Human Impacts

Discovery Education Unit: Dead Fish in the Delta

Literacy / Driving Question Board Connections

Nonfiction Science Literacy Resources

Graphic Organizers / Thinking Maps

Driving Question Boards

Dead Fish in the Delta DQB Presentation

Multilingual Learner Language Expectations

Citizen Science Opportunities

MS-ESS3-1: Uneven Distribution of Earth's Resources

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. (Cause and Effect)

Clarification & Boundary Statements

Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock)

Boundary Statement: None

MS-ESS3-3: Human Impact on the Environment

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. (Cause and Effect)

Clarification & Boundary Statements

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).

Boundary Statement: None

MS-ESS3-4: Human Consumption of Natural Resources

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact earth's systems. (Cause and Effect)

Clarification & Boundary Statements

Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the

rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Impacts can include

changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change.

Boundary Statement: None

What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices - Disciplinary Core Ideas - Crosscutting Concepts

Anchor Phenomenon / Local Colorado Phenomenon Connections

Dead Fish in the Delta

DRIVING QUESTION: What killed all of the fish?

Anchor

After making observations of the Anchor Phenomenon, a photograph of a fish kill in a Mississippi River estuary, students ask questions based on their observations and place them on a Driving Question Board. Next, the students interpret data on dissolved oxygen in the northern Gulf of Mexico and construct an explanation for the Anchor Phenomenon based on the pattern observed in the data.

Discovery Education Lesson / Connections to Anchor Phenomenon

Exploring Dead Fish in the Delta / What killed all of the fish?
Dead Zone / What could cause the oxygen levels to drop and the algae to increase?
Sources of Nutrients / Why does so much nitrogen and phosphorus flow into the dead zone in the Gulf?
Agriculture in the United States / Why is there so much farming going on in the central region of the United States?
Mississippi River Transport / How do people living in different parts of the country receive the food grown in the central region of the country?

Local Colorado Phenomena Connections

NGSS standard MS-ESS3-3 focuses on applying scientific principles to design a method for monitoring and minimizing human impact on the environment. Here are several local Colorado phenomena that can be used to address this standard:

Wildfires and Forest Management: Explore the causes and impacts of wildfires in Colorado, particularly the role of human activity and climate change. Discuss forest management strategies to minimize fire risk.

Water Resource Management: Investigate the management of Colorado's water resources, including the Colorado River. Discuss how human activities affect water quality and availability and explore solutions to these challenges.

Air Quality in Denver: Examine the air quality issues in Denver, such as ozone and particulate matter pollution. Discuss sources of pollution and strategies for improving air quality.

Urbanization and Habitat Loss: Study the effects of urbanization on wildlife habitats, particularly in the Front Range urban corridor. Explore how urban planning can minimize impacts on natural environments.

Mining and Land Reclamation: Analyze the environmental impacts of mining activities in Colorado, such as the Gold King Mine spill. Discuss reclamation efforts and how they reduce human impact.

These phenomena can help students connect scientific concepts to real-world issues in their state.

Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"

Using SchoolAI

1) Navigate to Assistants

2) Select Curriculum Coach

3) Use the prompt above

Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.

Local Colorado Career Connections

To connect your 8th grade science curriculum on Human Impacts with Colorado-based career opportunities, consider the following pathways and organizations:

Environmental Scientists: You could partner with local environmental agencies such as the Colorado Department of Public Health and Environment (CDPHE). They work on issues like air quality, water resources, and waste management.

Renewable Energy Sector: Colorado is a leader in renewable energy. Engage with companies like Vestas (wind energy) or those involved in solar energy projects to discuss careers in sustainable energy development.

Wildlife Conservationists: Organizations like the Colorado Parks and Wildlife (CPW) can provide insights into careers focused on managing and conserving wildlife and natural habitats.

Urban Planners: Professionals involved in city planning often work on reducing human impacts through sustainable development. Consider connecting with local city planning departments.

Agricultural Scientists: The agricultural sector in Colorado deals with managing human impacts on land use and crop production. Contact the Colorado Department of Agriculture for potential career speakers.

Water Resource Engineers: Colorado Water Conservation Board (CWCB) works on managing water resources, a critical aspect of human impact.

These connections can help demonstrate real-world applications of science and show students how they can impact the environment through various career paths.

Hands On, Minds On Connections

Discovery

Fertilizer and Algae

Discovery Hands-On Refurbishments

Refurbishment Order Form

PASCO

Acids Rain and Weathering

Ocean First Education

Data Puzzle Connections

St Vrain Science Center

Simulations

GIZMOS

GIZMOS in Science

Nearpod Lessons / Activities / Videos

LabXchange Lessons / Activities / Videos

Environmental Education Connections

Teacher Notes / Assessments

Discovery Hands-On Refurbishments

Refurbishment Order Form

To Extend Student Learning

6) Restoring the Dead Zone Additional Remediation, Extension, Differentiation Resources

Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support

3 Dimensional Science Assessments

This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory

CDE: Grade Level Expectations

Prepared Graduates:

3.11: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how human activities and the Earth’s surface processes interact

Grade Level Expectation:

3-9: Mapping the history of natural hazards in a region and understanding related geological forces.
3-10: Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different impacts for different living things.
3-11: Human activities affect global warming. Decisions to reduce the impact of global warming depend on understanding climate science, engineering capabilities, and social dynamics

Colorado Department of Education - Middle School Science Standards

Connecting Thinking Maps to Science Instruction

To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide

Graphic Organizers (Science Practices & Cross-Cutting Concepts)

Thinking Maps Guide Thinking Maps Guide (Spanish)

Thinking Map Resources (Spanish)

Patterns

Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?

Possible Thinking Maps:

Flow or Bridge Maps for analyzing patterns (Page 54)

Tree Map for classifying (Page 42)

Bridge Map for relationships (Page 66)

Multi-flow Map for causes of patterns and making predictions (Page 60)

Double Bubble Map for comparing / contrasting patterns (Page 36)

Cause and Effect

Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Partial Multi-flow Map (Page 60)

Circle Map for Brainstorming (Page 24)

Double Bubble Map for cause and effect (Page 36)

Scale, Proportion, Quantity

Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Tree Map for details at different measures (Page 42)

Double-Bubble Map (Page 36)

Brace Map for analyzing parts at different scales or proportions (Page 48)

Bridge Map for relationships (Page 66)

Systems and System Models

Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?

Possible Thinking Maps:

Brace Map for taking systems apart (Page 48)

Flow Map for organization of the system (Page 54)

Double-Bubble Map to systems (Page 36)

Multi-flow Map to analyze impact of modifying systems (Page 60)

Energy and Matter

Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?

Possible Thinking Maps:

Flow Map for tracking energy (Page 54)

Partial Multi-Flow Map for effects of changes (Page 60)

Bridge Map for relating energy and matter (Page 66)

Partial Multi-flow for causes of energy (Page 60)

Structure and Function

Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?

Possible Thinking Maps:

Brace Map to analyze structure (Page 48)

Partial Multi-Flow Map to explain how the structure causes the function (Page 60)

Double Bubble Map for different structures (Page 36)

Stability and Change

Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?

Possible Thinking Maps:

Partial Multi-Flow Map for change (Page 60)

Circle Maps for defining dynamic and static stability (Page 24)

Flow map for evolution of a system (Page 54)

Double Bubble to dynamic and static stability (Page 36)