The Benefits and Consequences of Dependency on
Non-Renewable Energy
Yvonne Alley, Colleen Simpson, Jessica Truett
Unit Summary
The British Petroleum Oil Spill in the Gulf of Mexico is of high interest to all, especially
those located near the Gulf of Mexico. This topic has direct relevance to the students and
will allow them the opportunity to become involved within their community. Students will
be able to analyze the disaster from several different perspectives to include the
economic, environmental, political and social impact this disaster will have in Florida and
other regions of the United States. This unit will also allow students to further develop
their analytic, evaluative, and problem solving skills in accordance with Florida Sunshine
State Standards and Blooms Taxonomy of thinking.
Although the spill is happening in the Gulf of Mexico, its effect is not limited to the Gulf's
geographic area. This spill will impact many other areas and people around the United
States and may also affect the development of new legislation for off shore drilling. As a
result, Students will gain a broader understanding of the economic relevance their state
has from a national perspective, as well as how the consumption of oil directly affects
their lives and communities. By analyzing the need for oil and the consequences of oil
dependency on the environment, students will also develop their ability to work
collaboratively to create alternative solutions for reducing the consumption of nonrenewable resources that can satisfy demands whilst respecting the limits imposed by
nature.
There is an abundance of past and current resources that can be used for this thematic
unit across several disciplines of study. The theme is sufficiently broad enough to contain
many subtopics and allow for student input for the selection of topics relative to each
discipline. Students are already motivated to get involved and this thematic unit will
allow them to become active participants in this current event and learn that their efforts
can make a difference. The unit will also allow students opportunity for introspective
global thought as they learn through their research that each individual has a civic
responsibility for stewardship of the environment.
Major Concepts
Social Studies
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Supply and Demand of Natural Resources
Social Responsibility
Energy Awareness
Geographic data
Consequences of changing physical environment
Social and economic effects
Math
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Data Analysis
Estimation
Proportions
Computations
Generalizations
Language Arts
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Graphic Organizer
Informational/Expository Writing
Global Warming
Electronic Technology
Vocabulary Building
Compare/Contrast Non-renwable:Human Cost
Inference/Generalizations
Info Gathering/ Analyze
Science
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Oil cleanup methods
Disruption of Ecosystems
Non-Renewable & Renewable Resources
Health Risk towards humans
Graphic Organizer
Generalizations
Estimation
Social
Responsibility
Computations
Proportions
Data Analysis
On the Water
On the Beach
Supply and Demand of
Natural Resources
Negative Effects
Mathematics
Geographic Data
Oil Clean Up Methods
Food Webs
Energy Awareness
Social Studies
Consequences of Changing
Physical Environment
Benefits &
Consequences of
Dependency on
Non-Renewable
Energy
Disruption of
Ecosystems
Science
Terrestrial
Habitats
Health Risk Toward Humans
Social and Economic
Effects
Graphic Organizers
Language
Arts/Reading
Air
Water
Marine
Habitats
Non-Renewable &
Renewable Resources
Informational/Expository Writing
Global Warming
Vocabulary Building
Inference/Generalizations
What the Future Holds
Compare/Contrast
Electronic Technology
Non renewable energy:
the Human Cost
Information Gathering/Analyze
Changing our Lifestyles
Focus Questions
1.
What are renewable and non-renewable energy resources?
2.
What are the environmental/economic consequences of
depending on non-renewable resources such as oil?
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What are the benefits of renewable energy and how could they
help reduce oil dependency?
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How has Gulf oil disaster influenced government responsibility
and individual social responsibility relative to energy use?
5.
How can disaster such as the Gulf Oil Spill be prevented in the
future?
Math Learning Goals
• To understand the economic and environmental
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impact of past and present oil spills.
To learn how to solve problems related to the
use of non-renewable energy resources.
To learn how to create various graphs.
To demonstrate how to collect and organize
information.
To learn how to create a survey, analyze data,
and make generalizations.
To understand and explore the safety of oil rigs.
To explore and create a renewable energy
source.
Social Studies Learning Goals
• Extend and Refine use of various map forms and other geographic
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representations to acquire, process, and report geographic
information.
Know ways selected regions are interconnected and interdependent.
Extend and refine understanding of environmental consequences of
people changing the physical environment in selected regions.
Understands the basic principles of economic supply and demand
and how they apply to various economic systems in selected
regions.
