How I used these materials/7th Grade Science 3

From OOGEEP

Submitted by T. Huck, Marlow Vincent Middle School, 7th grade Science teacher

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

Earth Science

• Explain the biogeochemical cycles which move materials between the lithosphere (land), hydrosphere (water), and atmosphere (air).
• Investigate how matter can change forms but the total amount of matter remains constant.

Physical Science

• Describe how an object can have potential energy due to its position or chemical composition and can have kinetic energy due to its motion.
• Identify different forms of energy (e.g., electrical, mechanical, chemical, thermal, nuclear, radiant)

Science and Technology

• Explain how needs, attitudes and values influence the direction of technological development in various cultures.
• Describe how decisions to develop and use technologies often put environmental and economic concerns in direct competition with each other.
• Recognize that science can only answer some questions and technology can only solve some human problems.
• Design and build a product or create a solution to a problem given two constraints (e.g., limits of cost)

Scientific Inquiry: Doing Scientific Inquiry

• Explain that variables and controls can affect the results of an investigation and that ideally should be tested one at a time; however it is not always possible to control all variables.
• Identify simple independent and dependent variables.
• Formulate and identify questions to guide scientific investigations that connect to science concepts and can be answered through scientific investigations.
• Choose the appropriate tools and instruments and use relevant safety procedures to complete scientific investigations.

I plan to set up a "GALLERY WALK." Different stations are set up around the room. Students will start a foldable notebook and define the vocabulary in their notebooks, working in pairs.

[edit] Ways to incorporate different teaching methods

• Lecture
  

I would introduce the oil and gas business in our county by asking students in study groups using prior knowledge, define the following terms in their science journal in their own words with no help from resources. : 1. Formation 2. Migration 3. Trapping 4. Exploration 5. Drilling 6. Production 7. Refining

• Reading
  

Paired reading gallery walk and note taking.

• Audio-visual
  

Using the I-Flip video camera the student will create a movie by using all of the labs and stringing them together into a movie. This movie will be given to the students in the lower grade levels studying the same concepts. Special Ed classes will also be given a copy for SPED students. This movie is also on my class web sight. So that parents can have some ownership in expectations that I have as a teacher.

• Demonstration
  

My classroom requires a lab for every concept being taught. I will use the labs I learned at OOGEEP to develop my own.

• Discussion Group
  

There is a cool simulation program where students read the background information on a real place where problems are occurring and then they all are assigned a role to play. Basically it is the pros and cons of drilling a well.

• Practice by Doing
  

I think that filming the presentations with the Flip Video Camera and having students watch each presentation with a rubric in front of them will more than meet this requirement.

• Teach Others/Immediate Use of Learning<br /

I meet with other grade level teams and present a list of classroom lab demonstrations. They choose and my whole class comes in with the lab supplies and their own lesson plans to teach the concept at a lower level.

• Use of Technology
  

http://www.apienergyarcade.com/sa_exploration.html Dig, survey, and close a well. Great for showing how expensive it really is to develop one producing well. http://www.energyhog.org/

• Use of 21st Century Skills
  

With brine being one of the largest waste products of well drilling I will have my students do a chemical analysis(salinity) of brine and then have them develop useful products using brine as the main ingredient. This activity would be an example of how technological advances, influenced by scientific knowledge, affect the quality of life. Students would design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics).

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

I would like to see if the next OOGEEP well field trip could be filmed with a head camera and then played back for my students. Our district has banned all field trips until state budgets are worked out.