Future Fuels from Forest Teaching Unit

Transcription

1 Paul B. Wilson July 27, 2009 Future Fuels from Forest Teaching Unit Unit Overview The unit focuses on awareness of energy choices, consequences and demands placed on our planet by using certain energy types, and how students can positively impact the environment through positive energy choices and conservation. The curriculum emphasizes renewable energy choices such as biofuels to meet sustainable energy demands, while trying to diversify students understanding of a manageable energy portfolio to meet personal and global needs. This unit is one of ten units that will be taught in a freshman level science course called Integrated Science that is offered at Portage High School in Portage, Wisconsin. Integrated Science is an introductory high school science course that is taught for half a year course in block schedule. Sources Consulted The following sources were used during preparation of unit: 1) MEECS Energy Binder * Interpreting Graphs Activity, Reading an Electric Meter Activity, and Survey of Past and Present Uses were found in binder, but slightly modified 2) Video Inconvenient Truth was used to raise awareness and develop concern 3) Concepts in LAB-AIDS KIT 395 will be used, but altered after lab equipment procured an tried 4) A lab obtained from Maria Janowiak, Northern Institute for Applied Carbon Science, will be used without modification 5) Video Renewable Energy: Clean Power for Wisconsin which was created by Alliant Energy 6) Holt Physical Science with Earth and Space Science is used for one reading assignment as well as a reference. Concept Review 23-2 was obtained from the software that came with the textbook. 7) ASCD Reading Strategies for the Content Areas was used to develop some pre-reading assignments Learning Objectives Students will recognize and observe how the world is changing. Student will be exposed to some current data about climate change and revise vision of how the world around them is being impacted by our actions. Students will learn about the similarities and differences between renewable and nonrenewable energy sources. Students will understand the relationship between energy consumption and carbon footprint. Students will learn how biofuels are made and how biofuels will play a major role in future energy sources. Students will determine how much carbon is trapped in trees and relate this to energy consumption. Students will understand that we need a diversified energy portfolio that includes renewable energy sources such as biofuels, to meet our energy needs. Students should develop an awareness of energy consumption and make active choices to choose Green.

2 State Benchmarks SC-A.12.5 Show how the ideas and themes of science can be used to make real-life decisions about careers, work places, life-styles, and use of resources SC-B.12.1 Show how cultures and individuals have contributed to the development of major ideas in the earth and space, life and environmental, and physical sciences SC-B.12.3 Relate the major themes of science to human progress in understanding science and the world SC-B.12.4 Show how basic research and applied research contribute to new discoveries, inventions, and applications SC-C.12.1 When studying science content, ask questions suggested by current social issues, scientific literature, and observations of phenomena, build hypotheses that might answer some of these questions, design possible investigations, and describe results that might emerge from such investigations SC-C.12.3 Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements SC-C.12.6 Present the results of investigations to groups concerned with the issues, explaining the meaning and implications of the results, and answering questions in terms the audience can understand SC-C.12.7 Evaluate articles and reports in the popular press, in scientific journals, on television, and on the Internet, using criteria related to accuracy, degree of error, sampling, treatment of data, and other standards of experimental design SC-D Interactions of Matter and Energy: Using the science themes, explain common occurrences in the physical world SC-G.12.1 Identify personal interests in science and technology; account for implications that these interests might have for future education, and decisions to be considered SC-G.12.3 Analyze the costs, benefits, or problems resulting from a scientific or technological innovation, including implications for the individual and the community SC-G.12.4 Show how a major scientific or technological change has had an impact on work, leisure, or the home SC-G.12.5 Choose a specific problem in our society, identify alternative scientific or technological solutions to that problem and argue its merits SC-H.12.3 Show how policy decisions in science depend on many factors, including social values, ethics, beliefs, time-frames, and considerations of science or technology SC-H.12.4 Advocate a solution or combination of solutions to a problem in science or technology SC-H.12.5 Investigate how current plans or proposals concerning resource management, science knowledge, or technological development will have an impact on the environment, ecology, and quality of life in a community or region SC-H.12.6 Evaluate data and sources of information when using scientific information to make decisions SC-H.12.7 When making decisions, construct a plan that includes the use of current scientific knowledge and scientific reasoning

