LESSON 6: NATURALLY SPEAKING Investigating Natural Resource Production in My State

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1 LESSON 6: NATURALLY SPEAKING TEACHER BACKGROUND Overview: Our energy needs have been met in many ways throughout history, from fire rings and wood burning hearth s, to oil burning lamps and steam powered engines. Today many students understand that our energy needs are met through the burning of fossil fuels and some may also understand that some of our energy needs are met through renewable energies such as solar and wind. It is most important for students who will become voters and the change-makers of tomorrow to have the facts and understand the role that all natural resources play in providing us with the lives we are accustomed to living. If a sustainable lifestyle is the goal of your students then realistically we can t say, I m not going to use fossil fuels. How can you best support your student s efforts to live more sustainably in light of our current and future energy needs and trends? In this lesson students will learn how different parts of our society use energy and how that energy use has changed over time. Next students will investigate natural resources found in their state and the fuel mix used to satisfy the state s energy needs. Electric generation fuel mixes vary from state to state and region to region, depending upon the availability and cost of fuels located there. Major changes in the generation mix can have economic and reliability impacts, especially on a regional basis (Edison Electric Institute). GRADE LEVEL Grades 9-12 TIME TO COMPLETE 2-3 days or 2 to 2.5 hours PREREQUISITE KNOWLEDGE What do graphs tell you?-understanding the difference between line, bar, and pie graphs. LEARNING OUTCOMES Examine natural resources found within the state s Earth system. Analysis data from the U.S. Department of Energy Develop an understanding of the state s fuel mix. Preparation: Reserve time for students to use the computer lab and or have access to a mobile laptop cart. ipads will also be a great tool if you have them available on your campus.

2 ENGAGE EXPLORE Student Grouping-Individual/Pairs/Whole Group Time: 30 min. Essential Questions A. U.S. Energy Consumption, 2009-Make two observations about this graph. Seeing that Texas and California consumed the most energy in 2009 what resources do you think they use to provide energy to the state? B. U.S. Energy Consumption by Sector, 1960 and 2009-Make two observations about this graph. Name two factors that have affected energy consumption growth between 1960 and (Think about US Government/US History) C. U.S. Energy Prices by Sector, Make two observation about this graph. Does there appear to be a direct correlation between the sectors? Why or why not? D. Energy Expenditures, 2009-Make two observations about this graph. What percent did the top five states expend in 2009? Directions 1. Go to U.S. Energy Information Administration s, EIA, SEDS website, 2. Read About SEDS 3. Take a moment to make mental observations about the four maps U.S. Energy Consumption, 2009, U.S. Energy Consumption by Sector, 1960 and 2009, U.S. Energy Prices by Sector, , and Energy Expenditures, Answer Essential Questions in your science notebook. 5. Have students share their observations with their closest partner and then discuss as a class. Student Grouping-Individual/Whole Group Time: 20 min. Essential Questions E. Are you surprised by the types of energy production in your state? Types that are present that you didn t know about. F. After analysis of the graph is it clear to your whether your state provides most of its energy from renewable or nonrenewable sources? STUDENT OBJECTIVES Students will- Analyze data from the Department of Energy s State Energy Data System Make observations regarding U.S. energy consumption Compare and contrast fuel mix predictions with actual fuel mix data Summarize their understanding of energy use in their state and justify the support or non support of the current system in place. MATERIALS Science notebook Computer with internet access ACADEMIC VOCABULARY Natural resources, renewable and non renewable resources, correlation, consumption, expenditure, fuel mix LESSON LINKS can be found under Web References at the end of this lesson EIA-SEDS Get Energy Active 2

3 EXPLORE CONTINUED Directions 1. Go to and choose your state. 2. Take 10 min. to observe your map and associated legend and read your state s Fast Facts. Student Groupings-Pairs/Individuals Time: min. Essential Questions G. Each state s analysis consists of four main parts, Resources and Consumption, Petroleum, Natural Gas, and Coal, Electricity and Renewables. For each heading under the analysis for your state express what you feel is the most important piece of information to take away from that section and why. EXPLAIN ELABORATE Directions 1. Go back to or stay on EIA s webpage for your state, refer to the link in the EXPLORE section. 2. Click on Analysis found under your state s name. Eithera. Have students read the analysis for homework b. Read in class via laptop or printed page. 3. Work as a class to determine the top five pieces of information to take away from the work in the EXPLORE section and today s analysis. Post in the classroom. 4. Based on the work students have experienced ask them to predict in their science notebook what percentage each of the following fuels provides for their state, Coal, Nuclear, Natural Gas, Oil, Hydro, Non-Hydro Renewables Student Groupings-Pairs/Individuals Time: min. Essential Questions H. According to Get Energy Active why is it important for electricity companies to have a variety of fuel choices? Do you agree or disagree with this statement. Provide an explanation to support your stance. I. What is natural gas Restrictions on Use? Where is fuel oil used the most? What are the Benefits and Restrictions on Use for Hydropower and Coal? J. What fossil fuel has the highest percentage use to help meet your state s electricity needs? What renewable has the highest percentage use in your state? Which energy source, fossil fuels or renewables supplies your state with the majority of your state s electricity needs. K. Write a statement regarding your prediction versus the actual fuel mix in your state. Directions 1. Go to Get Energy Active Read: Do you know where your electricity comes from? Answer Essential Question Click Next: The U.S. Fuel Mix. Read this page along with the specifics within each piece of the pie chart. Answer Essential Question Have students locate their predictions from number four in the EXPLORE. In their science notebook students need to create a t-chart - column one labeled Fuel Mix Prediction for state and the other labeled Actual Fuel Mix for state. 5. Click Next: What s the Fuel Mix Where I Live. Read the paragraph at the top and have students put their arrow/cursor over their state. 6. Record the actual fuel mix percentages and answer Essential Question Answer the remaining Essential Question. 3

