Inquiry Design Model (IDM) Blueprint™

Essential Standards

Social Studies: 4.G.1.2, 4.G.1.3, 4.E.1.1,

Science: 4.L.1.3 (Conserve/preserve resources & ecosystems), 4.E.2.3 (Erosion)

ELA: 4.RI. 5 (Cause/Effect), 4.RI.1 (Inferences from text), 4.W.2.d (Using domain‐specific vocab to explain)

Appropriate Social Studies Unit 5

Compelling Question

How can our choices today impact North Carolina’s natural resources in the future?

Staging the Question

Students will need some prior knowledge in the following topics:

Natural Resources, Economics, Cause‐Effect, Erosion, Ecosystems

*See Extra Resources Section for more on these topics

Supporting

Question 1

Supporting

Question 2

Supporting

Question 3

How have resources of North Carolina changed over time?

How have humans negatively or positively impacted natural resources?

How do economics influence the use of natural resources?

Formative

Performance Task

Formative

Performance Task

Formative

Performance Task

Students will be able to work with small groups to use evidence from resources provided to find cause‐effect relationships with changes in resources over time. Students will work with partners or small groups to fill in their Cause‐Effect graphic organizer. *Only fill in 2 relationships, as students will add to their Cause‐Effect Relationship throughout the week*

Students will be able to work with small groups to use evidence from resources provided to find cause‐effect relationships regarding negative or positive impacts humans have had to resources over time. Students will work with partners or small groups to continue to fill in their Cause‐Effect graphic organizer (from previous task).

Students will be able to work with small groups to use evidence from resources provided to find cause‐effect relationships between economics and the impacts on natural resources in small groups to continue to fill in their Cause‐Effect graphic organizer (from previous task).

Featured Sources Featured Sources Featured Sources

**Choose 3 that are most appropriate for your classroom from each list**

List of Current NC Resources (Source A)

Interactive Map of WINSTON SALEM, NC (includes logging activity in area)

Map of Southern States’ forestry

Early photos of Throughway Shopping Center (Source B)

Article about Changing Natural Resources (Source C)

**Choose 3 that are most appropriate for your classroom from each list**

Earth Day Press Release 2015 (Source A)

Erosion and Humans Video

Video clip about Human impacts on Coastal Region

Video of Oil Spill and impacts

News Article about Gov. McCory Signing Polluter Protection Act (Source B)

**Choose 3 that are most appropriate for your classroom from each list**

Cookie Mining Activity (Science) Experiment about cost of mining (Source A) Newspaper Article about Mt Airy meeting (Source B) Excerpt from Article about Impacts of Tourism on Natural Resources (Source C) Maps and Charts Regarding NC Resources (Source D & E)

Summative

Performance Task

Argument

Students will be given a scenario that focuses on the considerations that need to be made when a builder wants to “develop” land. Students will work with groups to fill in a cause‐ effect graphic organizer with cause‐effect relationships, from the perspective of either: the builder, the animals in the habitat being destroyed, or a potential employee of the shopping center that could be built there. Students will then use those graphic organizers to share their thoughts with the class about the positive and negative cause‐effects that could arise for each scenario. Students will work with teacher to create class list of cause‐effect relationships. Students will use their notes and shared class ideas to make an informed decision about whether or not they should build on the land. Students will write a persuasive paragraph, using evidence from the discussions.

Extension Student will participate and host a mock “City Council Meeting”, where they must present their opinions previously discussed and try to persuade the third grade students to attend as “community members” and vote at the end to make decision.

Taking Informed Action

Students will find local proposal for construction site that could impact natural resources or environment and research implications of building in the area. Students work together to reach out to city council, etc. that may have influence over the decision and present persuasive paragraphs (as previously done in above activities) or create video to share. Students may share their projects at a city council meeting to voice concerns, or via local newspaper or news station.

Resources:

City of Winston Salem Planning Website

City of Winston Salem Monthly Planning/Zoning Website (has calendar for meetings)

Previous Presentations for Local Area Plans (powerpoints, etc.)