Extend and refine knowledge of ways current issues affect political,
social, and economic systems in selected regions.
Science Learning Goals
Language Arts Learning Goals
• The student uses multiple strategies to develop grade appropriate vocabulary
• The student uses a variety of strategies to comprehend grade level text
• The student identifies, analyzes, and applies knowledge of a variety of nonfiction,
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informational and expository texts to demonstrate an understanding of information
presented.
The student will use prewriting strategies
The student will write a draft appropriate to topic, audience, and purpose.
The student will write a final product for the intended audience
The student develops and demonstrates technical writing that provides information
relative to real-world tasks.
The student effectively applies listening and speaking strategies
The student comprehends the wide array of informational text that is part of our day
to day experiences
The student uses a systematic process for the collection, processing, and
presentation of information
The student develops and demonstrates an understanding of media literacy as a life
skill that is integral to informed decision making
The student develops the essential technology skills for using and understanding
conventional and current tools, materials and processes.
Student Learning Outcomes
Language Arts
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Students working in pairs will be able to find 8 of 10 meanings for assigned using the internet.
Student working in pairs will be able to locate 8 out of 10 real world visual examples of the context vocabulary
words are used.
Students working in pairs and using assigned materials will create a chart that shows each word’s meaning and
Students will each read assigned newspaper article on gulf oil spill and highlight minimum of 80% lesson
vocabulary words.
Students will each identify 80% of organizational text features used in assigned article.
Each student will write a1 paragraph explaining why these organizational features are used and how they help
the reader.
Students working in pairs will use the internet to locate 3 primary and 4 secondary resources on the Exxon Valdez
and Gulf Coast oil disaster
Students will each read their primary and secondary sources and identify a minimum of 4 main ideas about the
human cost of each disaster from each source and record on assigned graphic organizer.
Students working in pairs will create a front page newspaper article using power point, primary and secondary
source main points that describes the human cost of oil dependency.
Students will incorporate a minimum of 4 organizational text features in their article.
Students working in pairs and using assigned internet sources will gather research information on 4 causes and 4
effects of global warming.
Students will each select articles that illustrate 4 different types of text format and write 1 paragraph that explains
the difference in the characteristics of each format
Student Learning Outcomes
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Language Arts
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Using internet resources and working in pairs students will find 10 possible solutions to help reduce global warming, 1
solution will included reducing carbon footprint and 1 solution will include information on “going green.”
Students working in pairs will create a technical booklet that explains 8 steps to take to convert to “going green.”
Students working in groups of four and using previous internet research and previous activities will develop an
informational documentary report on how non renewable energy use is contributing to global warming.
Students in their groups will be able to select correct prewriting strategy to develop documentary main ideas using
their primary and secondary sources.
Students in their groups will use a minimum of 2 graphic organizers to organize their main ideas and supporting details
relevant to their topic.
Students in their groups will be able to draft scripts for documentary presentation by organizing information into a
logical sequence that divides documentary into 4 distinct segments.
Students in their groups will be able to prepare 4 scripts using assigned media technology in a format appropriate to
communicate their message to the audience
Students in their groups will be able to present a thesis statement, introduction to the problem, examples of effects on
human and environment, and concluding predictions of what the future may look like if global warming
continues.LA.7.4.2.3
Students in their groups will be able to effectively deliver their speech to inform audience, using appropriate language
eye contact, gestures la7.5.2.3
Students in their groups will develop a concluding statement based on their research by making 2 predictions on how
continuing dependency on non renewable energy and reluctance to alter lifestyle will affect global warming outcomes
for the future.
Student Learning Outcomes
Science
• The students will be able to differentiate between renewable energy resources and non•
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renewable energy resources.
With the application of ecological principles, the students will be able to create a specific
ecological food web with all the basic components identified.
Using their constructed food webs, students will be able to predict how an oil spill will
effect their ecosystems.
Using knowledge of the environmental impacts that oil has on ecosystems, the students will
be able to display how our local ecosystem will be effected by the Deepwater Horizon oil
spill.
With the aid of CNN's website, the students will be able to create a timeline on the
Deepwater Horizon Oil Spill.
The students will be able to explain the different techniques used to clean oil spills.
Using knowledge of oil spill clean up methods, the students will be able create a controlled
oil spill and test cleanup techniques on a controlled oil spill.
