Lesson Plan
The Green Revolution
Grade Level
Purpose
Evaluate the agricultural advances of the Green Revolution, discover the contributions of Norman Borlaug, and discuss the impacts of this era from an economic, social, political, and environmental perspective by watching the 2020 PBS film, The Man Who Tried to Feed the World. Grades 9-12
Estimated Time
Materials Needed
Engage:
- Early Influencers slide deck
- Early Influencers clues page, 1 copy per student
Activity 1: ESPeN Impacts
Activity 2: The Man Who Tried to Feed the World
- The Man Who Tried to Feed the World, PBS documentary
- The full documentary is available for rent or purchase on Amazon Prime.
- Green Revolution Decision Matrix handout and teacher key
Evaluation:
- ESPeN Impact Circles (from Activity 1)
- ESPeN Impact Statement cards, 1 copy per class
Vocabulary
Green Revolution: beginning in the mid-20th century, a large increase in crop production in developing countries achieved by the use of fertilizers, pesticides, and high-yield crop varieties
selective breeding: process by which humans control the breeding of plants or animals in order to exhibit or eliminate a particular characteristic
Did You Know?
- Between 1960 and 2000, yields for all developing countries rose 208% for wheat, 109% for rice, 157% for maize, 78% for potatoes, and 36% for cassava.1
- The Green Revolution was used as a tool to help fight communism in the Cold War by decreasing rural poverty and hunger because "no one becomes a communist on a full belly."2
- The inventions of the Green Revolution turned the United States from an importer of wheat to an exporter of wheat.3
- India Rice 8, known as IR8 changed so many lives in India by preventing famine that some parents named their sons after this variety of rice.3
Background Agricultural Connections
Following the wars of the 1940s, food was scarce in many parts of the world. There were famines and droughts along with growing numbers in the world population. These world events presented a need to produce more food for a hungry world. The Green Revolution took place between 1950 and the late 1960s. It is a period of time that research and technology increased agricultural production to address hunger and food insecurity.
Norman Borlaug was a key leader and is now known as the "Father of the Green Revolution." Borlaug was an agricultural scientist whose goal was to eliminate hunger. He used selective breeding practices to develop a variety of wheat that resisted a devastating disease called stem rust. His new wheat varieties also produced more grain per plant and were shorter than previous varieties making them less susceptible to wind damage. In addition to the high-yield wheat variety, Borlaug also researched the use of synthetic fertilizers, irrigation, and pesticides to dramatically increase the final harvest.
The Green Revolution contributed to a reduction of poverty, averted hunger for millions, raised incomes in some places, and reduced land use for agriculture. Norman Borlaug was awarded the Nobel Peace Prize, the Presidential Medal of Freedom, and the Congressional Gold Medal for his work. While the positive benefits of the Green Revolution are evident, some critics have raised concerns about the environmental and economic impacts of the agricultural practices Borlaug developed. While wheat harvests more than doubled, the inputs of soil nutrients (synthetic fertilizer) and water were greater.
Studying the Green Revolution gives students an opportunity to evaluate from these agricultural innovations from a social, economic, environmental and political perspective to recognize the complexity of feeding the world.
Engage
- Display slide number one of the Early Influencers slide deck.
- Ask students if they recognize any of the individuals numbered 1-10. Write any guesses on the board.
- Display the second slide of the Early Influencers slide deck that includes each of the individuals’ colored photo “badge” next to their photo. Explain to students that these badges give a hint for how that individual has influenced or impacted society (then and now). Determine if any of the badges help students identify these individuals. Include additional guesses on the board as you go.
- Pass out an Early Influencers clues page to each student or pair of students.
- Allow students to match each of the photos on the board with the clues on the page by writing the number next to the clue.
- Reveal the answers to students using slide number three.
- Allow students to write the names of each person next to their clue.
- Ask students to consider how these individuals impacted and influenced society. Consider the following questions to lead a class discussion:
- If this person did not accomplish what they did, and we didn’t live with their influence, discovery, or invention today, where would we be?
- Can someone’s positive influence, invention, or discovery also have a negative impact? Why or why not?
- Explain to students that we will focus on one of these individuals whose innovation and work had tremendous positive impacts globally, but also faced extreme criticism.