Unit Overview

This unit is intended to cover Social Studies, Science, Reading, & Writing standards in fourth grade. Students will be using standards listed to make informed decisions regarding how humans can positively or negatively impact the earth and it’s natural resources. Teachers will be using multiple subjects to help students make inferences about how their decisions and actions ultimately impact the natural resources around them.

Detailed Standards Addressed

Social Studies:

4.G.1.2: Explain the impact that human activity has on the availability of natural resources in North Carolina.

4. G.1.1: Summarize changes that have occurred in NC since statehood (landscape, population, growth, transportation, communication)

4.E.1.1. Understand the basic concepts of a market economy: supply, demand, scarcity, productivity, and entrepreneurship.

Science:

4.L.1.3: Explain how humans can adapt their behavior to live in changing habitats (recycling, planting trees, etc.)

4.E.2.3: Give examples of how the surface of the earth changes due to slow process such as erosion, or fast processes such as landslides.

Reading:

4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

4.RI.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Writing:

4.W.2d: Use precise language and domain‐specific vocabulary to inform about or explain the topic.

4.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Background Knowledge

Students will need background knowledge in what a natural resource is (SS Unit 5). Students will need to also know the word Economics (SS Unit 4). Students will also need to be familiar with Cause‐Effect relationships and graphic organizers to organize their information. Students will need to know about Persuasive writing and how to write a persuasive paragraph. Students will need to be familiar with erosion.

Extra Resources:

Brainpop Jr. Video on Natural Resources Natural Resources Song (video) Renewable vs Non‐renewable resources video clip

Cause‐Effect Mini‐lesson Cause‐Effect Relationship Video clip Cause‐Effect Online Game

Persuasive Writing Minilesson Graphic Organizer for Persuasive Writing

Erosion/Weathering/Deposition sort game (Laura Candler)

Vocabulary

SS Vocab:

Choice, Opportunity cost, Conservation, Natural resource, human impact

Science Vocab:

Changes, erosion, habitat, resource, human impact

ELA Vocab:

Cause/Effect relationship, inferences, persuade, opinion

Compelling Question & Intro

to Unit:

How can our choices today impact North Carolina’s natural resources in the future?

Materials Needed: White Board/Interactive Board, Paper, Pencil

Time: 15 minutes

Teacher will introduce this question at beginning of unit. Post question in room to be displayed and revisited later. Students will write question and their current answer before beginning unit. Share what attitudes are as class and try to come up with class “answer”.

Supporting Question 1 & Formative Assessment

How have resources of North Carolina changed over time?

Materials Needed: Sources, Cause‐Effect Graphic Organizer, Interactive Board, Pencil

Time: 45 minutes (model=15, groups=30)

Teacher will post question for students to see. Have students discuss what they know with partner.

Teacher will choose one of the sources to model with students what “investigating” looks like. Model using a Cause‐Effect graphic organizer to write in a cause‐effect relationship with one of the sources. (e.g. Looking at the Interactive Map= Cause: There are areas of Winston Salem that have new construction or buildings, Effect: More trees are being cut down and destroyed)

Teacher will hand out 3 sources from list (online or hard copies) that are appropriate for students in the class to investigate. **Teachers may differentiate by using different sources with different groups as needed. Some students will need additional scaffolding from teacher.**

Teacher will give time for students to work in small groups to investigate the sources. Students will investigate numerous sources to make inferences about how NC resources have changed over time. Students will use the data they find to fill in at least 2 cause‐effect relationships they notice while investigating with their groups.

Regroup at end to discuss findings and how they think NC Natural Resources have changed over time. Write answer to previous posed question.

Graphic Organizer will be used throughout entire unit, so make copy front/back and have students refer back to it in next lessons

Supporting Question 2 & Formative Assessment

How have humans negatively or positively impacted natural resources?

