How I used these materials/Ohio's Natural Resources and Energy
From OOGEEP
Submitted by Nicki Bowser, Arcanum-Butler Middle School
Contents |
[edit] Benchmarks, Standards, Content or Concepts
I plan to teach about Ohio’s energy sources and how we can try to reduce, reuse and recycle them. These are some of the Ohio standards that will be discussed: a. Describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties (e.g., color, texture) and are formed in different ways. b. Identify minerals by their properties. c. Describe how decisions to use tchnologies many times put environmental and economic concerns in competition with one another (e.g., building a car manufacturing plant in a rural area). d. Explain that the energy found in nonrenewable resources such as fossil fuels came fom the sun and may renew over milions of years.
[edit] Essential Question
What is Ohio's role in energy production and how can we continue to utilize it better?
[edit] Ways to incorporate different teaching methods
- Lecture
I will start out by talking about Ohio’s natural resources and tell them of the items I learned about my workshop. I will ask them what they think oil is used for and where it comes from. I will also ask them how oil fits into learning about rocks and minerals. From this information, I will pass out the newspapers and let the students read through them.
- Reading
I will laminate the newspaper copies of Ohio Oil and Gas Examiner and have the students get in pairs and read the article. From the article, they will need to answer the following questions: 1. How did oil impact the survival of the whales? (It helped save them from extinction since people were no longer killing so many whales for their oil.) 2. In 1814, Silas Thomas and Robert Mckee made the first discovery of crude oil in the U.S. What were they originally drilling for and why did they consider the oil a waste of time? (They were originally drilling for salt to help preserve food. Oil was considered just a waste product when they were drilling for salt.) 3. What made crude oil play a more important role in the lives of people? (Oil could be sold for medicinal purposes. 4. What % of natural gas is consumed by the U.S.? (23%) 5. Over 6000 products are made from crude oil; name 5 of them. (medicines, waxes, cosmetics, synthetic rubber, bubble gum, toothpaste, crayons, toys, clothing, phones, deodorant, computers) 6. How many counties in Ohio currently produce domestic natural gas and crude oil? (49) 7. How does an oil well affect our environmental footprint? (It leaves a very small footprint about the size of a dining room table or smaller. It does not affect us much at all.) 8. Is natural gas a dirty or clean gas to use? (clean)
- Audio-visual
I will show them the video “Fuel-Less” and then discuss how not having oil would affect their own lives.
- Demonstration
I will do the demonstration “Shaking it Up” to show the different densities of oil and water. We can then discuss why oil can travel to the surface. Also, ask students which they think has more density after showing them a marble sinking in both water and oil. Next show them a scale with water on one side and oil on the other.
- Discussion
After they answer the questions from the newspaper, we will have a class discussion on oil then and oil now. How does oil affect our lives today and also go over all the products oil gives us today.
- Practice by doing
After we have talked about oil and where it comes from, this can lead into a discussion on rocks and minerals and where they have a part in our lives too. I will set out 5 rock samples, and have the students do the experiment of Absorbing Rocks (Migration and Trapping). Go over the questions and explanations at end. Have students write out the reflection questions. We can also talk about how certain rocks absorb more oil and how some do not absorb oil well. Discuss how this would affect drilling for oil in the earth with all the different layers.[edit] Use of 21st Century Skills
Students could make a PowerPoint of the types of rocks with examples for each and show how oil plays an important part of our lives.
[edit] Graphic Organizers
Students could make a shutter foldable listing the products that are made from oil by drawing pictures and labeling products on the inside. Also, for the types of rocks, we could make edible versions of the 3 types of rocks. Igneous – melt chocolate and white chips and then cool the chocolate to demonstrate how that rock forms. Sedimentary – Make sandwiches with a variety of layers. Metamorphic – Use 3 colored sugar cookie doughs and have students press together and then bake them to show heat and pressure.
[edit] Field Trips or Speakers
We could take a field trip to a stone quarry to see the different layers of rocks and also to see an oil well in use since many students would not ever have seen an oil well up close.
[edit] Performance task that reflects on the essential question
Students can create a book to show what they have learned about how oil plays a vital part in our life and the products we have made from oil. They can include pictures of the 3 types of rocks and descriptions on how they formed. The foldable can also be included in their book.