The students will be able to invent new techniques to clean up and prevent future oil spills.
The students will be able to compare and contrast the benefits and limitations of alternative
energy.
Using knowledge of alternative energy, the students will be able to build a model that uses
alternative energy.
Applying all learning experiences from the unit, the students will be able to develop & write
a R.A.F.T. to persuade the public to convert to alternative energy resources.
Student Learning Outcomes
Math
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The students will identify renewable and non renewable energy, and use
this data to create a survey.
Students will interpret, explain, and create displays of data in a graph or
table with 80% accuracy.
Using the information from the graph or table, students will present
findings and make generalizations about the general populations.
Using collected data, students will calculate with 80% accuracy, the
amount of oil spilled in the Valdez oil spill compared to the Gulf oil spill.
Students will calculate, compare, and report an estimation of the cost to
clean up each oil spill.
The students will research and record facts about solar power.
Given material and plans, students will calculate and build a solar power
oven and cook something in their oven.
Students will collect, and analyze information about oil rig safety
systems.
Using oil rig data, students will design a prototype of an emergency
cutoff system.
Student Learning Outcomes
Social Studies
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Students working in pairs will be able to identify all the states and capitals of the Gulf Coast
region using an atlas.
Students working in pairs will be able to label and color each of the states on a blank political
map correctly, using colored pencils.
Students working in pairs will identify a minimum of 5 resources associated with the gulf coast
region.
Students working in pairs will be able to label correctly the physical characteristics and natural
resources of the Gulf Coast region on a blank physical map from an overhead list using colored
pencils.
Students working in pairs will be able to create and complete a two page visual information
booklet using construction paper and magazines that differentiate renewable and non renewable
resources of the Gulf Coast Region.
Students will each be able to identify 8 of 10 Physical and Human characteristics of a place, by
grouping them into respective categories on a worksheet, from overhead visual examples of
characteristics.
Students working in pairs will be able to show the interconnected relationship between physical
and human characteristics of a place, by creating a collage to represent their information.
Students will each be able to write 3 inferences using the information represented in their collage
on how a way of life may be affected as a result of changing the physical environment.
Students will each be able to use their assigned internet resources to locate a minimum of 4
articles and 1 graph on economic development along the gulf coast over the past five years.
Student Learning Outcomes Social Studies
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Students working in pairs will be able to create 1 power point comparison chart using their
research information that illustrates the economic effects of the Gulf Oil Spill on the economy of
the Gulf Coast Region.
Students using their comparison chart information will each be able to write an expository essay
describing in their own words 3 possible social or economic consequences of how dependency on
non renewable energy resources can affect a way of life of any region.
Students will each be able to locate research information on the social and economic benefits of
3 renewable energy resources from their assigned internet websites.
In pairs students will be able to analyze their research and select a minimum of 6 main points
and supporting details to prepare a 5 minute persuasive debate on the economic and social
benefits of using renewable energy resources.
In pairs students will present their debates to their peers and will be able to defend their
argument by answering all questions made by their class peers in a 1 minute question response
session.
Students using materials provided by teacher will each be able to visually show the relationship
between supply and demand by creating 1 cartoon that illustrates one or more examples of how
an economy is either supported or diminished by economic supply and demand principles.
Students in groups of four will design an energy awareness school wide campaign using
computer graphics and software to create posters that show a minimum of 5 ways everyone can
conserve energy.
Students in groups of four will include at least 2 examples of how renewable energy resources
can be used to decrease the demand for non renewable energy consumption.
Students will each write a persuasive letter to the Governor using their research information to
justify their argument or case either for or against off shore drilling.
Language Arts
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Standards
LA.7.1.6.1 The student will use new vocabulary that is introduced and taught directly;
LA.7.1.6.5 The student will relate new vocabulary to familiar words;
LA.7.1.6.3 The student will use context clues to determine meanings of unfamiliar words
LA.7.2.2.1 The student will locate, use, and analyze specific information from organizational text
features (table contents, headings, captions, italics, glossaries, indices, key words).
LA.7.2.2.2 The Student will use information from the text to state the main idea or provide
relevant details
LA.7.2.2.3 The student will organize information to show understanding (representing main idea
within text through charting, mapping, paraphrasing, summarizing or comparing/contrasting)
LA.7.4.2.1 The student will write in a variety of informational/expository forms (e.g., summaries,
procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions);
LA.7.6.4.1. The student will select and use appropriate available technologies to enhance
communication.
