Science
2nd Nine Weeks
Grade 7
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,



80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned
instruction. Acknowledging the need to develop competence in literacy and language as the foundation for all learning, Shelby County Schools developed the
Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy
learning for all students across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP
connections are evident throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career
Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish
desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the
standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in
order to facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science
educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in
science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and
communicating information.
*The TOOLBOX contains additional resources for each unit.
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Science
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
2nd Nine Weeks
Grade 7
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Stability and
change
Cross Cutting
Concepts
Cause and
Effect
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of
disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout the year, students should continue
to develop proficiency with the eight science practices. Crosscutting concepts can help students better understand core ideas in science and
engineering. When students encounter new phenomena, whether in a science lab, field trip, or on their own, they need mental tools to help engage in
and come to understand the phenomena from a scientific point of view. Familiarity with crosscutting concepts can provide that perspective. A next
step might be to simplify the phenomenon by thinking of it as a system and modeling its components and how they interact. In some cases it would
be useful to study how energy and matter flow through the system, or to study how structure affects function (or malfunction). These preliminary
studies may suggest explanations for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct,
and matching those predictions with those observed in the real world.
*The TOOLBOX contains additional resources for each unit.
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Science
2nd Nine Weeks
Grade 7
Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students will reach Destination 2025.
To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career
Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards Based Curriculum, Science
Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins with a concerted effort to
implement the state curriculum frameworks. Many districts have developed curriculum guides built around these frameworks to ensure that what is taught in
particular grades and courses is closely linked with student Learning Expectations found in the state standards. Classroom teachers use these locally-generated
curriculum guides to plan and implement their individual grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily
instructional events and classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.
Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their performance on state-mandated
standardized tests. Our collective goal is to ensure our students graduate ready for college and career. Most of the elements found in the state Curriculum
Frameworks were incorporated into the curriculum mapping materials prepared by Shelby County Schools. Additional features were included to add clarity and to
offer avenues that could assist teacher in developing grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual SCS curriculum maps for
each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum that emphasizes specific standards. Since Shelby County
has a high rate of mobility among the student population, the SCS curriculum maps ensure that all students receive the same program of high-level instructional
content and academic expectations, regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that
students in SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum maps.
*The TOOLBOX contains additional resources for each unit.
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Science
State Standards
2nd Nine Weeks
Embedded Standards
Grade 7
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 2.1: Waves, 1 Week
GLE 0707.11.5 Compare
and contrast the basic
parts of a wave.
GLE 0707.11.6 Investigate
the types and fundamental
properties of waves.
GLE 0707.Inq.5
Communicate scientific
understanding using
descriptions, explanations,
and models.
Compare and contrast the basic parts of a
wave.
Describe the properties and behavior of
waves.
Distinguish between longitudinal and
transverse waves.
Tennessee Holt Science and
Technology TE, Chapter 22, Section 1:
The Nature of Waves, p. 600-617
CLIP connections
Academic vocabulary: amplitude, crest,
speed, trough, vibration
Glencoe Tennessee Science Grade 7
TWE, Chapter 15, Section 1: What are
waves? Section 2: Wave Properties, p.
454 – 463
NGSS Practice 8: Obtaining, evaluating,
and communicating information.
A Glencoe workbook, aligned with State
Performance Indicators for 7th grade
science, which is designed to assess
student mastery. Included are formative
assessments, student activities, and
more. This is an excellent resource.
Literacy Task: Integrate quantitative or
technical information expressed in words
in a text with a version of that information
expressed visually.
Task: Compare and contrast the basic
parts of a wave, identify the fundamental
features of waves, and the different wave
types.
Students can build models that represent
wave parts, types, and properties.
CER template
http://www.indps.k12.wi.us/cms_files/resou
rces/Notebooking%20ideas_including%20
claim%20evidence%20reasoning.pdf
CER Graphic Organizer
http://www.cascience.org/csta/pdf/conferen
cehandouts/2013/yellenberg_2_c_e_r_gra
phicorganizer.pdf
*The TOOLBOX contains additional resources for each unit.
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Science
State Standards
2nd Nine Weeks
Embedded Standards
Grade 7
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 2.2: Rocks and Minerals, 4 Weeks
GLE 0707.7.2 Summarize
the basic events that occur
during the rock cycle.
GLE 0707.7.1 Describe
the physical properties of
minerals.
GLE 0707.Inq.5
Communicate scientific
understanding using
descriptions, explanations,
and models.
