Impact of Resource Extraction

Active learning works for this topic because students need to physically engage with forces like shaking and flooding to truly grasp how engineering solutions interact with natural hazards. Hands-on trials let them test, fail, and revise designs, which builds deeper understanding than reading alone.

• 6th Grade
• Science
• 3 activities
• 20 min–50 min

Learning Objectives

1. Explain how the removal of trees affects soil stability and water runoff in a given region.
2. Analyze the impact of oil drilling on local water sources and ecosystems, citing specific examples.
3. Evaluate the environmental consequences of mining operations on landforms and biodiversity.
4. Propose modifications to current resource extraction methods to minimize ecological damage.

Simulation Game

⏱ 50 min·Small Groups

Simulation Game: Shake Table Challenge

Students build towers out of toothpicks and marshmallows. They test them on a 'shake table' (a tray on tennis balls) to see which designs survive a simulated earthquake and then discuss why certain shapes were stronger.

Prepare & details

Explain how the extraction of minerals impacts local groundwater.

Facilitation Tip: During the Shake Table Challenge, ask students to predict how their building will move before testing, then have them record actual results to compare with predictions.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Inquiry Circle

⏱ 45 min·Small Groups

Inquiry Circle: Flood Defense

Using a tray of soil, students must design a 'levee' or 'dam' using limited materials (clay, rocks, popsicle sticks). They test their design by pouring a 'flood' of water and measuring how much 'land' was protected.

Prepare & details

Analyze the long-term ecological effects of deforestation.

Facilitation Tip: In the Flood Defense activity, set clear constraints such as limited materials and a fixed water flow rate to mimic real-world resource limits.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Think-Pair-Share

⏱ 20 min·Pairs

Think-Pair-Share: The Cost of Safety

The teacher presents a high-tech solution (like a massive sea wall) and a low-tech solution (like planting mangroves). Students discuss with a partner the pros and cons of each, focusing on cost and environmental impact.

Prepare & details

Critique current practices in resource extraction and propose improvements.

Facilitation Tip: For The Cost of Safety discussion, provide a short, relatable scenario so students can focus on weighing trade-offs rather than debating vague ideas.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Teach this topic by balancing direct instruction about forces and materials with iterative design cycles. Avoid spending too long on theory before students have a chance to build and test. Research shows students learn engineering best when they experience repeated cycles of design, test, and redesign within a single class period.

What to Expect

Successful learning looks like students applying the engineering design process to real-world problems, explaining why certain materials or shapes reduce damage, and clearly distinguishing between prevention and mitigation in their discussions and designs.

Watch Out for These Misconceptions

Common Misconception

During the Shake Table Challenge, watch for students who assume that using the heaviest or most rigid materials will always make their structure safer.

What to Teach Instead

Use this activity to show that flexibility often works better during shaking. Have students test one tall, flexible tower and one short, rigid one side by side to observe which survives better.

Common Misconception

During The Cost of Safety discussion, students may believe that natural hazards can be prevented entirely with enough money or technology.

What to Teach Instead

Use this discussion to clarify the difference between prevention and mitigation. Ask students to compare absolute prevention (stopping the hazard) with smart design choices that reduce damage, using their experiences from the other activities as evidence.

Assessment Ideas

Discussion Prompt

After The Cost of Safety discussion, pose the question: 'Imagine a town needs lumber for new homes. What are two ways loggers can harvest trees while minimizing soil erosion and impact on animal habitats?' Listen for students to mention selective logging, buffer zones, or other mitigation strategies.

Quick Check

During the Flood Defense activity, provide a short case study about a fictional town experiencing water pollution after nearby mining operations began. Ask students to identify: 1. The likely source of pollution. 2. One way the mining company could have prevented this. 3. One step the town could take to address the problem.

Exit Ticket

After the Shake Table Challenge, ask students to write on an index card: 'Name one resource extraction method and describe one specific environmental problem it can cause. Then, suggest one way to reduce that problem.' Collect cards to check for accurate connections between extraction, hazards, and mitigation.

Extensions & Scaffolding

• Challenge: Ask students to research and present one real-world example of a community that successfully implemented hazard mitigation, highlighting the engineering choices made.
• Scaffolding: Provide pre-cut materials or a simple base design for students who struggle to visualize the structure.
• Deeper exploration: Have students calculate the cost of their hazard-resistant design and compare it to a less-safe alternative, then debate the trade-offs as a class.

Key Vocabulary

deforestation	The clearing or removal of forests or stands of trees from land, which is then converted to non-forest use, such as for agriculture or urban development.
groundwater	Water held underground in the soil and rock layers, often accessed through wells for drinking water and irrigation.
sedimentation	The process where solid particles, like soil or rock fragments, settle out of water or air and accumulate as sediment, often increasing in rivers due to erosion from logging or mining.
habitat fragmentation	The process by which a large, continuous habitat is broken into smaller, isolated patches, often caused by logging or infrastructure development.
reclamation	The process of restoring land that has been mined or otherwise disturbed to a natural or economically usable state.