LA. 7.3.5.1 The Student will prepare writing using technology in a format appropriate to audience
and purpose
LA. 7.3.5.2 The student will use elements of spacing and design for graphics (tables, drawings,
charts, graphics) when applicable to enhance the appearance of the document
LA. 7.6.2.1 The student will select a topic, develop a prioritized search plan, and evaluative
criteria to select appropriate resources for research.
LA. 7.6.2.3 Student will write an informational report that includes a focused topic, appropriate
facts and relevant details, a logical sequence, a concluding statement, and a list of sources used.
LA.7.3.1.3 The students will prewrite by using organizational strategies and tools (e.g.,
technology, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop
a personal organizational style.
LA.7.1.7.3 The student will determine the main idea or essential message in grade-level or higher
Standards
Science
• SC.7.E.6.6 Identify the impact that humans have had on Earth, such
as deforestation, urbanization, desertification, erosion, air and water
qualify, changing the flow of water.
• SC.7.E.6.Pa.d Distinguish between clean and dirty water
• SC.7.L.12.1 Explain and illustrate the roles of and relationships
among producers, consumers, and decomposers in the process of
energy transfer in a food web.
• SC.7.L.17.3 Describe and investigate various limiting factors in the
local ecosystem and their impact on native populations, including
food, shelter, water, space, disease, parasitism, predation, and
nesting sites.
Standards
Math
• MA.7.S.6.1 Evaluate the reasonableness of a sample to determine
the appropriateness of generalization made about the populations.
• M.A.7.A.3.3- Formulate and use different strategies to solve one-
step and two-step linear equations, including equations with rational
coefficients.
• MA.7.S.6.2: Construct and analyze histograms, stem-and-leaf plots,
and circle graphs.
• MA.7.A.1.4: Graph proportional relationships and identify the unit
rate as the slope of the related linear function.
• MA.7.A.1.1: Distinguish between situations that are proportional or
not proportional, and use proportions to solve problems
Standards
Social Studies
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Standard 1 Geography: Understand how to use maps and other geographic representations,
tools, and technology to report Information.
SS.7.G.1.1 Locate the states that constitute the Gulf Coast Region
Standard 2 Geography: Understands physical and cultural characteristics of places.
SS.7.G.2.3 Explain how major physical characteristics, natural resources and climate have
influenced settlement and economy of Gulf Coast region
Standard 3 Geography: Understands the relationship between the Earth’s Ecosystems and the
populations that dwell within them.
SS.7.G.3.1 Use maps to identify location and abundance of natural resources in Gulf Coast region
Standard 5 Geography: Understand how human actions can impact the environment.
SS.7.G.5.1 Use a choropleth or other map to geographically represent current information about
issues of conservation or ecology in the local community
Standard 1 Economics: understand the fundamental concepts relevant to the development of a
market economy.
SS.7.E.1.3. Review the concepts of supply and demand as they relate to the development of a
mixed market economy in the United States
Standard 2 Civics and Government: evaluate the roles rights and responsibilities of United States
citizens and determine methods of active participation in society, government, and the political
system.
SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy
alternatives, identifying appropriate government agencies to address the issue to.
Grade Level Expectations
Language Arts
• Student will select and use a format for writing which addresses the
audience purpose and occasion( including but not limited to narrative,
persuasive, and expository).
• Uses electronic technology appropriate to writing tasks to create, revise,
retrieve, and verify information (for example, Internet, databases and
software)
• Extend the vocabulary-building expectations of the sixth grade using
seventh grade or higher vocabulary
• Uses context and word structure clues to interpret words and ideas in text.
• Makes inferences and generalizations about what is read
Grade Level Expectations
Language Arts Con’t
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Knows and experiments with possible prewriting strategies for different
writing tasks
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Uses a prewriting strategy suitable for the task (brainstorming using a
graphic organizer)
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Gathers information from a variety of sources, including primary sources
(for example, letters, magazines, newspapers)
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Extends previously learned knowledge and skills of the sixth grade with
increasingly complex text assignments and tasks (for example, forming
questions for readings, using print and electronic sources to locate
information, organizing information from a variety of sources for realworld tasks).