GLE 0707.Inq.1 Design and
conduct open-ended
scientific investigations
GLE 0707.Inq.4 Recognize
possible sources of bias and
error, alternative
explanations, and questions
for further exploration.
GLE 0707.Inq.2 Use
appropriate tools and
techniques to gather,
organize, analyze, and
interpret data.
Observe and compare the properties of
sedimentary, igneous, and metamorphic
rocks.
Relate crystal size in igneous rocks to
environmental conditions.
Describe how the processes of weathering,
erosion, and deposition contribute to the
formation of sediments, sedimentary rock
and landforms.
Explain how rocks change as they undergo
metamorphosis.
Conduct tests to determine the physical
properties of selected mineral samples.
Justify the identification of an unknown
mineral sample by its physical properties.
Tennessee Holt Science and
Technology TE, Chapter 14, Section 1:
The Rock Cycle and Section 2: Igneous
Rock and Section 3: Sedimentary Rock,
Section 4: Metamorphic Rock, p. 358381
Chapter 13, Section 1: What is a
Mineral? Section 2: Identifying Minerals
Section 3: The Formation, Mining, and
Use of Minerals, p. 344-349.
Glencoe Tennessee Science Grade 7
TWE, Chapter 9, Section 3: Metamorphic
Rocks and the Rock Cycle, p 284 - 288
and Section 1: Minerals-Earth's Jewels, p
268 - 276
CLIP connections
Academic vocabulary: rock cycle, igneous,
metamorphic, minerals, sedimentary
NGSS Practice 6: Constructing
explanations (for science) and designing
solutions (for engineering)
NGSS Practice 7: Engaging in argument
from evidence
Literacy Task: Use precise language and
domain-specific vocabulary to inform about
or explain the topic
Literacy Task: Follow precisely a multistep
procedure when carrying out experiments,
taking measurements, or performing
technical tasks
Task: Students can describe how
earthquakes, mountain building,
volcanoes, and sea floor spreading are
associated with movements of the earth’s
plates.
A simple description of sedimentary,
metamorphic, and igneous rock formation
(quiz included).
http://www.bbc.co.uk/bitesize/ks3/science/
environment_earth_universe/rock_cycle/ac
tivity/
*The TOOLBOX contains additional resources for each unit.
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Science
State Standards
2nd Nine Weeks
Embedded Standards
Grade 7
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 2.3: Plate Tectonics, 3 Weeks
GLE 0707.7.4 Explain
how earthquakes,
mountain building,
volcanoes, and sea
floor spreading are
associated with
movements of the
earth’s major plates.
GLE 0707.7.3
Analyze the
characteristics of the
earth’s layers and the
location of the major
plates.
GLE 0707.Inq.4 Recognize
possible sources of bias and
error, alternative explanations,
and questions for further
exploration.
Relate wave movement in a spring to
earthquake waves.
GLE 0607.Inq.5 Communicate
scientific understanding using
descriptions, explanations, and
models.
Identify and describe the layers of the earth.
GLE 0707.T/E.1 Explore how
technology responds to social,
political, and economic needs.
GLE 0707.T/E.2 Evaluate a
protocol to determine if the
engineering design process was
successfully applied.
Tennessee Holt Science and
Technology TE,
Chapter 15, Plate Tectonics p. 390-415.
Describe how scientists study the structure of
the earth’s interior.
Explain how plate boundaries result in
earthquakes, mountain building, volcanoes,
and sea floor spreading.
Analyze the locations of earthquakes and
volcanoes around the world.
Hypothesize about the reasons for patterns
in the location of earthquakes and volcanoes.
Use the engineering design process to
determine the characteristics of earthquakeproof structures.
Chapter 16, Section 1: What are
Earthquakes? p 424-441
Chapter 17, Section 1: Volcanic
Eruptions and Section 3: Causes of
Volcanic Eruptions, p. 424-467
Glencoe Tennessee Science Grade 7
TWE, Chapter 11, Section 1:
Earthquakes and Section 2: Volcanoes
and Section 3: Earthquakes, Volcanoes,
and Plate Tectonics, p 328-349
Chapter 10, Section 1: Continental Drift
and Section 2: Seafloor Spreading and
Section 3: Theory of Plate Tectonics,
p.300-317
A Glencoe workbook, aligned with State
Performance Indicators for 7th grade
science, which is designed to assess
student mastery. Included are formative
assessments, student activities, and
more. This is an excellent resource.
*The TOOLBOX contains additional resources for each unit.
