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Construct a scientific explanation on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the results of past and current geoscience processes.

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Cause and effect relationships may be used to predict phenomena in natural or designed systems.

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Big Questions (Questions to frame student learning)

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Big Questions (Questions to frame student learning)

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How do the processes that go on over time to the Earth's crust and below affect the distribution of resources around the world?

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Knowledge (Concepts to be understood and applied)

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Knowledge (Concepts to be understood and applied)

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1.  What is a natural resource?
2.  How are natural resources distributed?
3. How do geoscience processes affect that distribution?

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1.  How to cite textual evidence.
2.  How to summarize main points of text.

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By the end of the lesson, the student will be able to cite textual evidence that explains the uneven distribution of natural resources.

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1. Students will construct an explanation for the distribution patterns of nonrenewable resources throughout the globe.
2.  Students will construct an explanation for how past and current geoscience processes affect the distribution of natural resources.

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Cite specific textual evidence to support analysis of science and technical texts.

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Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

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Emphasis of lesson is on social awareness and responsible decision-making as it pertains to the amounts and types of energy we use and their subsequent effects on the environment and each other.

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ELL and students with difficulty reading students may struggle with the words. All vocabulary has been front-loaded at the beginning of the lesson in Quizlet and Vocabulary.com so that students can spend as much time as they need reviewing.

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Some students may have a difficult time understanding content. To overcome this barrier, content will be presented in words, pictures, and video. Students will have the ability to practice the information in multiple methods, with a choice board that allows for differentiation based on ability and interest.

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1.  Some students may think that nonrenewable resources are the resources available.
2.  Some students may think natural resources can be made in a lab.
3. Some students may think that all natural resources are renewable.

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Some students may not understand what a resource or geoscience process is.

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Some students may get confused between the different types of resources presented, such as coal, oil, and natural gas.

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Some of our students may have cultural views or past experiences that affect how they perceive the information.

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Some students may be unfamiliar with some of the concepts, beyond what is covered in vocabulary review.  Prior knowledge will be assessed and understanding will be continually assessed to immediately address any gaps.

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To maintain their attention spans, I rarely lecture, but rather explain. With interactive slides, we go back and forth, so they are doing something, then I am explaining, and then they are doing something again. I try to vary the types of activities that they do within the lesson, so they activate different parts of their brains throughout the lesson.