4 Student Groupings-Individual Time: 20 min. EVALUATE Directions Choose an evaluation tool or you may wish to allow students to choose which method of evaluation they would like to use in order to demonstrate mastery of this lesson. a. Concept Quiz-found on pages 5-7 b. Essay-found on page 8 c. Justified True/False-found on pages 9 and 10 Web References What do graphs tell you? EIA s SEDS EIA s State Maps Get Energy Active-Edison Electric Institute 4

5 Name: Date: Science Concept Quiz Lesson 6: Naturally Speaking Use the diagram to answer the following question. Which statement is could be validated using the information in the diagram above? A. Major sources of geothermal energy can be found in the states that surround the Great Lakes. B. Hydro energy can only be utilized when directly pumped from the Pacific Ocean. C. When compared to other regions of the U.S., the Great Plains region has several electric plants that supply energy through wind generation. D. Power plants using wood energy can be found on the west coast of the U.S. EIA points out of 20 I. Answer A. B. C. D. points out of 15 II. What is the main concept behind the question? 1. Renewable Energy 2. Experimental Design 3. Fossil Fuel Production 4. Reading Diagrams points out of 25 III. Provide the reasoning for choosing your answer in part II. 5

6 points out of 40 IV. Why are the other responses in part I not the best answer choice? Use the rest of this page if more room is needed to fully communicate your thoughts. 6

7 Teacher Answer Key 1. C Answers will vary. Even though the map is showing information regarding renewable resource potential in the U.S. the question isn t testing renewable resource knowledge it is testing your ability to read and draw conclusions from a diagram. 4. Answers will vary. A. The diagram shows the states that surround the great lakes have great potential for wind and biomass technologies not geothermal. B. Hydro energy is found around the U.S., on all coasts and even in land locked states. Hydro energy doesn t have to be drawn from ocean water but can be drawn from fresh and salt water sources alike. C. This is the correct answer. The central U.S., referred to as the Great Plains, shows there to be several wind power plants when compared to the east and west coastal regions. D. Power plants using wood energy cannot be found on the west coast but mainly in the southeastern U.S. 7

8 Student Name Teacher/Class Date Lesson 6: Naturally Speaking Your state uses several natural resources to provide residents, businesses, schools, and government with their energy needs. Summarize your state s energy mix. If you personally wanted to work to change your energy footprint develop an outline depicting how you would do this. What Is the Expectation? Use new lesson knowledge and statistical data to support your position Visual representations if applicable Key vocabulary Evidence of on grade level spelling and grammar usage 8

9 Name: Date: Period: Justified True or False Statements Lesson 6: Naturally Speaking: Justified True or False Statements provide a set of claims or statements that are examined by you. You are meant to draw on evidence from what you have learned to analyze the validity of the statements, and then describe the reasoning used to decide whether each claim is true or false. *NOTE* Please use grade appropriate spelling and grammar. STATEMENT T F WHY I THINK SO 1. Each state relies solely on one type of fuel to support the state s energy needs. 2. Reducing your energy consumption is one way to lower your energy footprint. 3. There are states that have few or no natural resources to provide energy to their communities and therefore must rely on resources from other states to meet energy demands. Use this space to include more evidence to support your claim and or to draw a model if applicable. 9

10 GRADING RUBRIC Assign a score of 0-3 based on the following criteria: Level 0 (17 pts.) = answered T or F correctly or incorrectly/no explanation Level 1 (23.3 pts.) = answered T or F correctly/cursory explanation Level 2 (28 pts.) = answered T or F correctly/deeper explanation Level 3 (33.3 pts.) = answered T or F correctly/complex explanation TEACHER ANSWER KEY Answers will vary. 1. False-Each state relies on a mix of fuels to meet the energy needs of its communities because no single fuel can provide for the demands of the entire state. 2. True-There are many ways to reduce your energy footprint. Since we know we can t soley rely on renewable energy to meet our needs at this time one way we can lower our footprint is by reducing the amount of energy we use, such as choosing alternate forms of transportation, such as mass transit, walking, and cycling or buying local products to reduce fuel miles. I could also lower my hot water temperature setting or reduce the temperature on my thermostat. 3. True-Not every state has natural resources that can be acquired and must rely on other state s resources to help meet their energy demands. States such as South Dakota and Iowa rely on coal received by rail from Wyoming to meet their coal needs. MY NASA DATA 10