How I used these materials/Grade 2 Science
From OOGEEP
Submitted by Geraldine Bless, Grade 2, Toledo Public Schools
Contents |
[edit] Benchmarks, Standards, Content or Concepts
Science and Technology Standard: Understanding Technology Explain that developing and using technology involves benefits and risks.
The benefits of producing many of the polymers and plastics, along with all the other products made from petroleum have provided us with many useful everyday items. The risks are the dangers if safety is not followed in this production. There are risks to workers and to the environment, but so many safety factors must be and are followed to protect us and our environment.
[edit] Essential Question
What is Ohio's role in energy production, its many uses, and the safety involved in the production of these items?
[edit] Ways to incorporate different teaching methods
- Lecture
First of all, I will need to provide my little second graders from the city much needed background information as many of them will have no idea of how oil is drilled and extracted from the ground. I will start with a KWL Chart. We will begin together listing under the K column anything they might already know about oil and natural gas. The students will fill in any questions under the W column that they want to learn. Then later at the end of our unit the students will add what they have learned. Next, I will give a brief history of what petroleum is, the drilling process, and the refinement of the crude oil. Also, I will tell them about the formation of oil and gas, the history of how it was found (actually looking for salt), the refining of crude oil, its uses, and the safety involved in the production and use of oil and gas. The poster from our notebook, along with the notebook itself, has much information on the history to our modern industry of oil production.
- Reading
Students will choose books from the school library and after reading will share with their classmates what new information they have learned. These will be used along with the books, pamphlets, etc. I will provide, to set up in a learning center. Here the students will acquire more information, especially as we add to the center as we learn new things.
- Audio-visual
I will show the posters and CDs we received from our class, “Fuel-Less” and the one on safety “Get Smart, Stay Smart, Play Smart.” These had many important facts and information. Also, we will use our computer lab to do research on petroleum. Beforehand, I will give the students several web sites to visit (page 71 of OIL AND NATURAL GAS has a few, ) or they may use any they may find on their own. Students will write paragraphs and draw pictures to show new things they have learned. This information will then be added to the learning center.
- Demonstration
To show how oil and natural gas are formed, the students will do the experiments “It’s a Gas” and “Shaking It Up” (from our spiral book we received in class) and the experiment “Fish, Fossils and Fuel Oil Formation (from the OIL AND NATURAL GAS book.) This experiment looked like it would be so much fun for the students to do and is one they could really visualize the fossil formation process. I did find some other experiments that I thought I might be able to share with other teachers in the upper grades. We will be adding sixth, seventh, and eighth grades to our building this year and those teacher that have been placed in those grades may appreciate any help with new lessons with which they are unfamiliar. We do much sharing of lessons and ideas in our school to help each other. The other experiments I especially liked are “Biotic Materials: Making Crude Oil” (I have a creek in my backyard to get the water, but three months for my second graders would be a long time,) “I’ve Got Connections,” “Porosity and Permeability,” “Pond Bottom,” and “Migrating Fluids.” These seemed like they would really help students better understand the principles behind oil and natural gas formation.
- Discussion Group
Students will work in groups of three or four to discuss oil production and safety. Then they will make a list of five or more items made from petroleum. They will also discuss and list two or three benefits of using oil and its products. And thirdly, they will discuss and list two or more safety rules needed in the production and use of petroleum, oil, and natural gas. At the end they will combine their lists on the white board for everyone to see all the different products, benefits, and rules. This will also be added to our learning center.
- Practice by doing
In this section the students will become geologists and oil well drillers. They will do the cupcake project with different colored layers of cake mix in their cupcakes. I will make the cupcakes to take to class for the groups and the students will do the “Cupcake Core Sampling.” This activity was in tab two, middle of this section, page 20 of our notebook. The activity “Where, Oh Where Can It Be?” with the shoe box, sand, balloon with oil, and igneous rock looked interesting to keep in mind also. Perhaps this is another one to share with other teachers.
- Teach Others/Immediate Use of Learning
Students will make vocabulary booklets like the ones we have done on clouds. These are the folded, pop-up style, listing the vocabulary word, with the definition on the back, and a picture or drawing on the third part. Also, they will make a flow chart showing the steps in oil production: formation, migration and trapping, exploring, drilling, refining, and the making of products. Also, the students will make webs showing this information. Each student will share their work with the other students in class and add one of each of these to the learning center. Having the up-to-date learning center is helpful when a student is absent, he./she can check the learning center for any work they may have missed in class.[edit] Use of 21st Century Skills
Students will think of a new product that could be made using petroleum. Examples would be a new candy, cosmetic, toy, or one already being produced that could be changed somewhat to make better. They will describe their new products and the uses and why someone would buy it. Also, they will need to tell of any safety rules that need to be followed in the production of their product, or its disposal. Depending on the abilities of the students, and the time frame allowed for this lesson, this could be a very in depth activity or a very simple brainstorming activity.
[edit] Graphic Organizers
Throughout our lessons the students have used several graphic organizers to show what they have learned. They used a KWL Chart in the beginning and will fill in what they have learned throughout the study of petroleum at the end of our unit. The students have made a vocabulary foldable booklet for their vocabulary words, and a flow chart showing the steps in oil production. Also, the students will make pie graphs showing oil and natural gas production in Ohio and one showing our usage. For their final activity the performance task, they will be making posters to share with the class.
[edit] Field Trips or Speakers
In Elmore, Ohio on Netcher Road, off Portage River Road there are five pumpers and two storage tanks that can be seen from the road. After having talked with my neighbor, I hope to contact the Netcher family and set up a field trip for the class. Also, I learned there are more oil sights in our are than what I had thought. I will also contact the counties of Ottawa, Lucas, Wood, and Sandusky to locate others. In addition, we have the Sun Oil Refinery in Toledo and the BP Refinery in Oregon. Both of these are rather close, Lucas County, and if field trips are in our budget in the future these would be ideal. If not, I will arrange for speakers from these refineries. I believe the speakers would do an excellent job of telling the class the benefits and risks in the production of oil and natural gas. Also, I will ask them to tell us of all the safety rules they, as well as the public, must follow.
[edit] Performance task that reflects on essential question
As a performance task to reflect back on our essential question of what is Ohio’s role in the energy production, its many use, and the safety in the production of these items, the students will create a poster, or tri-fold board showing what they have learned. They will present their poster to the rest of the class giving information and explanations of their pictures, drawings, charts, and diagrams. They will show the many different products made from petroleum and also list and talk about the risks and benefits involved in the production process.
After all students have shared their posters, and in celebrating all their excellent work I will have some fun activities for them. I will bring in some buckeye candy and ask them how I used a petroleum product in making the candy. When they tell me that I put paraffin with the chocolate chips when I melted the outside dip, everyone will get one to eat. Also, there are several fun worksheet that are in our materials from OOGEEP class that they might enjoy doing: the word search - Crude Oil Word Find, the word scramble - Petro Scramble, coloring pages - What Would Your World Be Without Petrochemical Products? - What Does Oil Do for You? - Color The Formations, and - the page to color showing the layers of the earth. Also, I will demonstrate how they can make their own lava lamp and give them the instruction sheet to take home to make their very own. Then before we close our unit I will give them the sheet from our binder with the List of 153 Common Petroleum Products, and the Fact Sheet telling how to Think Like a Scientist and Assessing Risks as a Career. On the back of this sheet is What Risky Decisions Do You Make? When discussing this sheet we will again talk about safe behavior involved with oil and natural gas production and things we should not do. All theses papers the students will include in a final folder to take home to share with their parents.