3 Classroom Activities- Daily Lessons Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Introduce Key Learning Objectives (listed above) Provide a brief overview of unit Partner activity: How is the World Changing? (Attached) Discuss/share with large group Begin showing Inconvenient Truth with video assignment (attached) Hmk. Survey of Past and Present Use *assignment was obtained from MEECS Energy Binder Check hmk. (signature for completion) Discuss significance of results *share with class Finish watching Inconvenient Truth *group discussion on significance of movie Reexamine How is the World Changing? Assignment *modify and add to what students already have written down Hmk. Students read pp and complete concept Review 23-2 Check hmk. (signature for completion) What it is What it is not... Alternative Energy Sources (attached) * (Reading Strategy adapted from Reading Strategies for the Content Areas) Watch Renewable Energy: Clean Power for Wisconsin with video assignment Hmk. Interpreting Graphs Activity- energy types and uses *assignment was obtained from MEECS Energy Binder Discuss homework Introduce biofuels and sources of biofuels-reading Strategy (Attached) Set up lab: Investigating Ethanol Production (Note: this lab was obtained from LAB-AIDS Kit and must be observed for 5 class periods after set up) As students finish, complete Carbon Footprint Calculator Activity (attached) Check Ethanol Production Activity: make notes on lab Lab Investigation: Effects of Carbon Dioxide on Air Temperatures in Sealed Plastic Bags (Attached* note lab requires Logger Pro software but can be adapted to work with regular temperature probes) Print line graphs, complete lab write-up, and discuss significance of results Check Ethanol Production Activity: make notes on lab Activity: How Much Carbon is Trapped in Trees? *activity was obtained from Maria Janowiak from the Northern Institute for Applied Carbon Science at Michigan Tech *measure carbon of 6 pre-selected trees on school property Discuss significance of results

4 Day 7 Day 8 Day 9 Check Ethanol Production Activity: make notes on lab Activity: Investigating Ethanol and Kerosene Combustion (Note: this lab was obtained from LAB-AIDS- Part II) Finish Lab and discuss results Big Question: How are energy consumption, carbon dioxide production, and climate change related? Discuss in class How do the labs and activities relate to each other? Check Ethanol Production Activity: make notes on lab Introduce Alternative Energy Power Point Project (Rubric attached) Choose topics and/or groups Begin Research with computers Hmk. Read Electric Meter Activity *obtained from MEECS energy binder, but modified for 2 days Finish Ethanol production Activity- What did we learn about biofuels production? Work Time in Computer lab Hmk: Finish Day 2 of Electric Meter Activity Day 10 Day 11 Day 12 Check Electric Meter Activity Discuss Ways to use less energy Work on Power Point Presentations (Computer lab) Finish Powerpoint projects (Computer lab) Write 5 multiple choice Questions*must be approved and ed to teacher Test questions will be assembled into the multiple choice portion of test based off of information that students present Presentations Day 13 Presentations Student Assessment on Alternative Energy Unit (attached) Students reflect upon unit Pass out Binder Check list and Provide copy of Biofuel Essay Day 14 Assessment: Multiple Choice Test *Student developed questions Five Paragraph Essay: (Guideline for essay is attached) Binder Check

5 Unit Assessment The following assessments will be used: 1) Power Point Presentation will be graded using rubric provided. 2) Essay question on Biofuels will be graded. 3) All homework is spot checked at beginning of following day after it was assigned. If the assignment is thoroughly completed, it receives teacher s initials, if half done (-1), and if not started (-2). Student binders are collected at end of each unit and a grade is determined by completion and quality of daily assignments and lab write-ups. A binder checklist is given to each student prior to last day of unit, so each student can organize binder. 4) Some labs like - Lab Investigation: Effects of Carbon Dioxide on Air Temperatures in Sealed Plastic Bags will be collected and graded for points. 5) Student Assessment: This is where students reflect upon how they did during the unit and the unit in general. I will use the students feedback to make necessary changes.

6 Name Student Assessment and Reflection on Alternative Energy Unit 1. In the first part, most of the content learned through hands on activities and teacher/ class discussions. During the second part of the unit, you became the experts and taught your fellow classmates. Did you learn more during 1 st part of the unit or the second half of the unit? Why or Why not? 2. Which was your favorite activity during the unit? Why? 3. Which was your least favorite activity during the unit? Why? 4. If you could change one thing during the unit, it would be. 5. How are you doing in this class? Is there anything you can do better?

