How I used these materials/5th Grade Language Arts

From OOGEEP

Submitted by J. Baker, Grades 3-8 Gifted, Lisbon Exempted Village, Boardman Schools

Consider energy education and your curriculum. How can you incorporate what you have learned into your science curriculum?

My approach to this project will be unique because I am creating a unit that will be integrated into a 5th grade language arts curriculum. My intent is to cultivate a greater awareness of the significance of the oil and gas industry in my students’ every day life and to give opportunities in the classroom to dialogue and to become more familiar with the basics of petroleum and the wide diversity of petroleum products.

Brainstorm ideas that include a science concept that needs to be taught, a variety of teaching methods to address retention, and the use of graphic organizers.

To kick off the unit I would display a variety of petroleum products in the classroom and would work with students on a compare and contrast Venn diagram of the products on the overhead. Then I would break students up into small groups and ask them to list as many petroleum products as possible and then combine those lists on to a classroom chart labeled “before”. I would display an “after” chart next to it to complete following the unit.

Considering the benchmarks/standards that you are required to teach what science concept or content will you plan to teach?

I am going to be teaching language arts skills using information about petroleum products, in an effort to reinforce basic language arts skills and to broaden student interest and awareness of petroleum products.

[edit] Ways to incorporate different teaching methods

• Lecture
  

I would utilize less lecture and rely more on the brainstorming and discussion. Lectures should be limited to special speakers or summarizing key concepts at the end of lesson. I would also supplement the summaries with key pages of “Bit of Fun with PetroMolly and PetroMack Energy Activity Book”.

• Reading
  

I would set up a reading corner/display of related appropriate materials, such as copies of the Energist, and require students to locate and share at least one other petroleum product material/resource. I would also begin class by reading aloud excerpts from the Energy4me “Oil and Natural Gas” book, and giving bonus points for 5 questions quiz over excerpts at end of class.

• Audio-visual
  

The American Petroleum Institute has excellent videos showing the latest science and technology of petroleum products. Students would also benefit from viewing related videos on United Streaming which must be paid for by individual school systems.

• Demonstration
  

Teacher would demonstrate the “Tower of Power” experiment from the OOGEEP workshop notebook. Suggested time for the entire demonstration and follow up activities is approximately 3-4 class periods. The “Tower of Power” will illustrate for students how heat is used to separate crude oil/petroleum into usable substances to make the products we use every day.

• Discussion Group
  

Students will be divided into groups and will choose one petroleum product. Each group will create a tv commercial for their product using advertising and creative drama techniques taught prior to petroleum unit. Students will be given a rubric which will outline expectations along the lines of creativity, appropriate length, effective use of props, etc., and will perform the tv commercial in front of the class.

• Practice by Doing
  

Students will cut out pictures of petroleum products and create mobiles or collages to display around the room. Students will create a survey and ask at least 2 adults in their home or community 5 basic questions about petroleum products and summarize their responses to share with the class.

• Teach Others/Immediate Use of Learning
  

Students will collect 3-5 petroleum products from their home and bring them in for a large classroom display. Students could also create mobiles of petroleum units to display in room. Students could create poetry or jingles about different petroleum products, such as lipstick, balloons, parachutes, crayons, soap, etc.

• Use of Technology
  

Students would use computers to reinforce basic research skills and locate various energy education groups. Geo-Help, Inc., Fundamentals of Petroleum (PETEX) Then students would compose letters and request information regarding petroleum products from the groups. Students can also refer to a young person’s guide to oil and gas, Institute of Petroleum: http://www.energyinst.org.uk/education/ypg/ypg4.htm

• Use of 21st Century Skills
  

Students will identify and research different businesses which create and sell petroleum products and will contact the businesses by computer or fax machine and request free samples of product, such as cosmetic companies. Students also could interview company reps re: the educational background and qualifications required to be hired in different companies that create petroleum products.

[edit] Ways to incorporate graphic organizers

• At the end of the unit, students will refer to the “after” chart and list as many petroleum products as possible and compare their results to the “before” chart, which was compiled at the beginning of the unit.
• Students will write a creative short story or essay and underline/highlight all of the petroleum products in their piece
• Students will create a word search using related petroleum unit terms and exchange with each other.

[edit] Ways to use field trips or make real-life industry connections

• Invite a local pharmacist into the classroom to discuss how the process of creating medicines from petrochemicals.
• Local recycling company representatives are often available to visit classrooms and give programs on the variety of plastics and the importance of recycling.
• Tour the local candy company and have guide explain the use of waxes in making candy.
• A great culminating activity for students on petroleum products would be to create a scavenger hunt for their school or classroom where small groups are given lists of clues that describe common petroleum products found around the school and have to figure out the products and state their locations.