- Ask students, “Who do you think this is?” (Norman Borlaug)
Explore and Explain
Activity 1: ESPeN Impacts
- Prior to class, print out the ESPeN Impact Circles on separate sheets of paper.
- Hang up each of the circles on the board in the following order: Economic, Social, Political, and Environmental (ESPeN). Teach students the ESPeN acronym so they can better remember each impact.
Teach with Clarity
This lesson uses a teaching strategy that allows learners to investigate economic, social, political, and environmental (ESPeN) impacts concerning innovations or events. This strategy provides learners with an opportunity to evaluate issues and consider different points of view. The ESPeN strategy is a useful strategy for investigating complex and controversial socioscientific topics.
- Explain to students that when discussing historical events, discoveries, inventions, revolutions, or movements, there are four different impacts to consider. (Economic, Social, Political, and Environmental.) What are the economic impacts of a particular discovery? What social impacts did it have? What political impacts came from this movement? Did a movement positively or negatively impact the environment?
- Ask students to consider the following questions:
- Is it possible for something to have a positive impact in all four ESPeN categories?
- Are there ocassions when an impact can be positive in some areas and negative in others?
- Can you think of an event in history that has had both positive and negative impacts?
- Refer to the early influencers from the Engagement section of the lessons. Draw upon students’ prior knowledge of those discoveries, movements, or historical events and help them practice identifying ESPeN impacts from the discovery of pasteurization, genetics, refrigeration, vehicles, new agriculture practices, and technology advancements. Examples include:
- (Economic) Refrigeration allows cattle and other livestock to be harvested and processed closer to where they were grown rather than driving cattle to the markets like they did in the 1850s.
- (Social) Pasteurization of milk nearly eliminates foodborne illness from milk.
- (Social and Political) The invention of the cotton gin created more demand for cotton which was primarily grown by enslaved African Americans leading to the Civil War.
Activity 2: The Man Who Tried to Feed the World
- Introduce the film using the title, subtitle, and the descriptive paragraphs on the film webpage. Ask students what questions arise in their minds as they hear/read the introduction to the film. Some questions may include:
- What are unintended consequences?
- How did Norman Borlaug solve India's famine problem?
- Why would Norman Borlaug's achievements come 'under fire'?
- Introduce a Decision Matrix as a tool designed to help evaluate multiple criteria along with the importance, or weight, of each criteria to ultimately make a decision.
- Pass out the Green Revolution Decision Matrix handout. Discuss the first page and call out the the ESPeN (economics, social, political, environmental) model that they will be using to evaluate the work of Norman Borlaug who is known as the "father" of the Green Revolution.
- Prior to watching the film, students should indicate a "weight" for each ESPeN category. They should circle "1" for the factor they feel is most important, "2" for the next factor, and so on.
- Watch, "The Man Who Tried to Feed the World." Available for rent or purchase on Amazon Prime. Instruct students to take notes on their Decision Matrix as they watch the film.
- Following the film, instruct students to review their notes and the "weight" they indicated for each ESPeN factor. They should then answer the question, "Were Norman Borlaug's efforts successful? Why or why not?" on a sheet of paper. See the teacher key to help guide discussion.
Evaluate
- With the ESPeN circles still on the board, distribute one ESPeN Impact Statement card to every student or pair of students.
- Ask students to review their card and determine which category the impact falls under (economic, social, political or environmental). They should attach the card to the board under the impact circle with a magnet or tape.
- As a class, use the cards to discuss the benefits and challenges that developed from the Green Revolution.
- Review and summarize the following key concepts:
- The scientific and agricultural discoveries made by Norman Borlaug saved countless lives from starvation and averted additional famine that was predicted in the 1960s.
- Due to his advances in plant breeding, Norman Borlaug is considered the "Father of the Green Revolution."
- Governments are concerned about food security and hunger. Hunger is usually associated with political unrest. Governments have an interest in securing a sufficient food supply.
- The discoveries of the Green Revolution gave farmers tools to provide more food for a growing population. There were benefits as well as environmental impacts and social challenges.
- While many positive benefits came from the Green Revolution, they were not experienced equally by every country due to differences in infrastructure, political influence, and education to diffuse new ideas and practices.
