Science

The Tragedy of the World:

The Depletion of the Earth’s Renewable Resources

Science Public Policy Analyst

All Saints School

Ms. Thompson

Grade 4

Introduction

If you go into any large supermarket you can buy food and drink. But some supermarkets are so big, that you can also buy furniture, electrical goods and gadgets, such as computers. Think for a minute! Does it ever seem that such supplies of goods and products are endless. But are they? And where do they come from?

Supermarket - Chris Carey

They come from our planet. Our planet provides us with the raw materials and sources that we need or use in our daily lives. These are called Earth's natural resources and we obtain them from within, on or above our planet.

Some of these natural resources are essential to us for survival and include the air that we breathe, the food we eat or the water we drink. Other natural resources help to make life comfortable for us, but are not necessary for survival. Oil (crude oil or petroleum) is probably Earth's most adaptable natural resource and it has lots of uses from fuel for jets to oil based products being used for road surfaces and plastic manufacture.

But Earth's resources fall into two types:

Renewable resources - Some natural resources are renewable, which means they are continually being made or replaced through natural processes. On Earth, there is a continuing supply of energy from wind and the water we have goes round and round, as part of a natural water cycle.

Non-renewable resources - These resources are not replaced by nature as fast as they are being used. Oil is a good example. Oil is formed over millions years by natural processes. But over the last 100 years, people have used so much oil that today's rate of oil use is greater than the rate of oil formation.

Predictions for how long Earth's natural resources will last vary considerably. Oil supplies for example, have been estimated to last between 40 and 200 years because although in some areas of the world demand has dropped because people have adopted energy-saving measures, demand has rocketed in other areas.

Task

Your study group of Earth Explorers will investigate the depletion of the Earth’s natural resources such as clean water, forests, and clean air. You will gather evidence of the problem, state the causes and contributing factors, evaluate the Earthling’s public policies, and create public policies that might have save the planet from self-destruction. Your team will then determine what the best public policy is now.

Each team member will have specific duties during the investigation. Each team will prepare a written report and make contributions to the team’s Power Point and oral presentation to the class. All members of the team are expected to work together toward the final projects. The teams members are as follows: (Your teacher will give you your role)

Team Members

Leadership Role-will play the Philosopher, someone who guides the group

Recorder- will be responsible for all aspects of communication within the group and for keeping a record and for filling out all the worksheets

Research Assistant- will prepare the PowerPoint and make sure that the research the group does is included

Oral Presenter-will present the final presentation for the group

Process

1. Your 5-member team will decide among yourselves who will complete each particular task.

A. Describe the problem and gather evidence of the problem (2 team members).

B. Identify the causes of the problem and contributing factors (1 or 2 team members).

C. Determine and evaluate public policies in place during the time that the Earthlings were living on the Earth (2 team members).

D. Develop alternate public policies (all team members)

E. Determine what the best public policy would have been; remember to take into consideration how easy it would be to implement this policy,

how much it would cost, and how well it would work during this particular time period. (all team members)

2. Your written presentation must include the six Public Policy Analyst Steps that are shown above (underlined in blue)

Your written and oral presentations will include the following sections:

v A unique and carefully designed cover page, which includes the names of each team member, and the title of your report in LARGE letters. Use your imagination!!!

v The Problem

v The Evidence of the Problem

v Causes and Contributing Factors of the Problem

v An Evaluation of the Public Policies that were in place at the time when the Earthlings were living on Earth

v Your Team’s Suggestions of Alternate Public Policies

v Your Team’s Choice of the “Best “ Public Policy Solution. This will include a chart describing how much it would cost, and how well it would work during this particular time period.

v References

3. Your oral presentation must be presented to the class and be visually pleasing. You can present either through a power point presentation or with posters, overheads, and/or props.

Resources

http://www.uneptie.org/pc/tourism/sust-tourism/env-3main.htm

http://quasar.physik.unibas.ch/~fisker/401/oil/oil.html

Evaluation

Oral Presentation – 30 points

Research Report – 70 points

Oral Presentation

Criteria

1 (1 Pts)

2 (2 Pts)

3 (4 Pts)

4 (6 Pts)

Total = 6 pts.