7 QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture.

8 QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture.

9 QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture.

10 Name Carbon Footprint Calculator - How much carbon do you use? Directions: 1) go to the following website 2) Click on car icon. Type in the year, make, model of car your parents drive or a car that you like. 3) Click on calculate. Number of lbs of CO2/year 4) Now, double the mileage for the same car. (ex. 10,000 miles to 20,0000 miles) Number of lbs of CO2/year 5) Now, type in a 2008 Toyota Prius- it's a hybrid. Number of lbs of CO2/year 6) Click on home icon. Fill in information, including zip code, cost per month. If you don't know, use the average that the website suggest. Number of lbs of CO2/year Questions: 1) What is the connection between CO2 and global warming? 2) What are two things you learned from the website? 3) What are 3 ways you can personally reduce C02? Name An Inconvenient Truth Video Assignment

11 Record eight facts, ideas, or concepts that you learned from the video Write a summary paragraph of the main ideas presented in the video. Write at least four to five complete sentences. Name Alternative Energy Power Point Project Introduction: Energy prices, mostly in the form of nonrenewable energy sources, have increased dramatically in the past several years. As a result, you and your parents are paying more to heat your homes and fill up your cars. As a person and citizen living in Wisconsin you will be have to make

12 decisions regarding energy consumption which will impact you financially and the planet environmentally. By creating a presentation on an alternative energy source and listening to other classmates present their topics, your knowledge of the advantages and disadvantages of alternative energy sources. Hopefully, this will help you to make better more informed decisions in the future. Grading Rubric / Expectations: Information and Appearance 0 - No work 10 - Excellent! Slide 1 Title Page *Title, Name (s), Date, Type of Alternative Energy Slides 2-3 Explanation of what your energy source is and how it works. * Ex. Explain how wind is harvested and converted to electrical energy. You probably want to include pictures or diagrams to explain the process as well as a written description. It may take 2 or 3 slides to explain this Slide 4 Past and Present Uses * History of how your source was and is currently being used. Include important people and dates in this time frame. Graphics, pictures, etc. to supplement. Slide 5 Advantages of Your Alternative Energy Source Compared to Fossil Fuels * Explain why it is a better choice. How is it beneficial to the environment? Compare Costs, etc Slide 6 Disadvantages of Your Alternative Energy Source Compared to Fossil Fuels * Why are fossil fuels better? Compare costs, etc Slide 7 Comparison Slide * Compare any aspect of your alternative energy source to fossil fuels. Ex. Are they difficult to obtain? Would we have to make lifestyle changes in order to use them? How would our lives be different? Are their any safety issues? Slide 8 Opinion Slide * How much are we going to use this type of alternative energy source locally in Wisconsin as well as globally? Is this type practical to use in Wisconsin, in the US? Slide 9 Acknowledgement Page List the websites you used to obtain information for your project. How well did you present the information to the class and explain the diagrams and graphics? 0 - didn't 10- read off slides 20- Excellent Creating Five Multiple Choice Question 0 - didn't 10- fair questions 20 Excellent Total Points 80 pts for creating presentation 20 pts. for how well you presented

13 20 pts. for writing five great multiple choice questions 120 pts. Name Interpreting Graphs Activity Michigan and U.S. Consumption of Energy Resources, 2001

14 1. This graph represents what year of data? 2. How would these values compare to 2008 data? 3. Which energy resource provided the most energy for the U.S.? 4. Is this type of energy source renewable or nonrenewable? 5. Which energy resource provided the second most energy for Michigan? 6. Is this type of energy source renewable or nonrenewable? 7. Which renewable energy source was use the least? 8. Which nonrenewable energy source was used the least? 9. Determine the percentage that relates Michigan's coal usage compared to the nation's usage as a whole. 10. List two states that would have a higher overall usage than Michigan. 11. List two states that would have a lower overall usage than Michigan. 12. List one state that would use more alternative (renewable) energy sources. 13. How would Wisconsin's use compare to Michigan's? Why? Name How is the World Changing Around Us?

15 List Environmental Changes or Physical Changes to Earth Positive / Negative / No Effect? What must be used and consumed to create change in the environment? Where do we get this from?

16 Name What it is What it is not. Definition of Alternative Energy Alternative Energy Types of Alternative Energy Sources Advantages Non-examples Disadvantages Like. Name Biofuel Reading Strategy

17 What are biofuels? What are some sources of biofuels? 1) 2) 3) 4) 5) 6) 7) 8) What is the basic process of converting corn to ethanol? Postives of using biofuels? Negatives of using biofuels? What other biomass sources can be used to produce ethanol? Biofuel Essay 1 st Paragraph

18 Introduce what is a biofuel Describe where we get them from How are they used? Why are they important? Transition sentence to next paragraph 2 nd paragraph Describe the basic process of biomass to ethanol production Use the lab design to illustrate this process Transition sentence 3 rd paragraph Positive vs. negative consequence of using corn and other biomass sources to produce energy Transition sentence 4 th paragraph Briefly compare biofuels to fossil fuels Where do they come from? Which are renewable? Compare cost of using one or another? Transition sentence 5 th paragraph What role will biofuels play to meet our energy needs? How much would you like to see them being used in the future?