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CLIP connections
Academic Vocabulary: earth layers,
earthquake, plate, volcano, crust, mantle,
tectonic plate, continental drift
NGSS Practice 3: Planning and carrying
out investigations.
NGSS Practice 4: Analyzing and
interpreting data.
Literacy Task: Provide a concluding
statement or section that follows from and
supports the argument presented.
Literacy Task: Follow precisely a multistep
procedure when carrying out experiments,
taking measurements, or performing
technical tasks.
Literacy Task: Analyze the structure an
author uses to organize a text, including
how the major sections contribute to the
whole and to an understanding of the
topic.
An assortment of lesson plans, labs, and
student activities on plate tectonics.
http://science.lotsoflessons.com/platetecto
nics.html
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Science
State Standards
2nd Nine Weeks
Embedded Standards
Grade 7
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 2.4: Natural Resources, 1 Week
GLE 0707.7.5
Differentiate between
renewable and
nonrenewable
resources in terms of
their use by man.
GLE 0707.7.6
Evaluate how human
activities affect the
earth’s land, oceans,
and atmosphere.
GLE 0707.Inq.5 Communicate
scientific understanding using
descriptions, explanations, and
models.
GLE 0707.T/E.3 Compare the
intended benefits with the
unintended consequences of a
new technology.
Differentiate between renewable and
nonrenewable resources in terms of their use
by man.
Evaluate how human activities affect the
earth’s land, oceans, and atmosphere.
Tennessee Holt Science and
Technology TE, Chapter 18, Section 1:
Natural Resources and Section 2, Fossil
Fuels and Section 3 The Three R's of
Conservation, p. 476-497
CLIP connections
Academic vocabulary: natural resource,
non-renewable resource, renewable
resource, recycling
Glencoe Tennessee Science Grade 7
TWE, Chapter 12, Section 1: Resources
and Section 2 Pollution, p. 360-376
NGSS Practice 4: Analyzing and
interpreting data
A Glencoe workbook, aligned with State
Performance Indicators for 7th grade
science, which is designed to assess
student mastery. Included are formative
assessments, student activities, and
more. This is an excellent resource.
Mathematics Task: Analyze proportional
relationships and use them to solve realworld and mathematical problems
Predict how human behaviors affect
cycles.
Evaluate the impact of specific
technologies on the environment.
Variety of activities to increase students’
ability to determine the impact of man's
use of renewable and nonrenewable
resources on future supplies.
http://www.internet4classrooms.com/grade
_level_help/earth_science_renewable_and
_nonrenewable_seventh_7th_grade_scien
ce.htm
*The TOOLBOX contains additional resources for each unit.
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Science
2nd Nine Weeks
Grade 7
TOOLBOX
Unit 2.1: Waves, 1 Week
Plans
Students learn about wave movement and properties (wavelength, frequency, amplitude and speed) and record their notes on a handout. They then label
wave parts on a worksheet diagram (crest, trough and wavelength) and use the diagram to determine wave frequency.
http://www.teachengineering.org/view_lesson.php?url=collection/clem_/lessons/clem_waves_lessons/clem_waves_lesson02.xml
Properties of Waves Lesson Plan: Making waves visible, students will be able to identify that there are various types of waves with properties that are similar
and different, identify properties of waves, and create models that demonstrate relationships.
http://betterlesson.com/lesson/633219/properties-of-waves-making-waves-visible?grade=&subject=2&from=bl_explore-1_waves_all_all_mtlesson_633219_title
Background for
Teachers
Student
Activities
Bite-Size Physics is an awesome resource for understanding wave types and characteristics. Demonstrations requiring minimum resources are provided.
http://www.bitesizephysics.com/energywaveslesso.html
Additional background information on the nature and properties of waves. http://www.physicsclassroom.com/class/waves
A tutorial on the general properties of waves, which includes visual effects for the students.
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/waves/generalwavesact.shtml
Students can manipulate waves in this web-based simulation in order to determine the properties and behavior of a wave on a string.
http://phet.colorado.edu/en/simulation/wave-on-a-string
Students can graph water waves at different frequencies and amplitudes using a simulation at:
http://www.classzone.com/books/ml_science_share/vis_sim/wslm05_pg18_graph/wslm05_pg18_graph.html
Hands on Activity - Make Some Waves (student worksheet included):
http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_soundandlight/cub_soundandlight_lesson1_activity1.xml
Other Resources
An online wave properties quiz. http://glencoe.mcgraw-hill.com/sites/0078617766/student_view0/chapter1/section2/self-check_quiz-eng_.html
Pink Palace Museum Field Trips
Labs: Sound Science
*The TOOLBOX contains additional resources for each unit.
