Fuels Engagement

Fuels Engagement

Motivation and Engagement
Scientific American: Climate Benefits of Natural Gas May be Overstated
Objective:
Nature of Science Standards (6-8)
N.8.A: Students understand that scientific knowledge requires critical consideration of verifiable evidence obtained from inquiry and appropriate investigations.
N.8.B: Students understand the interactions of science and society in an ever-changing world.
Earth Science Standards (6-8)
E.8.A: Students understand the relationship between the Earth's atmosphere, topography, weather and climate.
Physical Science Standards (6-8)
P.8.A: Students understand the properties and changes of properties in matter.
Lesson Topic:
Students will compare and contrast energy supply methods and fuels. We will investigate proposed benefits and risks of each type of fuel. We will research the “life cycle” of fuels.
Discussion:
In small groups students will research and discuss one type of fuel source (coal, oil, gas) including extraction methods and abundance of byproduct pollutants in the atmosphere. Students will design a cost-benefit-analysis for their fuel type (and its most efficient use) to support an argument for its use by society at large. Greek and Latin roots of vocabulary will be explored.
Writing:
Students will journal during their research question, assumptions, and findings. As a group students will design a brochure (including citations) to “sell” their product to the classroom.
Reading:
Students will be directed to specific websites and books for research reference. Students will be expected to gauge the reliability of information provided within each source.
ELL:
To augment lessons for ELLs there will be a vocabulary emphasis, the expectation for models that accompany writings, and resources will have to be provided at the developmental level of the students (or in their home language). These students will have additional support from the teacher, including interview time to support learning (and...