Sources
Recommended Companion Resources
Author
Organization
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State Standards for Texas
Principles of Agriculture, Food, and Natural Resources: 130.2.c.1
The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.1.B - apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in agriculture, food, and natural resources.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.4
The student explains the historical, current, and future significance of the agriculture, food, and natural resources industry. The student is expected to:
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.A - define the scope of agriculture.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.B - analyze the scope of agriculture, food, and natural resources and its effect upon society.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.C - evaluate significant historical and current agriculture, food, and natural resources developments.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.E - describe how emerging technologies and globalization impacts agriculture, food, and natural resources.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.F - compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environment, and animal welfare issues.
- Principles, of Agriculture, Food, and Natural Resources: 130.2.c.4.D - identify potential future scenarios for agriculture, food, and natural resources systems, including global impacts.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.6
The student demonstrates appropriate personal and communication skills. The student is expected to:
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.A - demonstrate written and oral communication skills appropriate for formal and informal situations such as prepared and extemporaneous presentations.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.B - demonstrate effective listening skills appropriate for formal and informal situations.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.7
The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is expected to:
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.7.B - use a variety of resources for research and development.
World Geography Studies: 113.43.d.21
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
- World Geography Studies: 113.43.d.21.D - analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections over time
- World Geography Studies: 113.43.d.21.F - formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose
Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.21
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
- Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.21.A - analyze economic information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
- Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.21.F - formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose
Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.23
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
- Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.d.23 - Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
English I: 110.36.c.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English I: 110.36.c.1.A - engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;
- English I: 110.36.c.1.D - participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making
English I: 110.36.c.5
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
- English I: 110.36.c.5.B - write responses that demonstrate understanding of texts, including comparing texts within and across genres
- English I: 110.36.c.5.E - interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
English II: 110.37.c.1
Developing and sustaining foundation language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English II: 110.37.c.1.A - engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax
- English II: 110.37.c.1.D - participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making
English III: 110.38.c.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English III: 110.38.c.1.A - engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax
- English III: 110.38.c.1.D - participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria
English III: 110.38.c.5
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
- English III: 110.38.c.5.B - write responses that demonstrate analysis of texts, including comparing texts within and across genres
- English III: 110.38.c.5.E - interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
English II: 110.37.c.5
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
- English II: 110.37.c.5.B - write responses that demonstrate understanding of texts, including comparing texts within and across genres
- English II: 110.37.c.5.E - interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
English IV: 110.39.c.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- English IV: 110.39.c.1.A - engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies
- English IV: 110.39.c.1.D - participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria
English IV: 110.39.c.5
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
- English IV: 110.39.c.5.B - write responses that demonstrate analysis of texts, including comparing texts within and across genres
- English IV: 110.39.c.5.E - interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
United States History Studies Since 1877: 113.41.d.6
History. The student understands significant events, social issues, and individuals of the 1920s. The student is expected to:
- United States History Studies Since 1877: 113.41.d.6.B - analyze the impact of significant individuals such as Henry Ford, Marcus Garvey, and Charles A. Lindbergh
United States History Studies Since 1877: 113.41.d.31
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- United States History Studies Since 1877: 113.41.d.31.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Advanced Plant and Soil Science: 130.25.c.1
The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
- Advanced Plant and Soil Science: 130.25.c.1.B - apply competencies related to resources, information, interpersonal skills, and systems of operation in plant systems.
World History Studies: 113.42.d.27
Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to:
- World History Studies: 113.42.d.27.E - identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt
World History Studies: 113.42.d.28
Social studies skills. The student understands how historians use historiography to interpret the past and applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
- World History Studies: 113.42.d.28.E - analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time
- World History Studies: 113.42.d.28.F - formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose
Advanced Plant and Soil Science: 130.25.c.6
The student analyzes plant and soil science as it relates to plant and soil relationships affecting the production of food, fiber, and other economic crops. The student is expected to:
- Advanced Plant and Soil Science: 130.25.c.6.A - explain the importance and interrelationship of soil and plants.
World History Studies: 113.42.d.31
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- World History Studies: 113.42.d.31.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Advanced Plant and Soil Science: 130.25.c.18
The student demonstrates skills related to the human, scientific, and technological dimensions of crop production and the resources necessary for producing domesticated plants. The student is expected to:
- Advanced Plant and Soil Science: 130.25.c.18.A - describe the growth and development of major crops.
