Assignment Four - Distribution of Natural Resources Webquest

Introduction/Forward:

Use this linked presentation (below) to review the basic concepts of what are natural resources, how are natural resources used and distributed, what is the difference between renewable and non-renewable resources, and how does the use of natural resources lead to pollution.

Presentation – Introduction to Natural Resources: https://drive.google.com/file/d/0B8SBcQXENLjCU1BNUzZTbHZnUVU/view?usp=sharing

State Standard:

Next Generation Science Standard (NGSS Standard) http://www.nextgenscience.org/msess3-earth-human-activity

MS-ESS3-1

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. [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).]

Task:

Now, you will select a natural resource (see Resources list below) from the list of resources that are found in the United States. Using the provided links, you will research information about the distribution of that natural resource in the United States. Lastly, you will compose both a written explanation and illustrated representation of where that natural resource is distributed throughout the United States and represent the natural and unnatural processes that contribute to forming its distribution.

Resources: 

Forestry Distribution in the United States:

http://www.fs.fed.us/pnw/mdr/mapss/publications/pdf/17color.pdf - from United States Forest Service – Illustrates and describes growth predictions throughout the United States and effects of pollution on growth and distribution of this resource.

https://www.safnet.org/publications/americanforests/StateOfAmericasForests.pdf - from Society of American Foresters – The introduction portion of the document provides a synopsis of the effects of human intervention on the distribution of this natural resource throughout the United States

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=forestry%20distribution%20in%20united%20states – Google Search of “forestry distribution in United States” – find more resources in this list of results

Coal Mining Distribution in the United States:

http://www.eia.gov/coal/annual/ - from U.S. Energy Information Administration – Here is plenty of information about human intervention on the distribution of this resource. Especially be sure to check out each of the link “Production Data Tables” PDF files on the right-hand side of the page for more information about natural distribution of this resource in the United States

Crude Oil and Natural Gas Distribution in the United States:

https://www.eia.gov/naturalgas/crudeoilreserves/ - from U.S. Energy Information Administration – This page provides highlighted information about the distribution of crude oil and the distribution of natural gas in the United States.

https://www.google.com/search?q=oil+resource+distribution+in+the+united+states&espv=2&biw=1093&bih=479&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiezpye5qDJAhXPVIgKHa8aAksQ_AUIBigB&dpr=1.25 – This Google Image query provides many useful visual representations of natural gas and crude oil distribution in the United States. Make sure you always check the image’s source page to confirm the credibility of its content and publisher.

Process:

Create and share a Google Document, and describe in words how the natural resource you selected is distributed throughout the United States. Also, be sure to delineate whether your selected resource is renewable or nonrenewable, describe the effects of natural processes on its distribution (geological processes, ideal/unideal habitats/environments, etc.), and describe the effects of human intervention/consumption on its distribution.

Additionally, create and share a Google Drawing comprised of a map of the United States, and manipulations using the Google Drawing tools, to represent how this resource is distributed and being consumed in the United States. The depth of content represented in your visual representation is up to you. However, you must at least visually indicate the primary states in which the resource is distributed, the primary natural processes that effect its distribution, and the primary human interventions/consumptions that are taking place.

Rubric: 

Written Response Grading Rubric:

Illustrated Representation Grading Rubric:

Conclusion:

Now reflect on your performance, and answer the following guiding learning questions on paper as your assignment exit ticket:
What is a resource? What are some of the resources found in the United States? What is air, water, and land pollution? How do people use resources?

Class Overview

Our third grade class is part of Stratford School [San Francisco], a private school located in the heart of San Francisco, CA. Our school is part of the larger network of Stratford Schools located throughout the Bay Area. Our class consists of 9 third grade students that range from 7 years old to 8 years old. Although these students are third graders, our subject matter studied this year matches what typically would appear in public fifth through eighth grade standards. Students are expected to perform approximately 1-2 hours of homework each night, and parents are expected to review this homework with them when they are finished. No late homework will be accepted, unless under special circumstances that have been discussed with the teacher. Parents and teachers are expected to work in a partnership to support their student's behavioral and academic goals throughout the year. Our school website with my official announcements, homework sheets, classroom calendar, your student's grades, and fun classroom photographs can be accessed through the MyStratford portal, by clicking here. Also, please visit our Google Classroom page to find various internet-based resources that can be accessed from home to supplement your student's learning. The Google Classroom stream is updated regularly and can be accessed by clicking here, and then joining the class with the code, "n9k0tw".

Professional Profile

My name is Maxwell Stringham, and I am a third grade teacher at a private school in San Francisco, CA. This is my second year working full time as a teacher, and last year I taught fifth grade at a public school in a small farm town in central California called Earlimart. Prior to that, I worked part time as a special education teacher and high school teacher as well. I completed my teacher preparation program through National University, and completed a Bachelor of Arts program at University of California Santa Barbara with a Major in Film and Media Studies, Minor in Education, and Minor in Applied Psychology. Also, I most recently received the title of Google Certified Educator this past August, 2015, for demonstrating the advanced knowledge, skills, and competencies needed to implement and integrate Google for Education tools. I have much experience using various education technologies within brick and mortar classroom settings, as I am an education technology enthusiast and I am always attempting to share my education technology knowledge and solutions with colleagues across the state. My favorite quote about education comes from one of the earliest pioneers of computer science, Alan Kay, whom is credited with inventing the "window style" operating system environment/interface. He once said, "The best way to predict the future is to invent it." This is a mantra that I hold dear and that I live by and one that I teach by as well. This quote reminds me that anything is possible if I take the time to thoroughly plan it and put it into action. I try to embody and propagate this ideal in my classroom in hopes that my students will also dedicate themselves to becoming lifelong learners, and always seek to invent their futures through thoughtful planning, learning, dedication, and execution.