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Science
2nd Nine Weeks
Grade 7
TOOLBOX
Unit 2.2: Rocks and Minerals, 4 Weeks
Plans
Background for
Teachers
Lesson plans on Rocks and Minerals: http://www.rocksandminerals4u.com/lesson_plans.html
Fun Rocks and Minerals Facts: http://www.sciencekids.co.nz/sciencefacts/earth/rocksandminerals.html
Additional Background Information on Rocks and minerals: http://www.archaeology.ncdcr.gov/ncarch/GeoArcheo/RocksA.htm
Use Poetry To Teach About Minerals: A study discussing the incorporation of writing to teach about the different types of minerals. Student work examples
are provided. http://www.nagt.org/files/nagt/jge/abstracts/Rule_v52n1p10.pdf
Student
Activities
12 Links to Scholastic Study Jam Interactive Science Activities: http://www.scholastic.com/teachers/activity/rocks-minerals-and-landforms-12-studyjamsinteractive-science-activities
Learn about rocks, minerals & soils as you complete a variety of interesting experiments with this fun, interactive activity. Rocks, minerals and soils have
different characteristics that set them apart from others. Find out about the properties of rocks such as slate, marble, chalk, granite and pumice. Which rocks
split? Can you find a rock that floats? Answer these and other scientific questions with this cool science game.
http://www.sciencekids.co.nz/gamesactivities/rockssoils.html
Rocks & Minerals: A variety of student labs and activities with worksheets included (The Science Spot). http://sciencespot.net/Pages/classearth.html
Interactive Rock Cycle: reviews types of rocks and the processes of the rock cycle with students. http://www.learner.org/interactives/rockcycle/index.html
A variety of rock cycle animations from Interactive Sites for Education. Assists with differentiating instruction, as animations are appropriate for various grade
levels. http://interactivesites.weebly.com/rocks-and-minerals.html
ReadWorks passage and comprehension questions on rocks and minerals: https://www.readworks.org/sites/default/files/passages/860_hard_minerals.pdf
A variety of activities, animations, and quizzes geared towards increasing the students understanding of the major processes that drive the rock.
http://www.internet4classrooms.com/grade_level_help/earth_science_rock_cycle_processes_seventh_7th_grade_science.htm
Scaffolding activities for teaching students both the types of rocks and the rock cycle. https://quizlet.com/10905786/the-rock-cycle-flash-cards/original
Rock Cycle Quiz: Assesses student understanding of the conditions required for rock to change from one type to another.
*The TOOLBOX contains additional resources for each unit.
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Science
2nd Nine Weeks
Grade 7
TOOLBOX
http://www.quia.com/quiz/1195085.html
Rock Cycle Project Choice Board (with rubric).
http://fourthgradeteam2012-2013.cmswiki.wikispaces.net/file/view/TheRockCycleProjectChoiceBoardandRubricFreebie.pdf
Characteristic Properties of Minerals Quiz: http://www.quia.com/quiz/2895643.html
Other Resources
This is a mini-project requiring students to research a particular mineral, create an advertisement for its common uses, and describe its characteristic
properties: http://www.sciencespot.net/Media/mghtymin.pdf
The American Association for the Advancement of Science - This is a list of key ideas related to Weathering Erosion, and Deposition. For each key idea, you
will find a list of sub-ideas, a list of items, results from the AAAS field-testing, and a list of student misconceptions. Questions items provided can be used to
assess student understanding.
http://assessment.aaas.org/topics/WE#/
An interactive rock cycle tutorial allowing students to see the various routes igneous, sedimentary and metamorphic rocks take through the rock cycle.
http://www.phschool.com/atschool/phsciexp/active_art/rock_cycle/
Rock Cycle Simulation Lab:
http://www.lewistonpublicschools.org/~nsousa/Mrs._Sousa/Rock_Cycle_and_Geologic_Time_files/Rock%20Cycle%20Crayon%20lab.pdf
Pink Palace Museum Field Trips
Exhibits: Geology
Labs: Rocks & Minerals
Pink Palace Museum Outreach
Suitcase Exhibits: (free) Rocks & Minerals
Unit 2.3: Plate Tectonics, 3 Weeks
Plans
Background for
Teachers
Lesson Plan on Plate Tectonics with multimedia resources: http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.lp_platetectonics/plate-tectonics/
Khan Academy Video - Plate Tectonics: Evidence of plate movement. http://www.khanacademy.org/science/cosmology-and-astronomy/earth-historytopic/plate-techtonics/v/plate-tectonics----evidence-of-plate-movement
*The TOOLBOX contains additional resources for each unit.
