From seed to energy
From seed to energy
Pedagogical programme on cultivated plants, renewable energy resources, regional
economic development
(age: 13 – 15 years)
Grade:
7th -9th grade
Relation to curriculum:
7th-9th grade (general education) on the field “Fundamentals of
Technology and Science”
Biology
Knowledge and understanding of biological systems and
processes (Basic principles of the structure of plants. Parts of
plants, their functions and adaptability to habitat)
Fundamentals of research in biology
Biology in agriculture (Role of plants in human life. Alimentary
plants. Technical crops)
Physics
Understanding of physical phenomena and processes.
Physical notions and entities: power, pressure, labour, capacity,
energy.
Use of simple mechanisms and models of joint vessels for
explaining mechanical processes.
Research activity.
Physics and sustainable development.
Use of simple mechanisms in everyday life and technology.
Opportunities for a motivated contribution to conservation and
development of the quality of environment.
Duration:
150 min or 2.5 astronomical hours
Keywords:
Alimentary plants, technical crops, renewable energy sources,
pressure, oil plant.
Content with theoretical background:
The supply of fossil fuel on the earth is decreasing every year, while the consumption of fuel,
on the contrary, is increasing. The endeavours of scientists and politicians to solve energy
problems ought to be complemented by educating the society. Already in the basic school
pupils’ understanding of the issues of economic use of energy and alternative ways of energy
production in the respective region should be developed. Field trip to the nearest canola oil
plant or biodiesel production enterprise creates opportunities for pupils to get acquainted with
technological processes of producing oil and biodiesel, evaluate the economic effectiveness of
these technical crops and realise the significance of saving energy resources.
Educational objectives:
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The pupils are to learn about growing and use of canola as alimentary and technical
crop;
The pupils are to learn about the technological processes of canola oil and biodiesel
production;
The pupils are to visit the nearest regional canola oil/biodiesel production enterprises
and evaluate their significance;
The pupils are to develop cooperation and research skills.
From seed to energy
Learning ambiance:
Photo exhibition at canola oil plant or biodiesel production enterprise, information cards and
tools for performing experimental tasks in groups (Interest education centre or exhibition hall
can serve as alternative for a field trip to a real enterprise). The lesson can also be organised at
school by replacing the field trip with watching a DVD film about producing canola oil or
biodiesel in Latvia (Poland, Germany).
Material:
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Blackboard
Coloured cards
Cards with situation description and questions for activating prior knowledge
Envelopes containing crossword puzzles
Collection of photos
Container with canola seeds
Container with canola oil
Container with biodiesel
Container with canola cake
Instruction cards for experiments
Filter paper
Pestle
1l bottle of water
A tumbler
Rubber tube or cocktail straw
Cards with tasks for economists competition
Prize
Things to be done before the event:
Organisers have to arrange the time of field trip with the authorities of out-of-school learning
place, agree about the possibilities of displaying a photo exhibition and organising the
envisaged activities at the chosen enterprise or Interest education centre.
Plan of the course
Time
5΄
10΄
15΄
30΄
30΄
30΄
20΄
10΄
Stages
Introduction. Discussion to create the learning context (at school)
Setting the problem and primary awareness (at school)
Group formation. Activating prior knowledge. Preparation for the field trip
Field trip to the nearest canola oil plant or biodiesel production enterprise (or Interest
education centre or exhibition hall with appropriate learning ambiance)
Viewing the photo exhibition and solving crossword puzzles
Experimental testing of the technological stages of canola oil production
Competition of economists
Conclusion
Review of the programme
Time/station
5΄/Introduction,
discussion to
create
the
learning
context
Contents/course
Material
Through conversation pupils are encouraged to compare Blackboard
their grandparents’ and their own schooling. Pupils’ answers
are written on the board.
Pupils are encouraged to evaluate the proposed differences
(frontal talk or group discussion) and choose three most
prominent differences that characterise people’s life 50 years
From seed to energy
ago and nowadays. Pupils conclude that one of the most
significant differences is means of transport (also food,
leisure activities, IT).
10΄/Setting the Pupils are divided into groups. Cards are distributed and Coloured
problem
pupils are encouraged to read about and discuss the cards
for
possible future energy crisis in their groups.
grouping
pupils
Pupils are encouraged to express their opinion on the Situation
following questions:
description
1) What can each of us do to survive in such situation?
2) What can each of us do if we anticipate such situation
in the future?
