Link to Lesson 4 National Common Core Standards: Grade 8 specific (as well as general category 6...
Public Lab is an open community which collaboratively develops accessible, open source, Do-It-Yourself technologies for investigating local environmental health and justice issues.
| 1 CURRENT | JSummers |
July 24, 2015 18:10
| over 9 years ago
National Common Core Standards: Grade 8 specific (as well as general category 6-8 Middle School Standards)ELA: Speaking and ListeningComprehension and Collaboration: CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-LITERACY.SL.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-LITERACY.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. CCSS.ELA-LITERACY.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. ELA: LanguageVocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.8.4.C Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. CCSS.ELA-LITERACY.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELA: Science and Technical SubjectsKey Ideas and Details: CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Next Generation Science Standards (Middle School)The following performance expectations developed using elements from NRC document, A Framework for K-12 Science Education. MS. Waves and Electromagnetic Radiation Students who demonstrate understanding can: MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.] MS. Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] MS. Growth, Development, and Reproduction of Organisms Students who demonstrate understanding can: MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] MS. Human Impacts Students who demonstrate understanding can: MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: 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).] Louisiana Academic Standards (Middle School-Grade 8)Grade Level ExpectationsScience Science as Inquiry As students in Grades 5-8 extend their knowledge, what they know and are able to do includes: The Abilities Necessary to Do Scientific Inquiry:
Understanding Scientific Inquiry
Earth and Space ScienceAs students in Grades 5-8 extend their knowledge, what they know and are able to do includes:
Science and the EnvironmentAs students in Grades 5-8 extend their knowledge, what they know and are able to do includes: Analyze the consequences of human activities on global earth systems (SE-M-A4). Social StudiesStandard 3-Geography Skills 8.3.1 Locate and describe the physical and political features of Louisiana National Common Core Standards (High School 9-12)ELA/Literacy: Speaking and ListeningComprehension and Collaboration: CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. CCSS.ELA-LITERACY.SL.11-12.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-LITERACY.SL.11-12.1.B Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA-LITERACY.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-LITERACY.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELA/Literacy: LanguageVocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CCSS.ELA-LITERACY.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELA/Science and Technical SubjectsKey Ideas and Details: CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. CCSS.ELA-LITERACY.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Next Generation Science Standards (High School 9-12)The following performance expectations developed using elements from NRC document, A Framework for K-12 Science Education: HS. Waves and Electromagnetic RadiationStudents who demonstrate understanding can: HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.] HS. Interdependent Relationships in EcosystemsStudents who demonstrate understanding can: HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.] HS. Earth’s SystemsStudents who demonstrate understanding can: HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.] HS. Human SustainabilityStudents who demonstrate understanding can: HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.* [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.] Louisiana Academic Standards (High School 9-12)Grade Level Expectations ScienceScience as Inquiry The Abilities Necessary to Do Scientific Inquiry Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, roleplaying, computer simulations) (SI-H-A4). Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3) Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-H-A5). Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2). Environmental Science (Recommended for Grades 11/12)Ecological Systems and Interactions Cite and explain examples of organisms' adaptations to environmental pressures over time (SE-H-A8). Give examples and describe the effect of pollutants on selected populations (SE-H-A11). Environmental Awareness and Protection Determine the interrelationships of clean water, land, and air to the success of organisms in a given population (SE-H-C1). Relate environmental quality to quality of life (SE-H-C2). Analyze the effect of common social, economic, technological, and political considerations on environmental policy (SE-H-C3). Describe the relationship between public support and the enforcement of environmental policies (SE-H-C5). Personal Choices and Responsible Actions Discuss how education and collaboration can affect the prevention and control of a selected pollutant (SE-H-D2) (SE-H-D3). Determine local actions that can affect the global environment (SE-H-D4). Describe how accountability toward the environment affects sustainability (SE-H-D5). Social Studies: World GeographyStandard 1-World in Spatial Terms and Uses of Geography Students organize information and solve geographic problems using geographical tools, representations, and technologies. WG.1.1 Describe the impact of technology on the study of geography and gather geographic information using technological tools Standard 2-Physical Systems Students answer geographic questions about Earth’s physical systems to explain ecosystems and natural processes. WG.2.4. Explain and give examples of natural human processes that shape Earth’s surface and identify specific locations where the processes occur Standard 3-Region Students examine the unifying characteristics of a given region and determine the challenges and opportunities created by development in that region. WG.3.2 Determine the unifying characteristics and explain changes that they have experienced over time WG.3.3 Explain how human and physical characteristics facilitate or hinder regional interactions. Standard 6-Environment and Society Students analyze ways in which humans adapt to, modify, and depend upon Earth’s physical environment. WG.6.1 Describe technological advances that have allowed humans to modify the environment and analyze the impact of these advances on the environment WG.6.2 Identify challenges posed by the physical environment and evaluate strategies that will allow humans to more effectively deal with these challenges WG.6.3 Analyze the distribution of resources and describe their impact on human systems (past, present, and future) WG.6.4 Assess the role of government and business in preserving or consuming natural resources and protecting or destroying the physical environment |
