How I used these materials/4th Grade Science
From OOGEEP
Submitted by Christine Houze, Tuscarawas Valley Schools
Consider energy education and your curriculum. How can you incorporate what you have learned into your science curriculum? Brainstorm some ideas that would include a science concept that needs to be taught, a variety of teaching methods to address retention, and the use of graphic organizers.
Contents |
[edit] Benchmarks, Standards, Content or Concepts
[edit] 4th grade Social Studies
People in Societies
3. Explain the reasons people came to Ohio including:
A. Opportunities in agriculture, mining, and manufacturing
Geography
6. Identify manufacturing, agricultural, mining and forestry regions in Ohio
7. Explain how resources, transportation, and location influenced the development of cities and industries in Ohio
including major industries such as oil, steel, rubber, and glass.
Economics
1. Identify the productive resources needed to produce a good or service; suggest opportunity costs
for the resources involved.
2. Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade
3. Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks
5. Explain why people in Ohio specialize in what they produce and then trade with others, which then increases the amount of goods and services available.
[edit] 4th Grade Science
Earth and Space
C. Describe Earth’s resources including rocks, soil, water, air, animals and plants and the ways they can be conserved
Physical Science
A. Compare the characteristics of simple physical and chemical changes
2. Identify characteristics of a simple chemical change. When a new material is made by combining two or more materials, it has chemical properties that are different from the original materials
Science and Technology
A. Describe how technology affects human life
1. Explain how technology from different areas (transportation, communication, nutrition, healthcare,
agriculture, entertainment and manufacturing) has improved human lives
Scientific Inquiry
A. Use appropriate instruments safely to observe, measure and collect data when conducting a scientific experiment
B. Organize and evaluate observations, measurements and other data to formulate inferences and
conclusions.
[edit] Ways to incorporate different teaching methods
- Day 1
Reading: Students will read Unit 2 Lesson 2 in their textbook, “Ohio”, as an introduction to fossil fuels. Lecture: I will discuss with students the importance of fossil fuels to Ohio’s economy. Topics will include oil and gas, salt, and coal. Introduction to vocabulary words (fossil fuel, renewable resource, nonrenewable resource, goods, services, opportunity costs, profits, risks, seismic waves, contour map) Graphic Organizer: Using the terms above, students will make a vocabulary book.
- Day 2
Discussion Group: Each group will try to come up with a list of 10 items made from petroleum. We will post the ideas on a bulletin board for future use. Audio-Visual: OOGEEP video segment 1 Lecture: I will give students a brief lecture on the formation of natural gas and oil. Graphic Organizer: Students will create a flow chart to show the formation process. Demonstration: It’s a Gas: Gas Formation lab. This lab will be done as a demonstration. I will assemble the items in the bottle. The students will then create a chart to track the changes over the next few days.
- Day 3
Graphic Organizer: Students will record observations on their “It’s a Gas” chart. Audio-Visual: OOGEEP video segment 2 Practice by Doing: Students will work with a partner to complete the “Shaking it Up” lab. Discussion: Students will compare the results of their labs. What happened? Why do you think that happened? Is that what you thought would happen?
- Day 4
Graphic Organizer: Students will record observations on their “It’s a Gas” chart. Reading: Student will read about seismic waves in their science text book. Lecture: A brief lecture on the use of equipment to understand what we cannot see. Audio-Visual: OOGEEP video segment 3 Practice by doing: Students will be given the directions and materials needed to complete the “Skewer Contour Mapping” experiment.
- Day 5
Graphic Organizer: Students will record observations on their “It’s a Gas” chart. Audio-Visual: OOGEEP video segments 4-6 Lecture/Discussion: Now that students are familiar with the natural gas and oil process we will list any questions they still have such as: When did they first discover oil in Ohio? Where was it discovered? How many wells are in Ohio? What kinds of profits do landowners make if they have a well?, etc. Graphic Organizer: Once a list has been generated we will use a web to organize the questions into categories. These categories might include history of wells, cost, jobs, products produced.
- Day 6-8
Use of Technology/Reading: Students will be broken into groups and assigned a category using the previous day’s graphic organizer. Students will use the computer lab and school library to research the questions in their category. Students will be responsible for organizing their information and pictures on a poster to present to the class.
- Day 9
Teach Others/Immediate use of Learning: Each group will present their poster and information to the class and answer any questions their classmates may have.
- Day 10
Discussion: Class discussion of oil spills, including the most recent (the Gulf oil spill). Use of 21st Century Skills: Students will compose e-mail letters to the BP executives describing their ideas for cleaning up the Gulf spill.
- Day 11
Real Life Industry Connection: Invite local gas/oil company owner, Sarah Tipka, to talk to the class about safety near the wells and to answer any remaining questions the students may have.