How I used these materials/Grades 3-8 Gifted

From OOGEEP

Submitted by M.K. Washam, Grades 3-8 Gifted, Lisbon Exempted Village, Salem, Ohio.

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

8th grade science standard: Describe renewable and nonrenewable sources of energy and the management of these sources. (6-8); Produce letters that follow the conventional style appropriate to the text and include appropriate details and exclude extraneous details and inconsistencies (8-10)

[edit] Ways to incorporate different teaching methods

• Lecture
  

Students will listen to an overview of the formation, location, and acquisition of crude oil, a nonrenewable source of energy.

• Reading
  

Using the idea of “What is the big deal about oil?”, students will brainstorm and make two lists: Elements separated from crude oil, and Products dependent upon crude oil. These lists will be kept running throughout the lesson. After exhausting the immediate possibilities, students will be provided several written sources from which they will read and locate more ideas for their lists. We will also add another list: Interesting things we learned. Some of the written sources will include issues of the Energist, Oil and Natural Gas (Society of Petroleum Engineers), poster titled Try to imagine life without Oil & Gas, USDE Environmental Benefits of Advanced Oil and Gas Exploration and Production Technology, as well as sources obtained from school and local libraries.

• Audio-visual
  

Students will view a video shown through unitedstreaming.com titled Oil and Natural Gas Production of Offshore Oil Wells 3:32 minutes; the 5th segment of American Geography Close Ups: Southwestern States: Volume 01. This short segment shows offshore drilling as another source of crude oil, as well as the need to conserve this nonrenewable resource.

• Demonstration
  

The teacher will demonstrate the Skewer Contour Mapping experiment as described in the OOGEEP Science Teacher workshop book, then students will conduct the experiment in groups of 3 – 4.

• Discussion Group
  

Students will work in groups to discuss then estimate the numbers of capped and producing wells in Columbiana County, Ohio. Students will be encouraged to discuss with their group the wells, tanks, etc. that they have seen, as well as any knowledge of people who own wells, or property on which wells are located. They will also be encouraged to include in their discussions any people they know who work with wells in this area. Once groups have finalized their estimates and explanations of such, they will be directed to the following website to check their estimates. Students can use the Ohio Oil and Gas Well Locator by following this link: Oogeep.org»ODNR»Mineral Resources»Oil & Gas»Oil & Gas Well Locator. This activity will give students a better understanding of the great number of oil wells, both capped and producing, that are located locally.

• Practice by Doing
  

Students will complete the Skewer Contour Mapping experiment as described in the OOGEEP Science Teacher workshop book. This will give the students a better understanding of mapping unseen areas as well as a better understanding of contour and topographical maps.

• Teach Others/Immediate Use of Learning
  

The students can use maps they created of local oil and gas wells, and their gathered data to present a program to 4th/5th grade students, educating them about Ohio’s local gas and oil wells as well as the need for safety around the wells. (see #3 Real Life connections)

• Use of Technology
  

Students can use the Ohio Oil and Gas Well Locator by following this link: http://www.dnr.state.oh.us/Website/Geosurvey/geosurvey_emergency_oilgas/viewer.htm to locate oil and gas wells close to our school. They will also contact the map department and landowners through email, as available. Students will all practice vocabulary needed for this lesson through a Jeopardy game, for template, see: http://www.hardin.k12.ky.us/res_techn/download/blankjeopardy.ppt

• Use of 21st Century Skills
  

Some of the 21st Century Skills used in this project include: Creative Thinking through brainstorming (Reading section); analyzing how parts of a whole interact with each other to produce overall outcomes in complex systems (oil location and extraction process); synthesizing and making connections between information (using data from landowners); interpret information and draw conclusions based on the best analysis (using data from landowners); reflect critically on learned experiences and processes(unit conclusion); articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts (presenting information to 4th/5th graders)

[edit] Ways to incorporate graphic organizers

• Students can use the data and information gathered from local landowners to draw maps and make models of local well sites.
• Students will also make a vocabulary foldable to help them practice the new vocabulary they are learning in this unit. A visual demonstration of such a foldable can be seen at: http://www.youtube.com/watch?v=VIOqQeJzWQI

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

After learning about Ohio oil and gas, students will be instructed in groups to locate an actively producing oil or gas well, choosing from ones closest to the school. They will then contact the County Map Department to determine the land owner. Gaining addresses of the landowner, students will write to the landowner describing in brief what they have learned, and request any information the landowner may wish to share regarding the well on their property. Students will request that this information be mailed or emailed back to the school. Within the letter, the students will also invite the land owner to talk to the class about the well on their property, and request permission to photograph and/or visit the site. If the students receive information from multiple land owners, the information can be compared in terms of depth, output, age, etc. for similarities. The students can then plot the location of the wells onto topographical maps of the area, then draw vertical maps noting the depth of the wells. These maps can be used to make 3D cut away models of well sites. The students can use these maps and their gathered data to present a program to 4th/5th grade students, educating them about Ohio’s local gas and oil wells as well as the need for safety around the wells.