Grade Level Expectations
Science
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Discuss and test the best techniques for cleaning up oil on a variety of
substrates
Discuss some of the negative consequences from the oil dispersing
techniques. (i.e - CO2 pollution, sinking oil, more toxic oil)
Discuss the possible health risks that could result from contaminated air
and water.
Compare difference in oil polluted water versus clean water
Participate in a lab that will illustrate how oil effects bird’s feathers.
Create a balanced food web and learn how the disruption or extinction of
abiotic or biotic members can impact the other members if the food web.
Describe the effects of oil pollution in wildlife
Discuss how a limiting facto such as oil can cause dead zones in the Gulf.
Simulate what members will be effected and how they will be effected in
marine and estuary ecosystems due to the oil spill
Differentiate between renewable and non-renewable resources.
Discuss alternative energy technologies and create basic models.
Grade Level Expectations
Math
• Generate and collect data for analysis
• Constructs, interprets, and explains displays of data, such as tables
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and graphs, and explains how different displays of data lead to
different interpretations
Predicts outcomes based on a generalization of a pattern or
relationship
Estimate solutions to real-world problems involving estimations of
measurement.
Develop an understanding of operations on all rational numbers
and solving linear equations.
Computes the mathematical odd for and against a specific outcome
in given real-world experiments.
Grade Level Expectations
Social Studies
• Extend and refine use of various map forms and other geographic
representations to acquire, process, and report geographic information.
• Know ways selected regions are interconnected and interdependent.
• Extend and refine understanding of environmental consequences of people
changing the physical environment in selected regions.
• Apply three basic questions to various economic systems in selected
regions.
• Extend and refine knowledge of ways current issues affect political, social,
and economic systems in selected regions.
• Know the relative value of primary and secondary sources.
Unit Schedule—Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
• Compile
• Create a survey
• Complete
• Graphing
• Graphing
renewable/nonrenewable energy
data presented in
the power point
based on
compiled data
survey in
classroom and
around school
campus
Lesson-Circle
Graph
Lesson-Stem-nLeaf Graph using
an estimated
number of birds
effected by oil
•PowerPoint -
•LAB – Density of
•PowerPoint -
•Food Web
•PowerPoint –
Renewable &
Non-renewable
energy.
•Video: Bill Nye:
Energy
(Segments 1 & 2)
Oil
Ch. 16.1 & 16/3
(ecological
principles &
energy flow)
• Video: Oceans
Alive – Food Web
Projects
• Limiting Factors
& Relationships
Environmental
Impacts
•LAB : Oily Bird!
Social Studies
Intro to unit
Lesson on
Regions and
resources
Physical &
Political map
2 page visual
information
booklet on
renewable – non
renewable energy
resources
quiz
Direct Instruction
Lesson
Physical& Human
Characteristics
Category
worksheet
Collage
Internet research
Economic
development Gulf
Coast
Power point
comparison chart
economic effects
Gulf Oil Spill
Language Arts
intro to ITU
Energy resources
Internet
Vocabulary
Vocabulary
Application chart
Discussion on
disasters
Newspaper article
Organizational
features
Primary and
secondary
resources
Internet research
Exxon Valdez &
Gulf Oil Spill
Prepare power
point Newspaper
article on the
human cost of oil
disasters
Math
Science
Unit Schedule—Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
• Graphing
• Create graph
• Research
• Calculate
• Incorporate your
LessonHistograms using
the number of sea
life animals
effected by the
oil.
using data from
survey-share
results
• Quiz on graphs
Valdez oil spill
and Gulf oil spill
amount spilled in
each oil spill and
compare/contrast
amount and cost
of clean up
findings into the
oil cleanup
methods
PowerPoint that
you will create in
science
• Food Web
• PowerPoint -
• Video: Bill Nye:
• LAB -
•PowerPoint – Oil
Presentations
(simulated with oil
spill)
• Present ideas of
how the local
ecosystem is
effected by oil.
Alternative
Energy
Energy
(segments 3-11)
Alternative
Energy
Simulations
cleanup methods.
