Should we set up renewable energy farms in the Sahara Desert? Ainsley, José, Kyla

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Should we set up renewable energy farms in the Sahara Desert? Ainsley, José, Kyla by Mind Map: Should we set up renewable energy farms in the Sahara Desert? Ainsley, José, Kyla

1. How would the current ecosystem be affected by these plants?

1.1. SLO A.1. Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions

1.2. SLO A.2. Trace and interpret the flow of energy and materials within an ecosystem

1.3. SLO A.3. Monitor a local environment, and assess the impacts of environmental factors on the growth, health and reproduction of organisms in that environment

1.4. SLO A.4. Describe the relationships among knowledge, decisions and actions in maintaining life-supporting environments

1.5. SLO B.1. Investigate plant uses; and identify links among needs, technologies, products and impacts

1.6. SLO B.2. Investigate life processes and structures of plants, and interpret related characteristics and needs of plants in a local environment

1.7. SLO B.3. Analyze plant environments, and identify impacts of specific factors and controls

1.8. SLO B.4. Identify and interpret relationships among human needs, technologies, environments, and the culture and use of living things as sources of food and fibre

1.9. SLO C.2. Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models

1.10. SLO C.3. Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices

2. How do solar and wind energy compare to our current methods of generating electricity and heat?

2.1. SLO A.1. Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions

2.2. SLO A.4. Describe the relationships among knowledge, decisions and actions in maintaining life-supporting environments

2.3. SLO B.4. Identify and interpret relationships among human needs, technologies, environments, and the culture and use of living things as sources of food and fibre

2.4. SLO C.1. Illustrate and explain how human needs have led to technologies for obtaining and controlling thermal energy and to increased use of energy resources

2.5. SLO C.4. Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and disadvantages for sustainability

3. Would more human interaction in a generally untouched area be beneficial? Or would this be unethical? Do we have a responsibility to protect untouched areas?

3.1. SLO A.1. Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions

3.2. SLO A.3. Monitor a local environment, and assess the impacts of environmental factors on the growth, health and reproduction of organisms in that environment

3.3. SLO A.4. Describe the relationships among knowledge, decisions and actions in maintaining life-supporting environments

3.4. SLO B.4. Identify and interpret relationships among human needs, technologies, environments, and the culture and use of living things as sources of food and fibre

3.5. SLO C.4. Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and disadvantages for sustainability

4. How did the Sahara Desert come to be?

4.1. SLO A.1. Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions

4.2. SLO A.2. Trace and interpret the flow of energy and materials within an ecosystem

4.3. SLO A.3. Monitor a local environment, and assess the impacts of environmental factors on the growth, health and reproduction of organisms in that environment

4.4. SLO A.4. Describe the relationships among knowledge, decisions and actions in maintaining life-supporting environments

4.5. SLO B.1. Investigate plant uses; and identify links among needs, technologies, products and impacts

4.6. SLO B.2. Investigate life processes and structures of plants, and interpret related characteristics and needs of plants in a local environment

4.7. SLO B.3. Analyze plant environments, and identify impacts of specific factors and controls

4.8. SLO B.4. Identify and interpret relationships among human needs, technologies, environments, and the culture and use of living things as sources of food and fibre

5. Why would the Sahara Desert be a good place for these plants?

5.1. SLO A.2. Trace and interpret the flow of energy and materials within an ecosystem

5.2. SLO A.3. Monitor a local environment, and assess the impacts of environmental factors on the growth, health and reproduction of organisms in that environment

5.3. SLO A.4. Describe the relationships among knowledge, decisions and actions in maintaining life-supporting environments

5.4. SLO B.2. Investigate life processes and structures of plants, and interpret related characteristics and needs of plants in a local environment

5.5. SLO B.3. Analyze plant environments, and identify impacts of specific factors and controls

6. Where and how has this worked in other places?

6.1. SLO A.1. Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions

6.2. SLO A.3. Monitor a local environment, and assess the impacts of environmental factors on the growth, health and reproduction of organisms in that environment

6.3. SLO A.4. Describe the relationships among knowledge, decisions and actions in maintaining life-supporting environments

6.4. SLO B.4. Identify and interpret relationships among human needs, technologies, environments, and the culture and use of living things as sources of food and fibre

7. Nature of Science

7.1. The topic of wind and solar energy relies and builds on the informations, discoveries and inventions of previous scientists.