3) Who can help to solve such crisis?
15΄/Activating
prior
knowledge
When discussing the last question, pupils agree that such
situation requires:
 knowledgeable theorists/analysts;
 technicians capable of solving practical problems;
 economists who are able to calculate the necessary
expenses.
Pupils are told that later in the lesson they will have an
opportunity to try each of these roles.
Through conversation, saving energy as well as production
and consumption of alternative energy (fuel) sources are
emphasised. One of these alternatives is production and
processing of canola seeds.
In groups pupils are asked to discuss the following questions: Question
cards
 What do you know about canola?
 What products can be made out of canola?
 Where are canola processing enterprises located in
our region (country)?
 What would you like to learn about canola?
After 5’ of discussion groups are asked first to answer
question 1, then questions 2 and 3 and finally question 4.
Each group in turn mentions one fact, thesis, or conclusion.
30΄/Field trip
Preparation for the field trip
Pupils are informed that very soon they will have an
opportunity to find answers to the questions they are
interested in. They are informed about the time of the field
trip and other organisational issues related to it.
The employee of bio-diesel factory (oil plant or another
similar enterprise) guides the field trip, shows the equipment
and gives information about the history of the enterprise, the
technological processes of production, raw materials, end
products and their marketing, production waste, energy
consumption, etc.
Pupils are given opportunity to interrogate the guide about
the issues of their interest.
30΄/Viewing
At the end of pupils’ question session the guide announces
the
photo that after viewing the photo exhibition pupils will have to
exhibition and solve crosswords and they will be able to solve them only if
solving
they view the exhibition about production of oil and biodiesel
crossword
carefully and closely. Before viewing the exhibition pupils are
puzzles
informed that the most knowledgeable and skilful team will
Envelopes
containing
crossword
puzzles (they
chiefly
contain
From seed to energy
30΄/
Experiments
20΄/
Economists’
competition
10΄/
Conclusion
receive a prize.
After some time when pupils have viewed the exhibition,
each group is offered a set of worksheets containing a
crossword puzzle and 2 tasks and is asked to draw one
worksheet from the set. When solving the crossword puzzles
pupils are allowed to use all the accessible information.
After solving the crossword puzzle, each group is asked to
give a brief commentary of the keyword in the puzzle and
name the number of products that are produced from canola.
The group that is the first to complete the empty squares in
the crossword puzzle and to write the most exhaustive list of
products that are produced from canola receives a prize
(badges).
Pupils are invited to perform an experimental task: practically
obtain canola oil and describe the method of production or do
any other experimental tasks, e.g. compare various oil
samples, think of a way to pump oil from one vessel to
another, etc.
At the end of experimental activity each group is invited to
present their experiment (results of experiment).
A competition to determine the best group of economists is
announced. The groups are asked to draw an envelope
containing a task.
Content of the task. On what area (how many hectares)
should a farmer sow canola so that in autumn, after
processing canola seeds, to produce enough biodiesel to
drive a distance of 5000 km?
The prize is awarded to the group who is the first to give the
right answer.
Teacher can choose to give groups other tasks.
Pupils are invited to evaluate the effectiveness of biodiesel
production by emphasising the side-factors of canola
production: spruceness of fields, improved soil structure,
oxygen production, reduced unemployment in rural areas,
obtaining canola oil – a valuable alimentary product, etc.
Pupils are asked to consider the possible negative influence
of canola on various economical spheres. Each citizen’s
participation in solving energy problems – saving energy
(light, water, fuel, heat) is emphasised.
Before giving prizes to the winners, pupils are asked to
summarise and evaluate what they have learned. Possible
questions for groups: during the lesson, what was the most
difficult the most interesting, the most boring, the easiest,
etc.?
Prizes are given to best theoreticians (winners of crossword
puzzle competition), best practitioners (winners of experiment
competition), and best economists (winners of task solving
competition).
identical
questions in
different
order)
Appliances
and
equipment
for
experimental
activity
Envelopes
containing
tasks
Prizes
Excursions:
Latgale region: Farm “Zalites”, Daugavpils municipal district, Eglaine rural country parish, LV5444 - possibility to visit canola oil plant.
If possible, the teacher can also organise a trip to a garage or car service centre where
engineers or other specialists could tell students about the practical use of biodiesel in car
From seed to energy
engines (restrictions - there are only few such places in Latvia). See
http://www.rms.lv/bionett/Files/BIODEGVIELAS_(celvedis).pdf