•LAB – Simulated
Oil Spill & Testing
Methods
Social Studies
Presentation
power point chart
Assessment:
Expository essay
economic effects
non renewable
energy resources
Internet research
benefits
renewable energy
resources
Start preparing
debate
Finish persuasive
economic debate
preparation
Practice
Debate
presentations
Economic
consequences
Lesson, supply &
demand
Create cartoon
showing supply &
demand
relationship
(finish at home)
Language Arts
Presentation of
newspaper article
How non
renewable energy
contributes to
global warming
Internet research
Causes & Effects
Continue Internet
research
Cause and effects
Internet research
solutions to global
warming
Create “how to”
booklet
Reduce energy
consumption
Math
Science
Unit Schedule—Week 3
Monday
Math
Science
Social Studies
Language Arts
Tuesday
Wednesday
Thursday
Friday
• Video about
• Calculate
• Collect,
• Design and
• Presentations
renewable energy
resources
materials and
build a solar oven
• Quiz
organize, and
analyze oil rig
safety information
sketch a
prototype of an
emergency cutoff
system
and Test
• Explore CNN’s
• Create
•Field Trip –
•Present RAFT’s
• Jeopardy
Oil Spill Web
Page
Deepwater
Horizon Oil Spill
Timeline
Beach/Bay
•Homework –
Persuasive
RAFT paper
Introduce Energy
Awareness
campaign
Internet research
Energy
awareness
campaign
internet research
Start preparing
posters
Energy
awareness
campaign
Finish posters
Write scripts
introduction
Develop point of
Documentary
video
Informational
Documentary on
Global warming
develop outline
main points
view
Review Game
• Unit Test
Energy
awareness poster
presentations
Peer evaluations
Documentary
video
Review what has
been learned
Explain
government
responsibilities
Assessment:
Persuasive letter
to Governor on
off shore drilling
Presentations
Daily Schedule
• First Bell: 9:04 A.M.
• HR/First Period: 9:10 – 10:04
• Second Period: 10:07 – 10:56
• Third Period: 10:59 – 11:48
• 7th Grade Lunch: 11:48 – 12:17
• Fourth Period: 12:20 – 1:09
• Fifth Period: 1:12 – 2:01
• Sixth Period: 2:04 – 2:53
• Seventh Period: 2:56 – 3:45
Media List
• LCD Projector &
Screen
• Laptop Computer
• Internet Access
• DVD Player
• Computer Speakers
• LAB equipment
• Computer Lab Access
• Textbooks
• Microsoft Programs
• Document Camera
Lesson Plan Overview
Language Arts
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The focus of the theme for students is to develop their literary skills through real world application by taking on
the role of investigative Journalists reporting on how energy use contributes to the problem of global warming.
In week one students will be working on the vocabulary associated with energy use to establish basic knowledge
and contexts in which the words apply. They will be applying reading and analysis skills to a variety of different
text formats in their research to develop inferring paraphrasing and summarizing skills as well as understand how
text structure affects overall meaning. They will focus their investigation on the human tragedy resulting from
dependency on non renewable energy by examining the Exxon Valdez and Gulf Oil disasters and presenting their
opinions in a front page news article.
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Week two they will focus on causes and effects, analysis of text, development of point of view, and possible
solutions. Students will be using the topic of global warming to investigate how non renewable energy
contributes to the problem and investigate the ways in which individuals can help alleviate global warming
through simple modifications in energy habits. Students will demonstrate and develop their writing skills by
creating an informational “how to” booklet that addresses ways in which individuals can become good consumers
of energy.
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Week three is a culminating activity in which students will create an informative documentary from their research
in week one and two that demonstrate their comprehension, analysis, perspective, inferring and communication
skills relative to energy use and why it is important for society to alter lifestyles now to secure their quality of life
in the future.
Lesson Plan Overview
• Science
Lesson Plan Overview
Math
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Survey Says
Students will learn about renewable and non-renewable energy sources. Using the collected
information, students will create a survey that will be conducted in the classroom and throughout
the school.
Graphing
Students will learn how to create and read three different types of graphs. Students will learn
how to create a circle graph, stem-n-leaf graph and histogram. Using the data compiled from the
survey and two science lessons, student will use the graphs to display and present their findings
to the rest of the class and make generalizations based on their findings.
Valdez vs. Gulf
Students will collect and organize information pertaining to the Valdez and Gulf oil spill. Student
will then use the collected information to calculate, compare, and report an estimation of the cost
to clean up each oil spill.
Soak up the Sun
Students will research and learn about solar power. Students will further their understanding by
planning and calculating the amount of materials needed to build a solar oven. Students will
build a solar oven that can be used to warm cookies.
