Digital Photography: Composition
Applying traditional design principles like the rule of thirds, leading lines, and framing to digital image-making.
Key Questions
- How does the 'rule of thirds' help create a more balanced and engaging photograph?
- Analyze how leading lines can guide a viewer's eye through a photographic composition.
- Design a photograph that effectively uses framing to draw attention to the subject.
Common Core State Standards
About This Topic
Natural Resource Management explores the difference between renewable and non-renewable resources and the environmental impact of their use. Students learn about the extraction and processing of minerals, fossil fuels, and timber, and the trade-offs involved in energy production. This topic aligns with MS-ESS3-1 and MS-ESS3-4, focusing on the distribution and consumption of resources.
Students investigate how the uneven distribution of resources around the world has shaped human history and modern economies. They also look at the 'hidden costs' of resource use, such as habitat destruction and pollution. This unit encourages students to think as global citizens and consider how sustainable practices can protect resources for future generations.
Students grasp this concept faster through structured discussion and peer explanation, especially when they can participate in simulations that model the depletion of shared resources.
Active Learning Ideas
Simulation Game: The Cookie Mining Lab
Students 'mine' chocolate chips out of a cookie using toothpicks. They must pay for 'tools' and 'land reclamation' (fixing the cookie), seeing firsthand how difficult it is to extract resources without damaging the environment.
Formal Debate: Energy Trade-offs
Groups are assigned an energy source (coal, solar, nuclear, wind). They must research the pros and cons and debate which source should be the primary focus for a new 'green city' based on cost and reliability.
Think-Pair-Share: Renewable vs. Non-renewable
Students are given a list of items (a plastic bottle, a wooden chair, a gasoline car). They discuss with a partner which resources were used to make them and if those resources can be easily replaced.
Watch Out for These Misconceptions
Common MisconceptionStudents often think that 'renewable' means a resource is infinite and can't be overused.
What to Teach Instead
Clarify that even renewable resources, like timber or fresh water, can be depleted if we use them faster than they can grow or recharge. Using a 'fishing' simulation can show how a renewable population can crash if over-harvested.
Common MisconceptionMany believe that all 'natural' products are better for the environment than synthetic ones.
What to Teach Instead
Discuss the resource-intensive process of growing cotton or mining lithium for 'green' batteries. Peer-led life-cycle analyses of different products help students see the complexity of environmental impact.
Suggested Methodologies
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Frequently Asked Questions
What makes a resource non-renewable?
Why are some resources only found in certain places?
How can active learning help students understand resource management?
What is 'sustainability'?
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