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| 0 | mathew |
July 15, 2015 03:06
| over 9 years ago
National Common Core Standards: Grade 8 specific (as well as general category 6-8 Middle School Standards)ELA: Speaking and ListeningComprehension and Collaboration: CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-LITERACY.SL.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-LITERACY.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. CCSS.ELA-LITERACY.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. ELA: LanguageVocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.8.4.C Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. CCSS.ELA-LITERACY.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELA: Science and Technical SubjectsKey Ideas and Details: CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Next Generation Science Standards (Middle School)The following performance expectations developed using elements from NRC document, A Framework for K-12 Science Education. MS. Waves and Electromagnetic Radiation Students who demonstrate understanding can: MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.] MS. Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] MS. Growth, Development, and Reproduction of Organisms Students who demonstrate understanding can: MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] MS. Human Impacts Students who demonstrate understanding can: MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: 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).] Louisiana Academic Standards (Middle School-Grade 8)Grade Level ExpectationsScience Science as Inquiry As students in Grades 5-8 extend their knowledge, what they know and are able to do includes: The Abilities Necessary to Do Scientific Inquiry:
Understanding Scientific Inquiry
Earth and Space ScienceAs students in Grades 5-8 extend their knowledge, what they know and are able to do includes:
Science and the EnvironmentAs students in Grades 5-8 extend their knowledge, what they know and are able to do includes: Analyze the consequences of human activities on global earth systems (SE-M-A4). Social StudiesStandard 3-Geography Skills 8.3.1 Locate and describe the physical and political features of Louisiana National Common Core Standards (High School 9-12)ELA/Literacy: Speaking and ListeningComprehension and Collaboration: CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. CCSS.ELA-LITERACY.SL.11-12.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-LITERACY.SL.11-12.1.B Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA-LITERACY.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-LITERACY.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELA/Literacy: LanguageVocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CCSS.ELA-LITERACY.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELA/Science and Technical SubjectsKey Ideas and Details: CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. CCSS.ELA-LITERACY.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Next Generation Science Standards (High School 9-12)The following performance expectations developed using elements from NRC document, A Framework for K-12 Science Education: HS. Waves and Electromagnetic RadiationStudents who demonstrate understanding can: HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.] HS. Interdependent Relationships in EcosystemsStudents who demonstrate understanding can: HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.] HS. Earth’s SystemsStudents who demonstrate understanding can: HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.] HS. Human SustainabilityStudents who demonstrate understanding can: HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.* [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.] Louisiana Academic Standards (High School 9-12)Grade Level Expectations ScienceScience as Inquiry The Abilities Necessary to Do Scientific Inquiry Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, roleplaying, computer simulations) (SI-H-A4). Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3) Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-H-A5). Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2). Environmental Science (Recommended for Grades 11/12)Ecological Systems and Interactions Cite and explain examples of organisms' adaptations to environmental pressures over time (SE-H-A8). Give examples and describe the effect of pollutants on selected populations (SE-H-A11). Environmental Awareness and Protection Determine the interrelationships of clean water, land, and air to the success of organisms in a given population (SE-H-C1). Relate environmental quality to quality of life (SE-H-C2). Analyze the effect of common social, economic, technological, and political considerations on environmental policy (SE-H-C3). Describe the relationship between public support and the enforcement of environmental policies (SE-H-C5). Personal Choices and Responsible Actions Discuss how education and collaboration can affect the prevention and control of a selected pollutant (SE-H-D2) (SE-H-D3). Determine local actions that can affect the global environment (SE-H-D4). Describe how accountability toward the environment affects sustainability (SE-H-D5). Social Studies: World GeographyStandard 1-World in Spatial Terms and Uses of Geography Students organize information and solve geographic problems using geographical tools, representations, and technologies. WG.1.1 Describe the impact of technology on the study of geography and gather geographic information using technological tools Standard 2-Physical Systems Students answer geographic questions about Earth’s physical systems to explain ecosystems and natural processes. WG.2.4. Explain and give examples of natural human processes that shape Earth’s surface and identify specific locations where the processes occur Standard 3-Region Students examine the unifying characteristics of a given region and determine the challenges and opportunities created by development in that region. WG.3.2 Determine the unifying characteristics and explain changes that they have experienced over time WG.3.3 Explain how human and physical characteristics facilitate or hinder regional interactions. Standard 6-Environment and Society Students analyze ways in which humans adapt to, modify, and depend upon Earth’s physical environment. WG.6.1 Describe technological advances that have allowed humans to modify the environment and analyze the impact of these advances on the environment WG.6.2 Identify challenges posed by the physical environment and evaluate strategies that will allow humans to more effectively deal with these challenges WG.6.3 Analyze the distribution of resources and describe their impact on human systems (past, present, and future) WG.6.4 Assess the role of government and business in preserving or consuming natural resources and protecting or destroying the physical environment |
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