Wood to Wheels- Inquiry Lesson Plan
Lesson Introduction
 Title: the guiding question. This is question addressing the big idea of the
lesson that students should be able to answer after the lesson is completed.
-“Introduction to a Greener Fuel—how is fuel created from biomass material?”

Subject/ target grade: 8th Grade Earth Science
 Duration: 2- 57 minute class periods
 Setting: Science classroom and computer lab
 Learning Objectives:
Students will be able to explain the how biomass fuels are formed and compare
them to other fuels.
Students will be able to create a second poster depicting the transformation from
biomass material to fuel.

Michigan Content Standards:
E2.2B Identify differences in the origin and use of renewable (e.g., solar, wind, water,
biomass) and nonrenewable (e.g., fossil fuels, nuclear [U-235]) sources of energy

Lesson Overview: This lesson is a basic introduction to how biomass fuels are
formed from plant material and the environmental advantages of renewable biomass
fuels.
Lesson Core

The Guiding Question: How is fuel created from biomass material?
 Materials and Equipment Needed: Computer with internet accessibility and
projection equipment
http://www.sfi.mtu.edu/MUSES/Outreach.htm (At this site click on Home
then click Web Modules in lower right corner. The “Cellulosic Ethanol: A
Future Fuel From Forests” is the web module to show here.)

Safety precautions: None necessary

Advanced Preparation: Go through MUSES power point
 Background Information for Teachers: The top five highest oil consuming
nations are not the highest producers of oil, and the U.S. is the greatest consumer
of oil on Earth. In an effort to become less dependent on foreign oil producing
countries, we must find alternative energy sources to help meet our growing
needs/demands for energy. Ethanol is not a new fuel, but it does hold great
promise as an alternative source. While corn is commonly used as a feedstock for
biofuel production, it is also a food source for both humans and animals. It is
important to find a feedstock that is both readily available and not competing as a
food source. Nonconventional cellulosic feedstock from aspen, poplar, jatropha,
and switch grass can provide such a feedstock.
After pretreating the cellulosic feedstock the biomass material is converted to
sugars through enzymatic hydrolysis. The sugars are fermented, and the resulting
alcohol is then distilled to form pure ethanol.
 Engage: How will the teacher introduce the question in a way that engages
the students’ interest and builds on their prior knowledge?
-Place a zip-lock bag of biomass, a bag of sugar and a beaker of ethanol in front
of students. What do these three materials have in common? How do these three
materials relate to biofuel production?
 Building on prior knowledge: Questions that the teacher might ask to assess
students’ prior knowledge.
-Much has been said about the addition of ethanol to gasoline. At the gas station pump
you will frequently see options that include ethanol blends.
-What are some of the advantages of adding ethanol to gasoline?
-Can all vehicles use all blends of ethanol and gasoline?
-What modifications must be made to vehicles in order to use gasoline blends?
 Pre-teaching: Information that students need to know to begin exploration.
-Students need to know that ethanol is a form of alcohol created by the
fermentation of plant material such as corn, wood, sugar, etc.
-Students need a general idea of how combustion engines work.
-Students need to know than an enzyme is a biological molecule that increases the
rates of reactions.
 Explore: How will the teacher facilitate the students’ exploration of the
problem and collection of data. What questions will the teacher ask to guide
students in exploration?
- Students will watch the power point from MUSES/Michigan Tech Univ.
about the creation of ethanol from wood matter.
- What happens in the pretreatment step?
- What happens in the enzymatic hydrolysis step?
- What happens in the fermentation step?
- What happens in the distillation step?
- What is the final “product” created by the distillation step?

Explain: How will the students be expected to explain their data or evidence?
-
-
Students will create a “booklet” that explains the steps in the process of
converting biomass to ethanol.
Write this booklet as if you were explaining this process to a younger student
who knows nothing about biofuels or alternative sources of energy.
Your booklet must define the following terms: pretreatment, enzyme,
enzymatic hydrolysis, fermentation, distillation, ethanol, biomass feedstock,
hydrolyzate, and biofuel.
Your booklet must include a diagram or drawing explaining each step of the
process.
A rubric is included.
 Elaboration: How will the teacher facilitate the sharing of student explanations?
What questions will the teacher ask to clarify student thinking?
- Students will present their “book” to the class.
- Are the process explanations complete?
- Have all required terms been adequately defined?
- Do the pictures accurately depict the steps of the process?
- Allow the class to ask questions if any part of the book is unclear or requires
clarification.
- Make positive suggestions to improve the book if necessary.
 Evaluate and Lesson Closure: How will the teacher connect the student
explanations and bring out the big scientific idea.
What questions will the teacher ask to bring the big scientific idea of the lesson?
What questions will the teacher ask to assess mastery of the learning objectives?
- Display the student-created books on a bulletin board or wall.
- Which step of this process uses yeast to convert sugar to alcohol?
- Which step breaks down the biomass material to expose the cellulose
material?
- Which step uses enzymes and heat to break down the biomass into liquid and
solid parts?
- Which step purifies the liquid to form “pure” ethanol?
Lesson Extension
 Assessment Options:
- Scoring rubric for book (see below)

-
Additional Resources:
Students may use these sites or other internet sites to assist them in creating
their book.
http://www.sfi.mtu.edu/MUSES/Modules.htm
http://www.vecoplanllc.com/markets/wood.html
Name ___________________________________ Hour ________
As you watch the power point about the conversion of cellulose to ethanol you
should be able to answer the following questions:
-
What happens in the pretreatment
step?__________________________________________________________
What happens in the enzymatic hydrolysis
step?__________________________________________________________
What happens in the fermentation
step?__________________________________________________________
What happens in the distillation
step?__________________________________________________________
What is the final “product” created by the distillation
step?__________________________________________________________