volcanic and earthquake movement, along with weather conditions can help scientists predict the location and likelihood of future natural hazards.
Standards
Next Generation Science Standards:
MS-ESS3-1. Students who demonstrate understanding can 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.
MS-ESS3-2. Students who demonstrate understanding can analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Disciplinary Core Ideas:
Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.
Common Core State Standards:
ELA/Literacy - SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
What is included in this Unit?
Several key pieces are included to help you build your own unit or support a unit you have already created.
Each lesson in this unit contains:
- Essential question for students
- Key Terms
- Resources
- Lesson narrative that follows the 5E model of science instruction
- Corgi guide
- Universal Design for Learning (UDL) Suggestions
This unit includes a step by step scaffolding that follows the 5E model of science instruction. Please note that we do our best to maintain correct links to resources and materials. If a specific link is no longer working, please don't hesitate to contact us at corgi@cast.org.
Lesson Plans
| Lesson 1 | Unequal Distribution of Earth’s Resources | Claim, Evidence, and Reasoning Guide |
| Lesson 2 | Renewable and Nonrenewable Groundwater | Comparison Guide |
| Lesson 3 | Predicting Natural Hazards | Question Exploration Guide |
Methods of Assessment
Option A: Use your district’s current curriculum and suggested assessment to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Design Suggestions
Universal Design for Learning (UDL) is a framework for teaching and learning that guides the design of inclusive, accessible, and challenging learning environments. The framework is grounded in three principles:
- Design multiple means of engagement
- Design multiple means of representation
- Design multiple means of action and expression
CAST’s UDL Guidelines were developed to support practitioners to apply these three principles to practice.
While this unit was not explicitly designed through a UDL lens, UDL can be used as a tool to reduce existing barriers and increase access to the unit learning goal as well as to individual lesson goals. Below is an overview of how UDL might be applied to this unit. We’ll also offer more specific ideas for applying UDL at the end of each of the lessons associated with this unit.
Anticipate Potential Barriers
The UDL framework can support educators to reframe their understanding of barriers: from locating barriers within individual students to locating barriers with the design of the learning environment. Here we brainstorm potential barriers that learners may encounter in the design of the unit. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Are there barriers to engagement? (connection to students’ lives, location, grouping, noise level, etc.)
The design of the unit/lessons may need to do more to spark students’ curiosity based on their unique interests, goals, and contexts. The design may need to better emphasize why the topics are meaningful and important to explore. The design may also need to more fully support students to make connections to their own lives, communities, and questions they care about.
It is also important to recognize that this unit may have some emotionally triggering subject matter due to experiences or childhood fears. Specifically, the content in Lesson 3: Predicting Natural Hazards that explores natural hazards and natural disasters may surface feelings of anxiety and/or discomfort for some students.
Are there barriers to the representation of content? (oral, written, etc.)
These lessons consist of multimedia presentations with text, graphics, videos, and infographics. Some videos may need captions, or some captions don’t turn on automatically. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. Finally, several of the lessons contain non-interactive PDFs that do not allow students to highlight or make comments.
Are there barriers to action and expression? (writing, speaking, planning, etc.)
While the Corgi guides embed multiple options for students to share their ideas (text, images, and speech-to-text), it is important to anticipate barriers to students being able to express their ideas in other associated activities.
Address Learner Variability
Here we brainstorm ways to address the potential barriers described above. Again, please note that these approaches to reducing barriers and increasing access to the learning goals are just examples to get you thinking. We know that every context is unique.
How will you address barriers to engagement?
The Engagement Guidelines prompt us to consider the following questions when addressing barriers to engagement:
- Are there options for choice, relevancy, and minimizing distractions?
- Are there options for sustaining effort and persistence?
- Are there options for supporting and developing self-regulation and self-assessment?
Barriers to learners’ engagement and multiple pathways to engage students will be addressed through the supplementary resources, survey questions, and videos throughout each lesson.
With regard to the anticipated barriers around supporting students to find meaning and relevance, consider creating spaces for students to make connections to their own lives, their communities, and issues that they care about. For example, students can explore their cities preparedness plans or discuss the purpose of drills that may be used in their schools. Or, students could be encouraged to share an article from a local newspaper about issues affecting the community.
With regard to barriers around emotionally intense content, particularly in Lesson 3: Predicting Natural Hazards, consider front loading the subject matter of the lessons for students and invite them to have a conversation with you about any anxieties the content may generate for them. Consider building in choice in terms of the natural hazards that students explore. Work with students to co-design other options and/or supports that they may need to engage with the lesson goal in ways that feel comfortable and supportive.
Finally, we encourage you to collaborate with your students and co-design ways to address other barriers to engagement that may emerge throughout this unit.
How will you address barriers to representation?
The Representation Guidelines prompt us to consider the following questions when addressing barriers to representation:
- Are there options for audio/visual/display of info?
