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Cookie Mining Lab - Natural Resources CER Edible Lab Activity

Rated 4.85 out of 5, based on 34 reviews
4.9 (34 ratings)
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Science Is Real
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Grade Levels
7th - 12th
Standards
Formats Included
  • Zip
Pages
15+ Please See Preview
$3.99
$3.99
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What educators are saying

This was a great resource. My students loved mining their cookie. And several of them destroyed their whole town trying to get the all the chocolate chips out of their cookie in the the allotted time.
My kids, obviously, loved the cookie activity and it did a great job of depicting how eventually it will be harder to extract resources from more difficult terrain.
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Description

⭐ ⭐ ⭐ ⭐ Fun Hands-On C-E-R! Student model how surface mining impacts the environment with edible ingredients (a cookie!) and write a short CER about the health and environmental impacts of surface mining. Included with the lab handout are pre-lab questions, a step-by step procedure, student directions and map template, analysis questions, and a scaffolded claim, evidence, and reasoning writing activity. Also included in your download is a detailed lesson plan, rubrics, answer key, and differentiated town maps.


Low prep and easy to follow – this lab is sure to be a hit in your classroom!
Students will create a town, mine a cookie with a toothpick, and analyze the effects of surface mining on their town. This editable and edible CER cookie mining natural resources lab uses affordable and easily accessible supplies. Each team or individual student will need 1 cookie and 1 toothpick.



Topics

• Surface Mining

• Impacts of Mining

• Renewable and Non-Renewable Natural Resources
• CER in Science



Lab Overview
- Students will answer 8 pre-lab questions (suggested references handout is included for student support).
- Students will create a town on the provided town map handout. 4 version and an editable version are included!
- Students will place the cookie on their town map and mine their cookie for coal ore using a toothpick
- Students will analyze their lab data and answer post-lab analysis questions
- As a culminating activity, students will work on their own to complete a final short CER activity based on a question prompt about surface mining, human society, and the environment (editable and differentiated rubrics included). Sometimes I assign this last part, sometimes I do not if we are low on time, and sometimes I offer it as extra credit. This is editable as well!


Key Terms: Human Impact on the Environment, Natural Resources, Renewable Resources, Nonrenewable Resources, Surface Mining, Human Health, Environment, Environmental Science, Claim, Evidence, Reasoning, Rebuttal, CER

What You Will Receive :

• Teacher Lesson Plan with standards, objectives, vocabulary, pacing, procedure, prep, and materials

• Student Lab Handout with procedure, pre-lab questions, post-lab questions, and CER activity (PDF and Editable MS Word)
• Images of student examples

• 3 CER Writing Rubrics- 3 versions included for differentiation (PDF)
• Answer Key (PDF)

This is available in a money-saving discount growing bundle ! - Edible Science Labs Bundle

Click on the Preview To Learn More!

Got any questions, requests, or could use a little more insight?

Email me personally! scienceisrealeducation@gmail.com



Science Is Real! Terms of Use (TOU):

By purchasing this product, you own a license for one teacher only for personal use in their own classroom. Licenses are non-transferable and therefore cannot be passed from one teacher to another. If the teacher who purchased this license leaves the classroom or changes schools, the license and materials leave with that teacher. No part of this resource is to be shared with colleagues or used by an entire team, grade level, school or district without purchasing the correct number of licenses. If you are a coach, principal or district interested in transferable licenses that would accommodate yearly staff changes, please contact me for a transferable license quote at ajcatts@gmail.com or scienceisrealeducation.com

Please note - all material included in this resource belongs to Ana Catts. By purchasing, you have a license to use the material, but you do not own the material. You may not upload any portion of this resource to the internet in any format, including school/personal websites or network drives unless the site is password protected and can only be accessed by students, not other teachers or anyone else on the internet.

Purchase of the product is for single classroom use by the purchaser only. It is a violation for individuals, schools, and districts to redistribute, edit, sell, or post this item on the public Internet or to other individuals. Disregarding the copyright is a violation of the Digital Millennium Copyright Act and subject to legal action.

-By purchasing this product you acknowledge that you have read and understood the Terms of Use.


Clipart by the talented (C)Color Idea Clipart and (C)Sarah Pecorino Illustrations

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Total Pages
15+ Please See Preview
Answer Key
Included
Teaching Duration
55 minutes
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Standards

to see state-specific standards (only available in the US).
NGSSMS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).
NGSSHS-ESS3-4
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).

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