How I used these materials/High School Life Skills Center

From OOGEEP

Submitted by B. Fox, Grades 9-12 Science teacher, Life Skills Center, Columbus, Ohio

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

In high school, students need to become proficient types of both non-renewable energy sources currently in use and alternatives that can be renewed. This summer I have begun a series of sessions at our year-round school concerning energy, efficiency and global climate change. CONTENT STANDARD E: As a result of activities in grades 9-12, all students should develop abilities of technological design and understandings about science and technology.

[edit] Ways to incorporate different teaching methods

• Lecture
  

Invite a speaker from the oil/gas industry would fit into our existing vocational training series that exposes high school students to fields to consider.

• Reading
  

Students read all their assignments already in this on-line based curriculum. They do use websites to supplement their work, however and supplying the OOGEEP site would give them a good primary source.

• Audio-visual
  

The 3D rig animation http://eid.njidev.com/rig/index.html is a wonderful summary of the complex process of well drilling. This could supplement the hands-on class considering exploration and topography.

• Demonstration
  

Students do not understand that oil and gas is trapped in the pore spaces of rock, not sitting in pools of crude. Making a glass with rock or sand, oil and water shows how oil/water mix stays in pore spaces.

• Discussion Group
  

I expect a lively discussion of the benefits of local drilling versus offshore drilling and transportation of oil products. I would use the “Power your town” handout from the OOGEEP website http://www.oogeep.org/downloads/file/Power%20YOUR%20Town3.pdf to initiate the discussion.

• Practice by Doing
  

I plan to use the idea of probing for formations in a styrofoam lunch container to clarify the concept that exploration has some technical principles but also some uncertainty to it. Students will also learn about topographic studies that are specifically in the curriculum. This challenges their math application as contour interval and use of linear measurement devices accurately separates success from failure.

• Teach Others/Immediate Use of Learning
  

Students who participate in the contour project will tell others who did not participate what they learned and how it applies to oil exploration.

• Use of Technology
  

I have purchased a model Hydrogen powered car that well illustrates how many energy sources require technology to be successful. Efficiency can illustrated as battery or solar power are needed to make the hydrogen to fuel the car.

• Use of 21st Century Skills
  

I would have the students study exploration techniques and brainstorm about other ways to find out what is under rack layers. Then discuss the article about finding oil seeps using satellite technology. http://www.npagroup.com/oilandmineral/offshore/oil_exploration/index.htm

[edit] Ways to incorporate graphic organizers

CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of natural resources, environmental quality, natural and human-induced hazards and science and technology in local, national, and global challenges.

Students will be asked to develop their own organizer for pros and cons of different energy sources discussed in this energy unit. A trifold organizer is recommended with heading for each column: energy type, advantages and disadvantages. Energy sources to list in rows: oil, solar, wind, geothermal, natural gas, coal, nuclear. Making a sliding cover over the advantage or disadvantage column will facilitate a debate of how different energies may be emphasized by different interest groups. By covering the disadvantages on the organizer, some technologies look better than others that have significant drawbacks. Student debaters on the opposing side can easily use the disadvantages as a rebuttal. This will also encourage students to dig deep when evaluating technologies.

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

I can contact OOGEEP’s “Petro-Pros” to arrange for a speaker to explain the complex interaction of people and services needed to explore and drill for oil and natural gas. I was impressed to hear how even competitors interact positively in the oil and gas business in Ohio where everyone needs to share the same services to supply, transport and refine their product. Other, more technical concepts can be better learned using videos, demos and hands-on learning but the social aspects of a widely distributed industry are best explored with a professional from the industry.