Materials Needed: Sources, Cause‐Effect Graphic Organizer (from previous lesson), Interactive Board, Pencil

Time: 30 minutes

Teacher will post question for students to see. Have students discuss what they know with partner.

Teacher will hand out 3 sources from list (online or hard copies) that are appropriate for students in the class to investigate. **Teachers may differentiate by using different sources with different groups as needed. Some students will need additional scaffolding from teacher.**

Teacher will give time for students to work in small groups to investigate the sources. Students will investigate numerous sources to make inferences about how NC resources have changed over time. Students will use the data they find to fill in at least 2 cause‐effect relationships they notice while investigating with their groups.

Regroup at end to discuss all positive or negative ways humans impact natural resources. Write answer to previously posed question.

Supporting Question 3 & Formative Assessment

How do economics influence natural resources?

Materials Needed: Sources, Cause‐Effect Graphic Organizer (from previous lesson), Interactive Board, Pencil

Time: 30 minutes

Teacher will post question for students to see. Have students discuss what they know with partner.

Teacher will hand out 3 sources from list (online or hard copies) that are appropriate for students in the class to investigate. **Teachers may differentiate by using different sources with different groups as needed. Some students will need additional scaffolding from teacher.**

Teacher will give time for students to work in small groups to investigate the sources. Students will investigate numerous sources to make inferences about how NC resources have changed over time. Students will use the data they find to fill in at least 2 cause‐effect relationships they notice while investigating with their groups.

Regroup at end to discuss how they think economics impact Natural Resources. Write answer to to previously posed question.

Summative Assessment

To Build or Not Build, That is the Question…

Materials Needed: Building Scenario Handout, Cause‐Effect Graphic Organizer (a new copy), Paper, Pencils, Persuasive Argument Graphic Organizer

TIme: 90 minutes (30 minutes x 3 sessions)

Session 1: Teachers will pass out Building Scenario Handout & Cause‐Effect Graphic Organizer to small groups. Teacher will go over scenario given. Teacher will assign each group a “role” to act as. Groups will be labeled as one of the following: The Builder, The NC Native Animal, The Potential Mall Employee. Students will work with their group to fill in a Cause‐Effect Graphic Organizer, from the perspective of their assigned role. **Teacher may differentiate by pre‐filling out parts of Cause‐Effect G.O. as needed**

After small groups finish, students will share findings about the cause‐effects of building in that area. Teacher will lead class discussion to fill out class Cause‐Effect graphic Organizer of all impacts of building. **Teacher may differentiate by allowing students to work independently on class info cause‐effect G.O.**

Session 2: Teachers will revisit previous session’s ideas about effects of Building Scenario Handout Activity. Students will use the information discussed to fill out the Persuasive Argument organizer to convince someone to either build or not build the construction site

previously discussed. Student will work independently to fill in their graphic organizer to organize their thoughts.

Session 3: Students will use their Persuasive argument graphic organizer to create a persuasive paragraph regarding whether or not they believe builders should build on the spot and why. Students should use specific reasons previously discussed.

Extension

Mock City Council Meeting

Materials Needed: Previous ideas/products, 3rd grade students

Time: 30 mins

Student will participate and host a mock “City Council Meeting”, where they must present their opinions previously discussed and try to persuade the third grade students to attend as “community members” and vote at the end to make decision.

Taking Informed Action

Students will find local proposal for construction site that could impact natural resources or environment and research implications of building in the area. Students work together to reach out to city council, etc. that may have influence over the decision and present persuasive paragraphs (as previously done in above activities) or create video to share.

