FACTivity – Which Wood You Choose?
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In this FACTivity, your class will consider the tradeoffs discussed in "Which Wood You Choose?" and work toward a solution. A tradeoff is any situation where making one choice to gain something means losing something else. All of the available choices involve gaining or losing a benefit.
The question you will answer in this FACTivity is: How can we address the tradeoffs between planting trees to address climate change and protecting current wildlife habitat?
Materials:
- Graphic organizer (included)
- Writing utensil
Part Of
Which Wood You Choose? - Forest Landowners’ Selection of Trees for Planting Forests Can Have Different Outcomes
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Standards addressed in this Activity:
The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
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HS-ESS3-3
Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
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HS-ESS3-4
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
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HS-LS2-6
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
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HS-LS2-7
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
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HS-LS4-5
Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
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MS-ESS3-4
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earths systems.
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MS-LS2-4
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
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MS-LS2-5
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
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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.
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Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
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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.
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Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
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Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
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Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)
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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
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Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
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Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)
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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
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Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
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Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)
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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.
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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.
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Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
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Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
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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.
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Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
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People, Places, and Environments
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Science, Technology, and Society
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Time, Continuity, and Change
Lend a Hand, Care for the Land
One way you can lend a hand and care for the land is by reducing your carbon footprint. A carbon footprint is the carbon dioxide emissions from the actions associated with a person. For example, when someone drives a car, the car creates carbon dioxide emissions. The carbon dioxide emissions create greenhouse gases that contribute to global warming and climate change. Here are some simple things you can do to reduce your carbon footprint:
Shop and buy locally when you can.
Walk or bike to places instead of using a car.
Turn off lights and unplug devices when you are not using them.
Use cold water for washing your clothes.
Keep stuff out of the landfill by recycling and reusing when you can. You can even recycle clothing by donating gently used clothing and shopping at thrift stores.
Environmental Protection Agency: Carbon Footprint Calculator
To learn more about greenhouse gases and carbon dioxide, check out this video from NASA’s Earth Minute.