- Advanced Plant and Soil Science: 130.25.c.18.B - apply principles of genetics and plant breeding.
- Advanced Plant and Soil Science: 130.25.c.18.C - examine the development of crop varieties through the origin of agriculture.
Ethnic Studies: African American Studies: 113.51.c.16
Science, technology, and society. The student understands how African American achievements in science and technology have contributed to economic and social development in the United States. The student is expected to:
- Ethnic Studies: African American Studies: 113.51.c.16.C - describe the contributions of significant African American individuals to science, philosophy, mathematics, and technology such as Benjamin Banneker, George Washington Carver, Granville Woods, Mary Jackson, Katherine Johnson, Henrietta Lacks, Dorothy Vaughan, Mae Jemison, and Neil deGrasse Tyson
- Ethnic Studies: African American Studies: 113.51.c.16.C - describe the contributions of significant African American individuals to science, philosophy, mathematics, and technology such as Benjamin Banneker, George Washington Carver, Granville Woods, Mary Jackson, Katherine Johnson, Henrietta Lacks, Dorothy Vaughan, Mae Jemison, and Neil deGrasse Tyson
Biology: 112.42.c.1
Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
- Biology: 112.42.c.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Biology: 112.42.c.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence
- Biology: 112.42.c.1.F - organize quantitative and qualitative data using scatter plots, line graphs, bar graphs, charts, data tables, digital tools, diagrams, scientific drawings, and student-prepared models
Biology: 112.42.c.7
Science concepts--mechanisms of genetics. The student knows the role of nucleic acids in gene expression. The student is expected to:
- Biology: 112.42.c.7.A - identify components of DNA, explain how the nucleotide sequence specifies some traits of an organism, and examine scientific explanations for the origin of DNA
- Biology: 112.42.c.7.B - describe the significance of gene expression and explain the process of protein synthesis using models of DNA and ribonucleic acid (RNA)
- Biology: 112.42.c.7.C - identify and illustrate changes in DNA and evaluate the significance of these changes
- Biology: 112.42.c.7.D - discuss the importance of molecular technologies such as polymerase chain reaction (PCR), gel electrophoresis, and genetic engineering that are applicable in current research and engineering practices
Biology: 112.42.c.13
Science concepts--interdependence within environmental systems. The student knows that interactions at various levels of organization occur within an ecosystem to maintain stability. The student is expected to:
- Biology: 112.42.c.13.D - explain how environmental change, including change due to human activity, affects biodiversity and analyze how changes in biodiversity impact ecosystem stability
Environmental Systems: 112.50.c.1
Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to explain phenomena or design solutions using appropriate tools and models. The student is expected to:
- Environmental Systems: 112.50.c.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Environmental Systems: 112.50.c.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
- Environmental Systems: 112.50.c.1.F - organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graphs paper, computers, or cellphone applications
Environmental Systems: 112.50.c.6
Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:
- Environmental Systems: 112.50.c.6.A - compare and contrast land use and management methods and how they affect land attributes such as fertility, productivity, economic value, and ecological stability
- Environmental Systems: 112.50.c.6.B - relate how water sources, management, and conservation affect water uses and quality
- Environmental Systems: 112.50.c.6.F - evaluate the impact of waste management methods such as reduction, reuse, recycling, upcycling, and composting on resource availability in the local environment
Environmental Systems: 112.50.c.8
Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems. The student is expected to:
- Environmental Systems: 112.50.c.8.D - analyze and make predictions about the impact on populations of geographic locales due to diseases, birth and death rates, urbanization, and natural events such as migration and seasonal changes
Environmental Systems: 112.50.c.11
Science concepts. The student understands how individual and collective actions impact environmental systems. The student is expected to:
- Environmental Systems: 112.50.c.11.A - evaluate the negative effects of human activities on the environment, including overhunting, overfishing, ecotourism, all-terrain vehicles, and personal watercraft
- Environmental Systems: 112.50.c.11.B - evaluate the positive effects of human activities on the environment, including habitat restoration projects, species preservation efforts, nature conservancy groups, game and wildlife management, and ecotourism
- Environmental Systems: 112.50.c.11.C - research the advantages and disadvantages of "going green" such as organic gardening and farming, natural methods of pest control, hydroponics, xeriscaping, energy-efficient homes and appliances, and hybrid cars.
