STUDENTS

Inquire about how Humans Impact our Environment

How do humans impact our environment? This 8th grade inquiry guide will help you discover answers to this question. First, you will engage in an overview to open up your curiosity about human impact. Then you will immerse yourself in a variety of resources building upon what you already know, taking notes and writing down anything that peeks your interest. As you reflect you will explore a variety of sources that are of interest to you, asking questions and reflecting to further your exploration. Then you will identify a meaningful question to focus your research. This question will guide the detailed information you gather.

Each stage contains resources to help deepen your understanding of our human impact on the environment. Some resources will require the Heartland AEA username and password. As you explore remember to use more specific search terms to make your results more concise.

You will be using an interactive Inquiry Journal in Google Docs to record your information as you work toward developing and answering your inquiry question. Before you begin, please make a copy of the Inquiry Journal.

The inquiry stages are based on Kuhlthau et al.'s (2012) text, Guided Inquiry Framework.

TEACHERS and STAKEHOLDERS

The goal of this inquiry-based learning unit is to guide students through an information search process to understand how humans impact our environment. They will gain knowledge, ask questions and reflect on the topic utilizing a variety of resources and activities including an inquiry journal.

This inquiry unit meets the following American Association of School Librarians (AASL) Standards:

1 Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.

1.A.1 Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.

1.A.2 Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.

1.B.1 Learners engage with new knowledge by following a process that includes: Using evidence to investigate questions.

1.D.2 Learners participate in an ongoing inquiry-based process by: Engaging in sustained inquiry.

1.D.4 Learners participate in an ongoing inquiry-based process by: Using reflection to guide informed decisions.

3. Collaborate: Work effectively with others to broaden perspectives and work toward common goals.

3.A.2 Learners identify collaborative opportunities by: Developing new understandings through engagement in a learning group.

5. Explore: Discover and innovate in a growth mindset developed through experience and reflection.

5.A.3 Learners develop and satisfy personal curiosity by: Engaging in inquiry-based processes for personal growth.

5.C.1 Learners engage with the learning community by: Expressing curiosity about a topic of personal interest or curricular relevance.

This inquiry unit meets the following Iowa Core Standards

Science - Earth and Human Activity

MS–ESS3–3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Literacy - Key Ideas and Details

RST.6–8.1 Cite specific textual evidence to support analysis of science and technical texts.

RST.6–8.2 Determine the central ideas or conclusions of a text; provide and accurate summary of a text distinct from prior knowledge or opinions.

21st Century Skills

21.6–8.TL.3 Essential Concept and/or Skill: Plan strategies utilizing digital tools to gather, evaluate, and use information.

• Create a plan for the use of digital tools and resources to investigate a real–world issue.

• Locate, organize, analyze, evaluate, and synthesize information from a variety of sources and media and use this information in a legal and ethical manner.

• Evaluate resources in terms of their usefulness and validity for research.

• Use technological tools to select data and organize it into a format that is easily understood by others.

21.6–8.TL.4 Essential Concept and/or Skill: Use critical thinking skills to conduct research, solve problems, and make informed decisions using appropriate technological tools and resources.

• Identify real–world issues and analyze technological resources for developing and refining questions for investigation.

• Effectively use multiple technological resources to develop a systematic plan for conducting research. Develop possible solutions or a complete product to demonstrate knowledge and skills.

• Use technology to gather, analyze, and assess data and its effectiveness to design, develop and test possible solutions that assist students in making decisions.

• Analyze and evaluate information from a variety of perspectives and resources in order to assess multiple solutions and investigate them from differing viewpoints.

21.6–8.TL.5 Essential Concept and/or Skill: Understand the legal and ethical issues of technology as related to individuals, cultures, and societies.

• Demonstrate awareness of legal and ethical responsibilities when using copyrighted material, and how a disregard of legal and ethical responsibilities affects others.