SUPPORTING QUESTION 1 SOURCE A

Article from USA Today List of Natural Resources in the Carolinas Linsay Evans, Demand Media North and South Carolina contain a range of natural resources, from water to woodlands to wildlife. Not only do natural resources influence the economic well-being of a region, they are connected to the quality of human life as well. Factors such as urbanization and human development directly affect the integrity of natural resources; high population densities correlate with high resource use and increased levels of pollution, note the scholars at North Carolina State University. Forests

Sixty percent of North Carolina is covered by forests, and 18.1 million acres are classified as timberland. South Carolina’s Blue Ridge ecosystem consists of 87 percent forest, while the Piedmont region is 57 percent covered with wooded areas. These forests are home to more than 180 tree species, about a third of which are commercially viable. In North Carolina alone, the timber industry was valued at $29.7 billion in 2003. Carolina forests also provide the setting for hiking, camping and a variety of other outdoor activities, as well as wildlife habitat. Wetlands

Several regions in the Carolinas contain areas classified as wetlands. South Carolina’s Southern Coastal Plain region is 46 percent wetland, while North Carolina contains about 5.7 million acres of wetlands. These fragile ecosystems provide a home for hundreds of waterfowl, wildlife and plant species, many of which don’t grow elsewhere in the Carolinas; in addition, the wetlands produce nurseries for spawning fish. Wetlands also aid in the decomposition of pollutants, reduce sediment deposit in more

environmentally sensitive bodies of water and help flood control by storing water overflow.

Water

Fresh water is a vital natural resource in the Carolinas. South Carolina has 15 million acre-feet of water in the form of lakes, but 95 percent of the state’s ground water comes from underground aquifers in the coastal regions. North Carolina also draws most of its water from six groundwater sites, the most productive of which are in its coastal regions, and 2.7 million acres of surface water. Pollution from underground tank leakage and agricultural and urban runoff threaten the potable water supply in both states.

Wildlife and Fish

The Carolinas are home to numerous species of land and aquatic animals, from southern leopard frogs to wild boars to corn snakes. Unfortunately, at time of publication, many of these animals, 1,240 species or more, are threatened, endangered or in need of conservation, including the bog turtle, brook trout, flatwoods salamander, piping plover and the west Indian manatee. Non-endangered species at time of publication include white-tail deer, Eastern wild turkeys, quail and black bears.

SUPPORTING QUESTION 1 SOURCE B

SUPPORTING QUESTION 1 SOURCE C

Excerpt from: Natural Resources And Recycling

http://www.geography4kids.com/files/land_natresource.html

The big point of this section is to look at the idea that humans have a finite amount of material on this planet. We call these materials natural resources. Not only are humans using these

materials, but nature is using them too. The difference between humans and nature is that nature doesn't waste. Materials are cycled through the ecosystems of the Earth and reused whenever possible. There have been points in time where nature runs out of things and it adjusts, changing ecosystems or the types of organisms that survive. Think about water for a second. Many places used to have large freshwater lakes with thriving communities. Over thousands of years, those lakes dried up and some even became deserts. Nature didn't just give up, with the change in environment, new organisms began to thrive and the ecosystem changed. Humans may be doing that as we speak. We use natural resources, but don't return them to the system. They may wind up in landfills or at the bottom of the ocean. If we have a finite amount of resources, there is always the possibility that we will run out. Nature will continue. The organisms that survive will change. But we might not be one of them. Don't worry about it this afternoon. We have plenty of stuff for a long time.

In The Forests

Forests are an easy starting point. These are dense ecosystems with a large amount of plant life. Types include tropical and temperate forests. Some have a lot of rain and others have seasonal moisture. Humans like the land and the trees. Realtors say location‐location‐location when they talk about homes. They know that there is only a specific amount of space in an area that people can live. Unfortunately for forests, they are sometimes sacrificed for our needs. We like the timber. We build houses and all sorts of stuff from wood. The big worry of many people is not timber, it's the fact that many forests are being cut down to increase the amount of farmland. What happens when you lose forests? Well, there's less timber. There's also a complete change in the ecosystem. Forests absorb heat and cool areas. They also release oxygen into the atmosphere and help purify the air. When you clear‐cut a forest the temperatures can increase, wind patterns can change, and (many would argue) it's less beautiful. But there's always a trade‐off. We need more food. More farmland=more food. As with all of our discussions of natural resources, management of the resources is the key to success.

