Lesson #5b:

Trade-Offs, Criteria and Constraints

Standards

HS-LS2-7.

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity

Reminders

1)Tutoring on Tuesdays 2:45 virtually or in-person with Mrs. Olsen.

2) If you (or your parents) have questions or concerns, please send us an email at mpinho3@schools.nyc.gov

aangarola@schools.nyc.gov

For your privacy, we do not talk about grades during class.

Part 1:

Check for Understanding #1

(10 min)

Our [Nitrogen] Fertilized World

It is the engine of agriculture, the key to plenty in our crowded, hungry world. … …Enter modern chemistry. Giant factories capture inert nitrogen gas from the vast stores in our atmosphere and force it into a chemical union with the hydrogen in natural gas, creating the reactive compounds that plants crave. That nitrogen fertilizer – more than a hundred million tons applied worldwide every year – fuels bountiful harvests. Without it, human civilization in its current form could not exist. Our planet’s soil simply could not grow enough food to provide all seven billion of us our accustomed diet. In fact, almost half of the nitrogen found in our bodies’ muscle and organ tissue started out in a fertilizer factory.

Which statement best describes a trade-off associated with building factories to produce nitrogen fertilizer?

(1) Fertilizer factories increase food production while also eliminating pollution from agricultural activities.

(2) Fertilizer factories help farmers grow more food, but producing and using fertilizer can contribute to algae blooms which hurt acquatic ecosystems.

(3) Fertilizer factories reduce the amount of food farmers can produce but improve the health of nearby ecosystems.

(4) Fertilizer factories increase the amount of nitrogen in the atmosphere, allowing plants to grow without nutrients from the soil.

Part 2:

Trade-off Review

(2 min)

Part 3

(15 min)

Directions: Each group has been given a different land management story.

Read: The student with the highest table number reads the story aloud to the group.
TNT #1 –Casual Convo: Discuss the essential question using your own words. (Use the lines to jot down notes / good ideas from partners)
TNT #2 – Scientific Vocabulary: Discuss the same question, using vocabulary from your word bank. Check off the words you use.
TNT #3 – Think Like a Scientist: Write a short response using because, but, and so. Describe the trade-off and propose a solution that reduces environmental harm.
Self Assess: Use the checklist at the bottom to make sure you response included everything asked in a regents trade-off question.

Part 4

Check for Understanding #2

Self-Assess

(3 min)

Directions: Take 2 minutes to read the learning target and success criteria to yourself. Self-reflect, how well can you meet today's learning target on a scale of 1-4? Move the slider at the bottom of the learning target to see which each number represents.

When you have your answer in your head, take a cat-nap and wait for our poll.

Part 5

Lock It In!

Criteria vs Constraints

(3 min)

Part 6

Criteria vs Constraints

Exit Ticket

(10 min)

Directions: Think back to the land management scenario your group worked on. Every proposed solution must meet certain criteria while working within constraints. In your notebooks, answer these questions:

1. Identify the Criteria

What are two criteria that a successful solution to your group's land management problem should meet?

2. Identify the Constraints

What are two constraints that could limit the solutions available in your scenario?

3. Apply Your Knowledge

Explain how one constraint might make it difficult to meet one of your criteria.

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