Environmental Systems: 112.50.c.12
Science concepts. The student understands how ethics and economic priorities influence environmental decisions. The student is expected to:
- Environmental Systems: 112.50.c.12.A - evaluate cost-benefit trade-offs of commercial activities such as municipal development, food production, deforestation, over-harvesting, mining, and use of renewable and non-renewable energy sources;
- Environmental Systems: 112.50.c.12.C - analyze how ethical beliefs influence environmental scientific and engineering practices such as methods for food production, water distribution, energy production, and the extraction of minerals
Environmental Systems: 112.50.c.13
Science concepts. The student knows how legislation mediates human impacts on the environment. The student is expected to:
- Environmental Systems: 112.50.c.13.A - describe past and present state and national legislation, including Texas automobile emissions regulations, the National Park Service Act, the Clean Air Act, the Clean Water Act, the Soil and Water Resources Conservation Act, and the Endangered Species Act
Aquatic Science: 112.47.c.1
Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to explain phenomena or design solutions using appropriate tools and models. The student is expected to:
- Aquatic Science: 112.47.c.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Aquatic Science: 112.47.c.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence
- Aquatic Science: 112.47.c.1.F - organize quantitative and qualitative data using probeware, spreadsheets, lab notebooks or journals, models, diagrams, graphs paper, computers, or cellphone applications
Aquatic Science: 112.47.c.14
The student understands how human activities impact aquatic environments. The student is expected to:
- Aquatic Science: 112.47.c.14.A - analyze the cumulative impact of human population growth on an aquatic ecosystem
- Aquatic Science: 112.47.c.14.B - predict effects of chemical, organic, physical, and thermal changes due to humans on the living and nonliving components of an aquatic ecosystem
- Aquatic Science: 112.47.c.14.C - investigate the role of humans in unbalanced systems involving phenomena such as invasive species, fish farming, cultural eutrophication, or red tides
- Aquatic Science: 112.47.c.14.D - analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments
- Aquatic Science: 112.47.c.14.E - describe the impact such as costs and benefits of various laws and policies such as The Endangered Species Act, right of capture laws, or Clean Water Act on aquatic systems
- Aquatic Science: 112.47.c.14.F - analyze the purpose and effectiveness of human efforts to restore aquatic ecosystems affected by human activities
Earth Systems Science: 112.49.c.1
Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to explain phenomena or design solutions using appropriate tools and models. The student is expected to:
- Earth Systems Science: 112.49.c.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Earth Systems Science: 112.49.c.1.E - collect quantitative data using the International System of Units (SI) and qualitative data as evidence
- Earth Systems Science: 112.49.c.1.F - organize quantitative and qualitative data using scatter plots, line graphs, bar graphs, charts, data tables, digital tools, diagrams, scientific drawings, and student-prepared models
Earth Systems Science: 112.49.c.9
Science concepts. The student knows that the lithosphere continuously changes as a result of dynamic and complex interactions among Earth's systems. The student is expected to:
- Earth Systems Science: 112.49.c.9.B - investigate and model how surface water and ground water change the lithosphere through chemical and physical weathering and how they serve as valuable natural resources;
Earth Systems Science: 112.49.c.12
Science concepts. The student understands how Earth's systems affect and are affected by human activities, including resource use and management. The student is expected to:
- Earth Systems Science: 112.49.c.12.D - analyze recent global ocean temperature data to predict the consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, and biodiversity
- Earth Systems Science: 112.49.c.12.E - predict how human use of Texas's naturally occurring resources such as fossil fuels, minerals, soil, solar energy, and wind energy directly and indirectly changes the cycling of matter and energy through Earth's systems
- Earth Systems Science: 112.49.c.12.F - explain the cycling of carbon through different forms among Earth's systems and how biological processes have caused major changes to the carbon cycle in those systems over Earth's history
Earth Systems Science: 112.49.c.13
Science concepts. The student explores global policies and careers related to the life cycles of Earth's resources. The student is expected to:
- Earth Systems Science: 112.49.c.13.A - analyze the policies related to resources from discovery to disposal, including economics, health, technological advances, resource type, concentration and location, waste disposal and recycling, mitigation efforts, and environmental impacts