SUPPORTING QUESTION 2 SOURCE A

"Champions for Earth Tournament" Reaches 213 Countries FOR RELEASE October 13, 2015:

From Earth Day Network

Champions for Earth Tournament Reaches 213 Countries

Earth Day Network and Rovio Use Gaming to Educate Players on Climate

WASHINGTON DC, OCTOBER 13: Earth Day Network (EDN) and Rovio today announced results of Angry Birds Champions for Earth, a weeklong global tournament that challenged players to learn about and help solve the climate crisis. The tournament, which coincided with Climate Week, attracted players from 213 countries and territories who completed 20 million game sessions cumulatively adding up to 350 years of game time.

According to demographic figures released by Angry Bird’s creators Rovio Entertainment, the key player demographic was millennials but the game was also played by younger and older players from the US, UK, Germany, Canada, Russia, Mexico and France. Participants also came from the far­flung reaches such as Moldova, Mauritius, Suriname, Aruba, Fiji and Gabon.

Champions for Earth lit up social media, too, with 150 million Twitter impressions, 1 million Facebook views, 6 million Instagram impressions and 2 million video views during the week.

EDN has been a trailblazer in engaging unique and often difficult to reach audiences in environmental issues. This partnership—EDN’s first attempt to reach the gaming community with an environmental message—proves that by employing a popular hook like Angry Birds, millennials and youth can absorb climate messages and move from gaming to action in large numbers.

EDN and Rovio developed 23 Champions for Earth climate change fact cards that popped up on players’ screens during the tournament. Each climate fact card was presented by a participating celebrity: Don Cheadle and Ian Somerhalder, Goodwill Ambassadors for the UN Environment Programme (UNEP); comedian Danny DeVito; actor Matt Damon; Indian superstars Anil and Sonam Kapoor; and members of Korean pop sensation VIXX.

Christiana Figueres, the UN's top climate official and head of the UN Framework Convention on Climate Change (UNFCCC) narrated an introductory video.

An “Act Now!” button took players to EDN’s online engagement platform, with a climate petition and a call to plant trees through EDN’s Canopy Project. The platform was optimized to appear in one of five languages– English, Spanish, Portuguese, Russian or Korean–depending on where the player originated. Thousands of petition signatures were collected and 150,000 trees will be planted as a result of the tournament.

To create and promote the tournament, EDN and Rovio partnered with UNFCCC, Connect4Climate (a Partnership Program of the World Bank), the documentary series Years of Living Dangerously, The Climate Reality Project, Water.org and UNEP. Ogilvy India promoted the tournament in India.

“We want to thank Angry Birds and all our partners,” says Kathleen Rogers, president of Earth Day Network. “Mobile gaming is a powerful way to engage people of all ages—especially young people—in learning about climate change and becoming activists. We need everyone’s voices to be heard, especially as we get ready for the UN Climate Change Conference in Paris this November.”

“We are delighted with the results of this tournament. Millennials and young people are engaged and want to take part in fixing the environmental issues we all face,” said Blanca Juti, Chief Brand Officer of Rovio.

About Earth Day Network

The first Earth Day on April 22, 1970, activated 20 million Americans from all walks of life and is widely credited with launching the modern environmental movement. Growing out of the first Earth Day, Earth Day Network works year­round with tens of thousands of partners in 192 countries to broaden, diversify and mobilize the environmental movement. More than 1 billion people now participate in Earth Day activities each year, making it the largest civic observance in the world. For more information, please visit www.earthday.org

Press Contact:

Attiya Sayyed

Earth Day Network

sayyed@earthday.org

202.518.0044

SUPPORTING QUESTION 2 SOURCE B

Environmental Groups Call New NC Law "Polluter Protection Act" Updated: Wed, Oct 28 2015, 01:30 PM | Aaron M. Adelson ASHEVILLE, N.C. -- Gov. Pat McCrory has signed the Regulatory Reform Act into law -- a wide-ranging law with parts that have upset environmental groups across the state. The bill began in the house as one page and expanded into the senate to 40. It ended up being 61 pages. Mountain True says it's like Republicans threw in whatever they have wanted from recent years, but could not pass. The law has been dubbed the, "Polluter protection act and that really comes from a particular provision in the bill," Julie Mayfield said, Mountain True Co-Director. The law allows companies to avoid penalties if they self-report an environmental law violation, and the report would be confidential. Victims would not be able to get information about an environmental hazard for a lawsuit. Rep. Brian Turner voted against the bill. "You can kind of immunize yourself as a company by self-reporting. If you knew that somebody was going to blow the whistle, if you knew that regulators were approaching a finding against you, then you could all of a sudden self-report," Turner said, a democrat serving Buncombe County. Mayfield fears what would have happened if this law was on the books before we knew about contamination at the old CTS plant. "That would be a horrible situation, absolutely horrible. So, there's just no reason except to continue to put corporate and industrial interests above the interest of the public," Mayfield said. "This bill continues efforts to remove ambiguous, onerous, obsolete and sometimes ridiculous regulations that increase the burden and expense on North Carolina families and job-creating businesses, but do little to serve the public interesting," said North Carolina GOP Spokeswoman Kara Carter. Turner and Mayfield say the law only hurts the environment. "This one is pretty bad. By some measures I think it's one of the worst of McCrory's administration," Turner said.

"It's just one more step in the erosion of environmental protections," Mayfield said. News 13 reached out to McCrory's office to ask what he thought the benefits were of this law. There was no response at the time of this writing. The Department of Environmental Quality will enforce the law. "The Regulatory Reform Act will help focus resources on the environmental issues that matter most and improve environmental protection," said DEQ spokeswoman Crystal Feldman

SUPPORTING QUESTION 3 SOURCE A

Cookie Mining Activity PURPOSE: The purpose of this activity is to give the player an introduction to the economics of mining. Each buyer buys ‘property‛, purchases the ‘mining equipment‛, pays for the ‘mining lease and operation‛, and finally pays for the ‘reclamation‛. In return, the player receives money for the ‘ore mined‛. The object of the game is to develop the mine, safeguard the environment, and make as much money as possible. MATERIALS:

Play money ($25.00 for each team of students) Grid paper (1 sheet per team of students) Chocolate chip cookie (1 per team of students) Toothpicks (flat and round) Paper clips

INSTRUCTIONS:

1. Each player starts with $25.00 of play money 2. Each player receives a Cookie Mining Sheet and a sheet of grid paper 3. Each player must buy the “mining property‛ which is a chocolate chip cookie. Only one

‘mining property‛ per team. At least 2 types of cookies should be for sale: one cheaper one with fewer chocolate chips and another pricier cookie with more chocolate chips.

4. After buying the cookie, the player places it on the grid paper and, using a pencil, traces the outline of the cookie.

5. Each team must buy their ‘mining equipment‛. More than one piece of equipment may be purchased. Equipment may not be shared between teams. Mining equipment for sale is:

Flat toothpick $2.00 each Round toothpick $4.00 each Paperclip $6.00 each

6. Mining costs $1.00 per minute. 7. Sale of a chocolate chip mined from a cookie brings $1.00 (broken chocolate chips

can be combined to make one whole chip). 8. After the cookie has been mined, the cookie fragments and crumbs should be placed

back into the circled area on the grid paper. This can be accomplished using the mining tools. NO FINGERS OR HANDS ALLOWED!!!

9. Reclamation costs are $1.00 per square over the original count. (Any piece of cookie outside of the original circle counts as reclamation).