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Science
2nd Nine Weeks
Grade 7
TOOLBOX
Khan Academy Video - Structures of the Earth. http://www.khanacademy.org/science/cosmology-and-astronomy/earth-history-topic/platetechtonics/v/structure-of-the-earth
Plate Tectonic Unit Review. http://plate-tectonics.org/plate-tectonics/plate-tectonics-lesson-plans.html
Student
Activities
This is a Layers of the Earth foldable illustrating the mantles’ convection currents. A color-coded key is included.
http://mjksciteachingideas.com/pdf/EarthFoldable.pdf
A great introductory activity on plate tectonics for students. http://www.amnh.org/explore/curriculum-collections/dinosaurs-ancient-fossils-newdiscoveries/plate-tectonics-puzzle
An excellent resource for students to research convergent, divergent, and transform boundary movement (especially when used with a cloze activity).
Illustrations are included. http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html
ReadWorks passage and comprehension questions on Plate Tectonics:
https://www.readworks.org/sites/default/files/passages/610_our_changing_earth_plate_tectonics_and_large_scale_system_interactions.pdf
A game that assesses student understanding of earth’s layers. May be used in a whole or small group setting. (Rags to Riches format.)
http://www.quia.com/rr/38064.html
Other Resources
The American Association for the Advancement of Science - This is a list of key ideas related to Plate Tectonics. For each key idea, you will find a list of subideas, a list of items, results from the AAAS field-testing, and a list of student misconceptions. Question items provided can be used to assess student
understanding. http://assessment.aaas.org/topics/PT#/
A kid’s geography website with four quizzes (earth’s structure, volcanoes, earthquakes, and plate tectonics). Great for independent or collaborative
instructional time. http://www.geography4kids.com/activities.html
Pink Palace Museum Field Trips
Exhibits: Geology, Nature Unleashed (Feb 6 – May 1, 2016) Nature Unleashed was developed by the Field Museum in Chicago. This link takes you to their website.
Pink Palace Museum Outreach
Suitcase Exhibits: (free) Earthquakes
Unit 2.4: Natural Resources, 1 Week
Unit Plan on Natural Resources, which contains handouts, graphic organizers, discussion questions and background information for teachers.
*The TOOLBOX contains additional resources for each unit.
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Science
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TOOLBOX
Plans
http://www.calrecycle.ca.gov/Education/curriculum/ctl/K3Module/Unit1/Lesson1.pdf
A PowerPoint lesson about renewable and nonrenewable resources, ending with a check for understanding.
http://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Feducation.jlab.org%2Fjsat%2Fpowerpoint%2F0708_renewable_nonrenewable.ppt
Background for
Teachers
Student
Activities
This website uses a chart to list renewable and non-renewable resources. It identifies natural resource origins and the advantages and disadvantages of
consuming them. http://www.bbc.co.uk/schools/gcsebitesize/geography/energy_resources/energy_rev1.shtml
An interactive website from Manchester University focusing on energy and the environment. Provides an overview of natural resources and how they are
refined and used by consumers. An excellent introduction to natural resources.
http://www.childrensuniversity.manchester.ac.uk/interactives/science/energy/renewable/
Renewable or Not? Students learn the difference between renewable and non-renewable resources and discover why sustainable use of natural resources is
important. http://www.msichicago.org/fileadmin/Education/learninglabs/lab_downloads/RE_renewable_or_not.pdf
Other Resources
Teach students about Earth's resources with TeacherVision lessons on energy, power, and electricity (renewable and non-renewable resources). Lessons
include math and science connections (calculating the cost of electricity) as well as conservation tips to improve energy efficiency and help save money.
These resources are appropriate for elementary, intermediate, and high school students. http://www.teachervision.fen.com/energy-resources/teacherresources/55943.html
Want to learn more about recycling and reducing waste? Click on this site's colorful maps and illustrations to explore a virtual town and pick up a few tips from
the locals. http://www.epa.gov/recyclecity/
A variety of short video clips illustrating energy consumption. Can be used to spark student conversation.
http://www.bing.com/videos/search?q=conserving+energy+video+clip&FORM=VIRE1&adlt=strict
Lichterman Nature Center Field Trips
Exhibits: Buckman Water Science Trail
*The TOOLBOX contains additional resources for each unit.
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