Safety First
Students will learn how to compile information about oil rig safety systems. Using the compiled
information, students will work in groups to design and sketch an emergency cutoff system for an
Lesson Plans
• Social Studies
Culminating Activities
Assessments
• Rubrics
• Test
• Peer Evaluations
• Internet Logs
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Quizzes
Worksheets
Oral Presentations
Self Evaluations
Pretests
Video Worksheets
LABS
R.A.F.T. Paper
Social Studies Assessments
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Quiz on states and capitals and resources
Map rubric
Product rubric visual resource booklet
Quiz human & physical characteristics
Collage rubric relationship between physical & human characteristics of a place
Internet Research log
Oral presentation rubric
Power point comparison chart rubric
Writing rubric for expository essay on social economic consequences dependency non
renewable energy
Persuasive debate writing rubric
Oral debate rubric
Product rubric for supply demand cartoon
Oral presentation rubric for cartoon
Product rubric for energy awareness poster
Peer evaluations of posters
Oral presentation rubric for posters
Persuasive Writing rubric letter to Governor (summative)
References
Science
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http://edition.cnn.com/SPECIALS/2010/gulf.coast.oil.spill/
Science, (Print, Audio, Video), (Verbal, Visual, Vicarious, Simulation)
http://www.the-scientist.com/blog/display/57448/
Science, Print, Visual, Verbal
Biggs, Alton, et al. (2006). Glencoe / McGraw Hill Companies, Inc.
Science, Print, Verbal, Visual, Direct (Ch. 16, Sec. 1-3 & Ch.19, Sec. 1)
**http://www.huffingtonpost.com/2010/05/26/gulf-oil-spill-cleanup-wo_n_591346.html**
Science, Print, Visual, Verbal
http://www.nytimes.com/2010/05/02/us/02oil.html
Science, Print ,Visual, Verbal
http://library.thinkquest.org/10867/cleanup/methods/index.shtml
Science, Print, Visual, Verbal
Dr. Richard Snyder, director of UWF's Center for Environmental Diagnostics and Bioremediation
Science, Audio, Verbal, Simulated
**http://streaming.discoveryeducation.com/index.cfm**
Science, Audio, Visual, Vicarious, Simulated, Direct
**http://news.discovery.com/animals/gulf-dead-zone-oil-spill.html**
Science, Print, Visual, Verbal
http://www.scientificamerican.com/article.cfm?id=spill-clean-up-chemicals
Science, Print, Visual
http://www.altenergy.org/
Science, Print, Visual, Verbal
References
Language Arts
Math
References
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Forcefield. (2010). Wind Power. Retrieved June 20, 2010, from
http://www.otherpower.com/otherpower_wind.shtml
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Home Science Tools. (2010). Retrieved June 20, 2010, from
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Martinello, M. L. & Gillian, C. E. (2000). Interdisciplinary Inquiry in Teaching and Learning.
Upper Saddle River, New Jersey: Prentice Hall
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Non-Renewable Resources. (2006). Retrieved June 20, 2010, from http://www.eco-
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Perez, J. (2007). Dale Resources. Retrieved June 17, 2010, from http://www.daleenergy.com/flash/fromdale/index.html
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Powell, C.S. (n.d). We Did the Math: BP Oil Spill is Worse Than the Exxon Valdez. Retrieved
June 17, 2010, from http://blogs.discovermagazine.com/80beats/2010/05/27/we-did-the-mathbp-oil-spill-is-now-worse-than-the-exxon-valdez
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Roberts, P.L. & Kellough, R. D. (2008). A Guide For Developing Interdisplinary Thematic Units.
Upper Saddle River, New Jersey: Prentice Hall
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State of Oregon. (2009). Retrieved June 20, 2010, from
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The New York Times. (2010). How Much Oil is on the Gulf Coast. Retrieved June 17, 2010, from
http://www.nytimes.com/interactive/2010/05/27/us/20100527-oil-landfall.html
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United States Environmental Protection Agency. (2009). Environmental Kids Club. Retrieved June,
17, 2010, from http://www.epa.gov/kids/game.htm
http://www.hometrainingtools.com/build-a-solar-oven-project/a/1237/
pros.com/non-renew.htm
http://www.oregon.gov/ENERGY/RENEW/index.shtml
References
Social Studies
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