10. Complete the Cookie Mining sheet

Price List

Premier Chocolate Chip Cookie $7.00 Standard Chocolate Chip Cookie $2.00 Flat toothpick $2.00 Round Toothpick $4.00 Paper Clip $6.00 Mining Cost $1.00per minute Reclamation Fines $1.00per square ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Sale of Chocolate Chip $1.00 per whole chip

COOKIE MINING COST SHEET 1. Type of Cookie _______________ Price of Cookie $__________ 2. Equipment used

Flat toothpick ______ x $2.00 = ______ Round Toothpick ______ x $4.00 = ______ Paper Clip ______ x $6.00 = ______

3. Mining _____ minutes x $1.00

Cost of mining $ __________ --------------------------------------------------------------------------------------

4. TOTAL COST OF MINING (price of cookie + equipment cost + cost of mining) $________

5. TOTAL VALUE OF CHIPS (number of chips removed _______ x $1.00)

$________ 6. RECLAMATION FINE (reclamation: _______ squares x $1.00)

$________ --------------------------------------------------------------------------------------

HOW MUCH DID WE MAKE? INITIAL BUDGET $25.00 TOTAL VALUE OF CHIPS + $______

= $______ (Total 1) TOTAL COST OF MINING - $______

= $______ (Total 2) RECLAMATION FINE - $______

= $______ (Total 3)

PROFIT (+) OR LOSS (-) Total 3 $______ INITIAL BUDGET - $25.00

= $______ Profit (+) or Loss (-)

The traced area of your cookie is your mining lease. Make sure you keep all of your mining activities inside this space; otherwise you will receive a fine! Name Your Mine: ________________________________________ How Many chocolate chips did you extract? _____________________

Cookie Mining Rules

1. Players cannot use their fingers to hold the cookie. The only things that can touch the cookie are the mining tools and the paper on which the cookie is sitting.

2. A player can purchase as many mining tools as desired: the tools can be different types.

3. If the mining tools break, they are no longer usable and a new tool must be purchased.

4. The players that make the most money by the end of the game win extra credit on the next quiz.

SUPPORTING QUESTION 3 SOURCE B

Mount Airy Board of Commissioners to discuss forest logging at Westwood Park First Posted: 11:32 am - October 15th, 2015 Updated: 2:50 pm - October 15th, 2015. By Tom Joyce - tjoyce@civitasmedia.com

Mount Airy officials will revisit an old “friend” tonight, when the city council is scheduled to receive details on a long-awaited logging project planned at Westwood Industrial Park. It has been more than a year since the Mount Airy Board of Commissioners last addressed the issue of cutting timber from the city-owned site, one that was the topic of numerous discussions during 2013 and 2014.

Today, during a meeting at 7 p.m., the board is to be briefed on plans for trees to finally be harvested from about a 65-acre tract in the vicinity of North Franklin Road. This is a follow-up to a 5-0 vote by the commissioners in August 2014 to launch the logging project at Westwood Industrial Park, which led to having a proposed timber sale process arranged by a state-registered forester.

That individual, John W. Overbey of Timberbrook Forestry Inc. in State Road, will make a presentation to the board tonight regarding the plans, which call for bids for the sale of the timber to be opened next Tuesday at 11 a.m. The area to be harvested is situated at the end of Boggs Drive in the industrial park, which also borders North Franklin Road near a city water-storage tank.

Documents prepared by the forester show the sale is to be conducted on a sealed-bid, lump-sum basis for which logging companies are invited to submit proposals.

One motivation for the sale was an analysis by Brian Elam, a local member of the N.C. Forest Service, who said the municipality was losing money daily by not harvesting older trees constantly being lost from age, disease and insects. Information prepared since by Overbey describes the timber stand involved as “excellent quality” shortleaf pines, white pines, poplars and other hardwoods and some Virginia pines. His report further specifies maples and red, white and chestnut oaks.

The total timber volume is estimated at more than 650,000 board feet.

In voting to begin the timbering project in August 2014, the city commissioners stipulated that after the trees are cut, a 200-foot buffer is to be left along property lines of adjoining homes, while a buffer of at least 100 feet will remain around two streams on the property. Conditions of the sale, prepared by Overbey, contain steps to lessen the impact of the logging operation, including utilizing state best-management practices. The conditions also will require the removal of trash, and stabilization of disturbed areas including the sowing of grass.