7.2. The proposal is built off of a hypothesis (that solar and wind harnessing machines would be beneficial to both our planet and the Sahara desert specifically) that has yet to be studied.

7.3. The proposal is centred on our current society that relies on electricity, and our current culture that generally prioritizes the convenience of humans over the health of the planet.

7.4. As the topic could be controversial, it could be prone to bias on the scientists’ side.

8. Some Helpful Resources

8.1. What is a Desert Ecosystem? (Web resource)

8.2. Solar Energy by SciShow

8.3. Picture Book: Power Up! (Currlab)

8.4. Desert Food Chains Book (Currlab)

9. Cross Curricular Connections

9.1. ELA

9.1.1. GLO 1.1. Express ideas and develop understanding.

9.1.2. SLO 1.2.1. Listen and respond constructively to alternative ideas or opinions

9.1.3. SLO 1.2.2. Use talk, writing and representing to examine, clarify and assess understanding of ideas, information and experiences

9.1.4. SLO 2.2.2. Justify own point of view about oral, print and other media texts, using evidence from texts

9.1.5. SLO 2.2.3. Organize interpretations of oral, print and other media texts around two or three key ideas

9.1.6. SLO 2.2.5. Predict and discuss the consequences of events or characters’ actions, based on information in oral, print and other media texts

9.1.7. SLO 3.2.1. Obtain information from a variety of sources, such as adults, peers, advertisements, magazines, lyrics, formal interviews, almanacs, broadcasts and videos, to explore research questions

9.1.8. SLO 3.3.3. Make notes, using headings and subheadings or graphic organizers appropriate to a topic; reference sources

9.1.9. SLO 3.3.4. Reflect on ideas and information to form own opinions with evidence to support them

9.1.10. SLO 3.3.5. Compare, contrast and combine ideas and information from several sources

9.1.11. SLO 3.4.1. Communicate ideas and information in a variety of oral, print and other media texts, such as reports, autobiographies, brochures and video presentations

9.1.12. SLO 3.4.2. Use appropriate visual, print and/or other media effectively to inform and engage the audience

9.2. Social Studies

9.2.1. 7.S.1 develop skills of critical thinking and creative thinking

9.2.2. 7.S.3 develop skills of geographic thinking

9.2.3. 7.S.4 demonstrate skills of decision making and problem solving

9.2.4. 7.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:

9.2.5. 7.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

9.2.6. 7.S.7 apply the research process

9.2.7. 7.S.8 demonstrate skills of oral, written and visual literacy

9.2.8. 7.S.9 develop skills of media literacy:

10. Topic Related to Previous Science Courses (Grade 6):

10.1. Air and Aerodynamics · 6-5-2: Provide evidence that air is a fluid and is capable of being compressed, and identify examples of these properties in everyday applications · 6-5-5: Identify adaptations that enable birds and insects to fly. · 6-5-8: Recognize that air is composed of different gases, and identify evidence for different gases.

10.2. Sky Science · 6-7-6: Describe seasonal changes in the length of the day and night and in the angle of the Sun above the horizon

10.3. Trees & Forests · 6-10-1: Identify reasons why trees and forests are valued. Students meeting this expectation should be aware that forests serve as habitat for a variety of living things and are important to human needs for recreation, for raw materials and for a life-supporting environment. · 6-10-3: Describe the role of trees in nutrient cycles and in the production of oxygen. · 6-10-7: Interpret the growth pattern of a young tree, distinguishing this year’s growth from that of the previous year and from the year before that

10.4. Evidence and Investigation (6-8, 6-9) – 1: Recognize evidence of recent human activity, and recognize evidence of animal activity in a natural outdoor setting. (6-8, 6-9) – 4: Investigate evidence and link it to a possible source.

10.5. Trees & Forests 6-10-8: Identify human uses of forests, and compare modern and historical patterns of use 6-10-9: Identify human actions that enhance or threaten the existence of forests. · 6-10-10: Identify an issue regarding forest use, identify different perspectives on that issue, and identify actions that might be taken.