- Are there options to access language, math, and symbols?
- Are there options to build background knowledge, construct meaning, and generate new understandings? and highlight key patterns?
The supplementary resources and videos have been constructed to offer multiple ways of representing information as well as the mixed media within each lesson/activity.
With regard to captions that don’t turn on automatically, support students to learn how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students.
With regard to the anticipated barriers around the lack of captions and transcripts, consider transcribing tools like Otter.ai, rev, and Express Scribe. Further, free screen readers such as TextHelp Read & Write, ChromeVox, or NVDA can assist students with online articles. Finally, to reduce the barriers associated with non-interactive PDFs, consider free PDF tools such as Bit.ai and Jotform.
We encourage you to collaborate with your students and co-design ways to address other barriers to representation that may emerge throughout this unit.
How will you address barriers to action and expression?
The Action and Expression Guidelines prompt us to consider the following questions when addressing barriers to acting on ideas and communicating:
- Are there options for physical action?
- Are there options for multiple communication tools?
- Are there options for varying levels of support?
- Are there options for goal setting, strategy development, and self-monitoring?
The Action and Expression Guidelines can offer ideas for embedding varied ways for learners to communicate ideas, share understandings, and work toward goals in the associated activities throughout this unit
With regard to the anticipated barriers around physical action and physical space, consider encouraging learners to find learning spaces that work best for them (e.g. a quiet space, a space with natural lighting, etc.) and spaces that offer room to move or stand.
We encourage you to collaborate with your students and co-design ways to address other barriers to action and expression that may emerge throughout this unit.
Review the following link for a complete interactive overview of the UDL Guidelines.
Lesson 1: Unequal Distribution of Earth’s Resources
Essential Question
Why is there an unequal geographic distribution of Earth’s resources such as metal ores, fossil fuels and fertile soil?
Key Terms
Geologic process
Plate tectonics
Temperate or tropical regions
Erosion
Deposition
Renewable resource
Nonrenewable resource
Fertile soil
Weathering
Resources
Video: One Earth - Environmental Short Film
Video: ESS3 1 Uneven Distribution of Resources (stop at minute marker 9:26)
Video: Renewable and Nonrenewable Resources | Rap Video by SquidBooks
Video: Renewed Energy Song
Website: Distribution of Resources | National Geographic Society
Website: How Much Soil Is There? | Earth Science Week
Website: Soil Formation
Sample Corgi Guide: Claim, Evidence, Reasoning - Unequal Distribution of Earth’s Resources (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Claim, Evidence, Reasoning Guide with each student via email or Google Classroom.
The class reviews the Claim, Evidence, Reasoning Guide steps together.
The instructor introduces the essential question to the class and directs each student to complete Step 1 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- What do you know about metal ores?
- What do you know about fossil fuels?
- What do you know about fertile soils?
The instructor shares a short film, One Earth - Environmental Short Film with the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Steps 2 and 3 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor invites students to investigate Distribution of Resources | National Geographic Society which helps students to build their own understanding of natural resources through common experiences and build vocabulary for whole group discussion. The instructor also has the students explore Renewable and Nonrenewable Resources | Rap Video by SquidBooks and Renewed Energy Song to build understanding.
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
To develop an understanding of the reason for the uneven distribution of natural resources, the instructor shares ESS3 1 Uneven Distribution of Resources and posts the following inquiries for students to independently explore:
- Why is copper ore found around subduction zones (areas where 2 tectonic plates collide)?
- Why are fossil fuel resources (coal, oil and natural gas) found in areas with marine sedimentary rock?
- Why is fertile soil found in temperate or tropical regions of Earth?
To support students to further enhance their understanding, have students engage in a soil activity, How Much Soil Is There? | Earth Science Week, and then explore an article on soil formation, Soil Formation. Then direct students to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Claim, Evidence, Reasoning’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: This lesson has been created with multiple short videos that include high interest material. The videos, however, are not presented sequentially. Students may struggle with sorting through the videos in an intentional way that deepens understanding.
- Addressing the barrier: Collaborate with students to sequence the videos in the ways that best supports their learning"
Potential barrier:
- Anticipating the barrier: The National Geographic resource has many mini resources in it that all students may not use.
- Addressing the barrier: Educators can customize several options for students to use depending on their familiarity and interest with the subject. Some students may choose to explore all of the resources to build background, while others may choose to engage with some key resources based on their interests and curiosities.
Lesson 2: Renewable and Nonrenewable Groundwater
Essential Question
Why is groundwater considered both a renewable and a nonrenewable resource?