Under the plans, all bids for the project are scheduled to be opened and made public at 11 a.m. Tuesday at the water tower site off North Franklin Road.

The logging operation is expected to take about two years once the timber is deeded.

Rezoning request

Among other business at tonight’s meeting, the city commissioners will consider setting a public hearing regarding the proposed rezoning of property along the 100 block of North Franklin Road.

It totals less than an acre and is owned by Bryan Martin of Fancy Gap Road.

Martin is asking for the zoning of the site to be changed from R-20 (residential) to B-4 (Highway Business).

His rezoning application states that the move is sought to accommodate the building of a garage of 40 feet by 70 feet on the property. It is in the extraterritorial jurisdiction (ETJ) zone, which encompasses a one-mile area surrounding the city limits which is under municipal zoning control.

The rezoning proposal involves a general request (with no conditions) for the Highway Business classification and would permit other commercial uses similar to what is now allowed along the Pine Street corridor, according to Andy Goodall, city planner.

Plans call for the public hearing to be conducted during a commissioners meeting on Nov. 19.

The Mount Airy Planning Board voted 5-1 to recommend approval of the rezoning during a meeting on Sept. 28, when no one spoke in opposition to the move.

SUPPORTING QUESTION 3 SOURCE C

Excerpt from

ENVIRONMENTAL IMPACTS OF TOURISM http://www.gdrc.org/uem/eco­tour/envi/one.html

Local resources

Tourism can create great pressure on local resources like energy, food, and other raw materials that may already be in short supply. Greater extraction and transport of these resources exacerbates the physical impacts associated with their exploitation. Because of the seasonal character of the industry, many destinations have ten times more inhabitants in the high season as in the low season. A high demand is placed upon these resources to meet the high expectations tourists often have (proper heating, hot water, etc.)

SUPPORTING QUESTION 3 SOURCE D

Forestry & Forest Products in North Carolina

Taken from: http://www.ces.ncsu.edu/nreos/wood/old_stuff/forestr.html

Ownership of Timber in NC

SUPPORTING QUESTION 3 SOURCE E

Value added by manufacturing in the forest products industry.

SUMMATIVE PERFORMANCE TASK Part 1

Name _____________________________

Building Scenario Handout

There is a large and popular developer in your area that has presented the idea of building a large mini­mall on a currently vacant piece of land. The land hasn’t been developed before, due to backlash from animal activists and local scientists, who think that the land would negatively impact a NC Native animal.

Bald Eagles currently reside in the trees of this area they are trying to develop. If the developers take over the land, the Bald Eagles’ habitats in the area will be destroyed. While the Bald Eagles were once on the Endangered Species list, they are no longer considered Endangered. They are a vital member of the animal food web in the local area. Without them, the entire area’s animals may be negatively impacted by the loss.

The developers believe they can build a mini­mall that can bring in several retail stores. These stores can bring in new products to the area not previously available, new jobs for unemployed locals, as well as attract more people to visit the area.

There is a very high rate of people in the area that are currently unemployed. There haven’t been many new businesses brought into the area for a long time, creating new jobs. People are struggling to pay their bills and support their families. This mini­mall could potentially create over 500 new jobs.

SUMMATIVE PERFORMANCE TASK Part 2

Your Task: Your job will be to use this information to make a decision about whether or not the developers should move forward with the building. You will be given an assigned role by your teacher. You will be discussing the provided information from the perspective of EITHER: the Developer, the New­Potential Employee, or the Bald Eagle. My assigned perspective/role is: ______________________________

You must complete the following: Work with your group to fill out the Cause­Effect relationship graphic organizer from the perspective you have been assigned.

Share your group’s thoughts with the entire class. Discuss each perspective.

Use this information to create your own judgement regarding whether or not the developer should build.

Turn your opinion into a persuasive paragraph, using the Persuasive Argument Graphic organizer. Be prepared to share!