Organization

Audience cannot understand presentation because it is inaudible.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.

_/6

Content Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with content, but fails to elaborate.

Student demonstrates full knowledge (more than required) with explanations and elaboration.

_/6

Effort and Originality of Group Decisions

The group put in little effort toward suggesting public policy alternatives & determining the best public policy.

The group put in minimal effort toward suggesting public policy alternatives & determining the best public policy. They included a graph of effectiveness vs. feasibility

The group put in some effort toward suggesting public policy alternatives & determining the best public policy. They graphed effectiveness vs. feasibility and displayed their graph.

The group put a great deal of effort toward suggesting public policy alternatives & determining the best public policy. They displayed & explained their graph on effectiveness vs. feasibility. Their suggestions were well thought out and supported. They answered all questions

_/6

Process: Teamwork

The oral report does not seem to be the result of a collaborative effort. The group was not organized and showed no planning

The team had problems working together. Little collaboration occurred. Little planning.

The team worked well together, but could have utilized each other's skills to a better degree. Some planning evident.

It is evident that a mutual effort and cohesive unit created the final product. The oral report was carefully planned and well organized.

_/6

Delivery

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student's voice is clear. Student pronounces most words correctly.

Student used a clear voice and correct, precise pronunciation of terms.

_/6

_/30

Research Report

Cover

No Effort was punt into Cover

Little Effort was punt into Cover

Cover was somewhat carefully designed

Cover was carefully executed and much effort was applied

__/4

Describe the Problem & Gather Evidence

Reports has not followed the directions for Role A. It is incomplete and disorganized.

2.5

Follows some of the directions for Role A. Report is incomplete. Formatting is incorrect.

Follows most of the directions for Role A. Report is somewhat complete.

7.5

Follows all of the directions for Role A. Report is very comprehensive.

__/10

Determine Underlying Root Causes

Report has not followed the directions for Role B. It is incomplete and disorganized.

2.5

Follows some of the directions for Role B. Report is incomplete. Formatting is incorrect.

Follows most of the directions for Role B. Report is somewhat complete.

7.5

Follows all of the directions for Role B. Report is very comprehensive

__/10

Determine Public Policy & Evaluate it

Report has not followed the directions for Role C. It is incomplete and disorganized.

2.5

Follows some of the directions for Role C. Report is incomplete. Evaluations of Public Policy are missing.

Follows most of the directions for Role C. Report is somewhat complete.

7.5

Follows all of the directions for Role C. Report is very Comprehensive

__/10

Suggest Alternative Public Policies and Choose Best Solution

The group put in little effort toward suggesting public policy alternatives & determining the best public policy.

2.5

The group put in minimal effort toward suggesting public policy alternatives & determining the best public policy. They included a graph of effectiveness vs. feasilibility

The group put in some effort toward suggesting public policy alternatives & determining the best public policy. They graphed effectiveness vs. feasibility and displayed their graph.

7.5

__/12

Process Teamwork

The final product is not the result of a collaborative effort.

The team had problems working together. Little collaboration occurred.

The team worked well together, but could have utilized each other's skills to a better degree.

It is evident that a mutual effort and cohesive unit created the final product.

__/4

TOTAL

___/70

Standards

This Web quest meets the following New York State English and Science Standards:

English

v Read and comprehend informational materials.

v Produce a report of information.

v Produce a persuasive essay.

v Analyze and subsequently revise work to improve its clarity and effectiveness.

Science

v Demonstrates scientific competence by completing secondary research.

v Communications in a form suited to the purpose and the audience.

v Uses evidence from reliable sources to develop descriptions, explanations, and models; and makes appropriate adjustments and improvements.

v Proposes, recognizes, analyzes, considers, and critiques alternative explanations; and distinguishes between fact and opinion.

Conclusion

Upon completion of this project, you will have found evidence showing the depletion of renewable resources, explored some of the underlying causes, explored & evaluated some of the public policies, and even suggested your own public policy solutions. Some of your suggestions may heave probably saved Earth. You have used the resources found on the Internet to make an informed decision. You have worked with your fellow classmates as a team. You have helped save the earth.