Food Systems and Farming Phenomena-Based Lesson: The 1930s Dust Bowl Catastrophe Across the American Great Plains Teacher Discussion Guide cover

Food Systems and Farming Phenomena-Based Lesson: The 1930s Dust Bowl Catastrophe Across the American Great Plains Teacher Discussion Guide | Environmental Science | Grades 9–12

$3.50
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Food Systems and Farming Phenomena-Based Lesson: The 1930s Dust Bowl Catastrophe Across the American Great Plains Teacher Discussion Guide cover
  • Food Systems and Farming Phenomena-Based Lesson: The 1930s Dust Bowl Catastrophe Across the American Great Plains Teacher Discussion Guide cover
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  • Food Systems and Farming Phenomena-Based Lesson: The 1930s Dust Bowl Catastrophe Across the American Great Plains Teacher Discussion Guide sample page
Food Systems and Farming Phenomena-Based Lesson: The 1930s Dust Bowl Catastrophe Across the American Great Plains Teacher Discussion Guide | Environmental Science | Grades 9–12

Food Systems and Farming Phenomena-Based Lesson: The 1930s Dust Bowl Catastrophe Across the American Great Plains Teacher Discussion Guide | Environmental Science | Grades 9–12

$3.50

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This is the teacher discussion guide, with lesson flow, facilitation questions, anticipated student ideas and model explanations for leading the class discussion for the Phenomena-Based Lesson in the high school Environmental Science (grades 9–12) chapter Food Systems and Farming, built around the phenomenon The 1930s Dust Bowl Catastrophe Across the American Great Plains. It is sold separately from the other two parts of the set.

Complete the set: Food Systems and Farming Phenomena-Based Lesson: The 1930s Dust Bowl Catastrophe Across the American Great Plains Presentation; Food Systems and Farming Phenomena-Based Lesson: The 1930s Dust Bowl Catastrophe Across the American Great Plains Student Response Sheet. Scaffolded version: Food Systems and Farming Scaffolded Phenomena-Based Lesson: The 1930s Dust Bowl Catastrophe Across the American Great Plains Teacher Discussion Guide.

Sections: Section 1: Three-dimensional Learning Alignment (ngss); NGSS Dimension; Aligned Three-dimensional Learning Goal; Section 2: Anchoring Phenomenon & Driving Inquiry; Section 3: Productive Science Talk Moves Matrix; Talk Move Category; Verbatim Facilitation Prompt & Goal; Section 5: Student Misconceptions & Scientific Corrections. Sample item: “How does industrial agricultural management affect soil conservation, water cycles, and food security?”

What's inside: Teacher Discussion Guide (editable .docx + PDF, about 1,031 words, 4 pages); answer key / model answers for the teacher.

Standards: HS-ESS3-3 — Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Resource type: Phenomena-Based Lesson – Teacher Discussion Guide. Format: editable Microsoft Word file plus a ready-to-print PDF.

Classroom use: Open with the phenomenon slide show, let students record ideas on the response sheet, and lead the discussion with the teacher guide. Built for high school Environmental Science, grades 9–12.

Format note: These files are delivered in Microsoft Office formats (Word and/or PowerPoint). If you open a worksheet that includes tables in Apple Pages or another non-Microsoft app, table formatting may not display correctly. For best results, use Microsoft Word or PowerPoint (or upload the file to Google Docs). If you run into any formatting issues, contact us and we can send a PDF version.

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