Key Terms
Aquifer
Permeability
Aquifer recharge
Resources
Video: Our Thirsty World | National Geographic
Video: Crop Irrigation Is Closely Tied to Groundwater Depletion Around the World
Handout: Groundwater: Discovering Our Hidden Resource
Website: Groundwater Beneath the Surface
Handout: Groundwater use in the United States
Handout (optional): Most groundwater is effectively a non-renewable resource, study finds | CBC News
Handout (optional): Groundwater Basics | California State Water Resources Control Board
Website (optional): Exploring Groundwater Movement
Sample Corgi Guide: Comparison - Renewable and Nonrenewable Groundwater (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Comparison Guide with each student via email or Google Classroom.
The class reviews the Comparison Guide steps together.
The instructor introduces the essential question to the class and directs each student to complete Step 1 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- What do you know about the water cycle?
- Do you know how much water is usable on earth?
- What are your thoughts on the use of water in the United States?
The instructor shares Our Thirsty World | National Geographic or Crop Irrigation Is Closely Tied to Groundwater Depletion Around the Worldwith the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Step 2, 3, and 4 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor makes sure the students understand the following concepts.
- What is groundwater?
- What is an aquifer?
- How does an aquifer charge and discharge?
- What is the residence time of groundwater?
The instructor invites students to explore Groundwater: Discovering Our Hidden Resource that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the information and invites students to share their findings for each inquiry question.
Explain:
To develop an understanding of renewable and nonrenewable groundwater, the instructor shows ‘Groundwater Beneath the Surface’ and posts the following inquiries for students to independently explore:
- Explain the causes of renewable groundwater.
- Explain the causes of nonrenewable groundwater.
- What are some of the challenges of groundwater?
To support students to further enhance their understanding, have students review the handout Groundwater use in the United States, and direct them to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Comparison’ with their new understanding.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: Reading maps and data tables can pose barriers to students.
- Addressing the barrier: Collaborate with students to explore and make explicit the different ways to read maps and tables. Here are some additional videos/resources that might go further into reading maps that apply to water resources. These can be used in tandem to the current videos and resources or as replacements to the lesson’s other listed resources.
- Website: Tracking Water Using NASA Satellite Data
- H2O-NO! - Fresh Water Problems: Crash Course Kids #33.1
Lesson 3: Predicting Natural Hazards
Essential Question
How can scientists help predict the locations and likelihoods of future natural hazard events?
Key Terms
Natural hazard
Natural disaster
Resources
Video: Forecasting Natural Hazards | Rap Video by SquidBooksintro
Video: Natural Hazards Unit Intro
Video: Big Idea 8: Natural Hazards Affect Humans
Website: Read About Predicting Natural Disasters | Science for Grades 6-8 [Printable]
Video: ESS3B - Natural Hazards(end at 4:17)
Video: Natural Hazards: Crash Course Geography #27
Website: ‘Natural Hazards’
https://ca.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.lp_nathazards/natural-hazards/
Website: Monitoring Instruments
Website: Tools Used to Measure Tornadoes | Sciencing
Website: Tools Used to Measure Hurricanes | Sciencing
Website (optional): Engineering to Prevent Natural Disasters: Save Our City! - Activity - TeachEngineering
Website (optional): Tsunami Data Sheet
Sample Corgi Guide: Question Exploration - Predicting Natural Hazards (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class. The instructor shares a link to a blank Corgi Question Exploration Guide to each student via email or Google Classroom.
The class reviews the Question Exploration Guide steps together.
The instructor shows eitherForecasting Natural Hazards | Rap Video by SquidBooks as a way to engage students in the lesson. Have students discuss the main points of the introduction together.
The instructor introduces the essential question to the class and directs each student to complete Step 1 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- How can scientists predict volcanic eruptions?
- How can scientists predict earthquakes?
- How can scientists predict tornadoes?
- How can scientists predict hurricanes?
The instructor shares Big Idea 8: Natural Hazards Affect Humanswith the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Steps 2, 3, and 4 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor invites students to interact with the Read About Predicting Natural Disasters | Science for Grades 6-8 that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
To develop an understanding of the natural disasters, the instructor directs each student to watch, ESS3B - Natural Hazards and Natural Hazards: Crash Course Geography #27 and posts the following inquiries for students to independently explore:
- How are natural hazards and natural disasters related?
- What characteristics define a hazard or a disaster?
- How do human activities impact/create disasters?
- What can be done to prevent natural disasters?
- What can be done to address natural hazards?
To support students to further enhance their understanding about predicting natural hazards have students review tools for different hazards: Monitoring Instruments, Tools Used to Measure Tornadoes | Sciencing, and Tools Used to Measure Hurricanes | Sciencing and direct them to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Question Exploration’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: This lesson is very focused on video elements and so many videos may present barriers to students developing or maintaining the through line of the lesson.
- Addressing the barrier: Teachers can create–or co-create with their students–scaffolded notes for learners, create idea maps for students to follow and build, or create structured journal/KWL posts to help learners organize their thoughts.