How I used these materials/GED Academy Science
From OOGEEP
Submitted by Garland John Gates, GED Academy Course of Science
Contents |
[edit] Benchmarks, Standards, Content or Courses
· Energy in the Earth system · Geochemical cycles (Source: GED Academy Course of Study – Earth & Space Science Curriculum)
[edit] Essential Question
How are we dependent upon resources – such as water, fossil fuels, soil, and minerals – to sustain human life on Earth?
[edit] Ways to incorporate different teaching methods
- Lecture
Review the following vocabulary words with the class: resources, fossil fuels, coal, petroleum, natural gas, nonrenewable resource, renewable resource, wind, and greenhouse effect. Use the glossaries in each of the textbooks noted below.
- Reading
Assign “People and the Environment” on pages 194-197 from the GED Connection Social Studies & Science textbook. Assign Lesson 12, “Earth’s Resources,” on pages 134-141 from the Steck-Vaughn GED Science textbook.
- Audio-visual
Show the GED Connection Program 24 videotape, “Earth and Space Science,” to the class.
- Demonstration
Present “Fish Fossils & Fuel: Oil Formation” to the class. This can be found in the OOGEEP 2011 Teacher Workshop notebook under the “Formation, Migration and Trapping” tab.
- Discussion Group
Divide the students into 4 groups. Each group will discuss its dependency upon one of the following items: water, fossil fuels, soil, or minerals. Each group will compile a listing of how its members are dependent upon its particular item. After their listing is complete, the group will select its top three dependencies. The class will then reconvene, and each group will share its top three with the entire class.
- Practice by Doing
Have the students create a model oil well. Detailed instructions can be found in the spiral bound book entitled “Oil & Gas Energy Education Science Teacher Workshop” in the fourth section on “Drilling & Production.” This practice activity can best be done in small groups of 4 to 6 students each to encourage cooperative learning.
- Teach Others/Immediate Use of Learning
Have the students share their essays from Item 6 with the entire class. The sharing can be oral, or the essays can be compiled into book form. Encourage the students to illustrate their essays in a format such as original art, PowerPoint, or a graphic organizer.[edit] Demonstrate 21st Century Skills
Students will access online resources to augment and reinforce their classroom experience. Suggested sites include www.LearningExpressLibrary.com and www.pbs.org/literacy.
[edit] Graphic Organizers
Use “Free Online Puzzle Maker” (http://www.puzzle-maker.com) to create a crossword puzzle using the vocabulary words noted in the Lecture item. This same website can be used to create word search puzzles as well. The information from the four discussion groups can be easily organized into a table under the categories of water, fossil fuels, soil, and minerals. Using magazines, students can create a collage of items that are petroleum based. Information under the “Refining & Products” tab in the OOGEEP 2011 Teacher Workshop notebook should be helpful.
[edit] Field Trips or Speakers
Mr. Fred Cooke is a large grain farmer in northwestern Richland County and taught vocational agriculture at Shelby Senior High School for many years. As the current president of the Richland County Farm Bureau, he is involved in educating landowners about oil and gas leasing issues. He can address the practical implications of oil and gas drilling and extraction for landowners.
[edit] Performance task that will reflect on the essential question
Writing an expository essay of approximately 250 words is a requirement to pass The GED Test. As a cross-curricular activity incorporating science and language arts/writing, each student will write an essay on the following topic: How am I personally dependent upon resources – such as water, fossil fuels, soil, and minerals – to sustain my life on Earth?
The essay will be scored based upon the GED Essay Scoring Guide and upon its scientific accuracy.