How I used these materials/MIddle School Science Inquiry and Application

From OOGEEP

Submitted by Donneen Dyess, Stryker Local High School

Contents 1 Benchmarks, Standards, Content or Concepts 2 Ways to incorporate different teaching methods 3 Demonstrate 21st Century Skills 4 Graphic Organizers 5 Field Trips or Speakers 6 Performance task that reflects back on essential question

[edit] Benchmarks, Standards, Content or Concepts

Grade 7 Scientific Inquiry and Application Science and Technology Cycles and Patterns of the Earth and Moon: Hydrologic Cycle and Rock Cycle Brief Geologic History of the area they live in. Potential Careers

Grade 9 Scientific Inquiry and Application Science and Technology Study of Matter: Hydrocarbons Fluid movement Pressure, Gravity Potential Careers

Chemistry (Grade 11) Scientific Inquiry and Application Science and Technology Classification of Matter Hydrocarbons and Fractional Distillation Potential Careers

Physics (Grade 12) Scientific Inquiry and Application Science and Technology Wave properties and application to reflection seismic Hydraulics Potential Careers

I will concentrate on the seventh grade level knowing that the material can be expanded and bridged throughout the grades listed above.

[edit] Ways to incorporate different teaching methods

• Lecture
  

I will present a brief (5 min.)introduction to the hydrologic cycle and the production of oil and gas.

• Reading
  

Ohio Gas and Oil Examiner as “Bell work”, to get them ready for the class. “Which of these common petroleum products do you have?” Found in the resource binder from Oogeep. Various resource pages found in the resource binder concerning the Lifestyle benefits, Energy Benefits and Economic Benefits. The Energist pages. Oil and Natural Gas ISBN: 978-0-7566-3879-5

• Audio-visual
  

Excerpts from the Stay Smart, Play Smart Video How stuff works.com (oil drilling and refining) How stuff works-hydrologic cycle

• Demonstration
  

Density Layers Permeable versus non-permeable (Oogeep binder) Porosity versus porosity (Ooogeep Binder) Fractional Distillation A Model Oil Well

• Discussion
  

Question #1: What is Ohio’s role in energy production? Students write answers on a sheet of notebook paper. Wad up paper and as teacher times them, they toss and retrieve paper wads, as many times as they can, for 2-3 seconds. At time, straighten paper and respond to the statement written by the previous anonymous student. The tossing may be repeated and discussion opens. This gives them time to think and share opinions in a non-threatening method before they have to speak as part of a group.

Question #2: What type(s) of energy is/are produced in the State of Ohio. Reveal areas of the room identified with types of energies and have students move to the area that they believe is correct. A graph can be created on the white board, smart board or graph paper to return to at the appropriate time.

• Practice by Doing
  

Introduce Contour mapping by the use of Mount Knuckle. As a team, one student forms a loose fist and places their hand curled finger side down on the table. A team member uses a ruler to locate areas of equal elevation around the Mt. Knuckle area. Remember to go between fingers as these represent steams. Another member places dots on the Mountain using lip or brow liners. Points of equal elevation are connected and the student then opens his/her hand and the contour map is revealed. Contour map exercises from the Oogeep binder then may also be used.

GPS units can be used to locate areas preplanned with a box at specific locations around the school. Once located, a map may be created. These sites represent areas where drilling has been planned. Upon opening the box they discover a cupcake in a foil cup that represents the area to be drilled. The drill is a clear straw and they measure the height of the cupcake and the height of the core sample. The straw is rotated as gentle pressure is applied. The lease amount of compression wins a prize. Cupcakes are planned with different colored batter, wafers, sandwich cookies or with nuts baked in or injected with a cream filling. Their findings are drawn and measured. The core sections can be drawn up and handed out so that a cross-section can be completed. Geologic Histories are created at this point. Discuss reservoir rock and potential traps. Trace the movement of water through rock and see that drilling will be well below aquifers. Pull together the previous ideas from the demonstrations of permeability and porosity.

• Teach Others/Immediate Use of Learning
  

Create a Glogster Poster on line at edu.glogster.com. Present to other grade levels as a review prior to their starting the section.

[edit] Demonstrate 21st Century Skills

The students will be thinking globally about economy, availability of energy resources throughout the world and their own states contribution. They will use technology to develop presentations and answer questions using critical thinking skills. They will learn by hands-on and minds-on activities.

[edit] Graphic Organizers

They will use the maps from the OOgeep binder to locate their county and determine what energy sources are available and compare it to the other Ohio counties and then the global outlook. This will be related to the Question #2 that they completed earlier.

They will prepare foldables that will help them retain meanings of terms and the order of a process.

Creating the cross-section is a great way for them to take what they have done with a model and connect it to real life scenarios.

The Glogster poster also allows them to mentally organize the process and prepare what they know for presentation.

[edit] Field Trips or Speakers

Contact Oogeep for a guest speaker through rreda@Oogeep.org. The local county agent can speak to the water quality in the area and its depth.

[edit] Performance task that reflects back on essential question

The glogster poster is a task and the presentation provides them the opportunity to be the guest speaker. Table top models of the hydrologic cycle will be created as well. Table top stream flow models will be created in a station lab that will allow students to move about the room and see the process of water flow and well formation and how they relate to each other. Science 9 students can bring in water samples and complete water quality test on them. Chemistry students can complete fractional distillation of simulated crude oil.

Physics students can present and explain the process of using sound waves to penetrate the Earth and determine what is under the surface.