ED 345 Calvin College Lesson Planning Form

Teacher: Evan Kroon Date: 3-12-17 Subject/ Topic: Science/Fossil Fuel and Nuclear Energy

I. Objectives
What is the main focus of this lesson?
This lesson focuses on introducing students to the controversial topics of fossil fuel and Nuclear Energy
How does this lesson tie in to a unit plan? (If applicable.)
This is the first lesson in a two-week unit on debating controversial science topics. In this lesson students will
be introduced to two of the controversial topics they will be debating about next week.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable
national or state standards. If an objective applies to only certain students write the name(s) of the
student(s) to whom it applies.

Learning Target (LT):

Fossil Fuels: What are they? How do we get them? How do we use them? What is left over after we
use them?
Nuclear: What is it? How do we get it? How do we use it? What is left over after we use it?
Standards:
(MS-PS3-4), (MS-PS3-5)- Science knowledge is based upon logical and conceptual connections
between evidence and explanations
(MS-PS3-5)-Construct, use, and present oral and written arguments supported by empirical evidence
and scientific reasoning to support or refute an explanation or a model for a phenomenon.

II. Before you start

Students will already have some knowledge of fossil fuel, including how we
Prerequisite knowledge and use it.
skills. Students have been working on the skill of note taking and have some
experience.

Formative:
- Assess students answers to questions
Assessment
- Daily KWL chart
(formative and summative)
- Assess students notes in journals.
Summative:
- End of unit debate/presentation
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of Engagement
Representation (Action)
Options for Perception Options for action/interaction Options for recruiting interest
-Presentation on PowerPoint
-Video with Closed Captioning
-Text on presentation with key
terms bolded and defined
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
Write in journal/handout Persistence
 Create a definition of what you Work with a partner to complete
think nuclear energy is webquest.

Options for Comprehension Options for Executive Function Options for Self Regulation
Powerpoint
Closed captioning
videos with graphics
text
teachers voice
-KWL chart for each student
Materials-what materials - Journal for each student
(books, handouts, etc) do -Video about fossil fuel (https://www.youtube.com/watch?v=zaXBVYr9Ij0)
you need for this lesson and - Fossil Fuel slideshow
do you have them? -Nuclear Energy web quest instructions

Do you need to set up your -Students will work individually at their desks
classroom in any special way
for this lesson? If so,
describe it.

III. The Plan

Tim The description of (script for) the lesson, wherein you describe teacher activities
Parts
e and student activities
3 Motivation Have students fill out a KWL chart about Fossil Fuels and Nuclear Energy
min (Opening/ Ask students, Did anyone ride to school on a bus or in a car? Did anyone use
Introduction electricity today? Do any of you have heat on in your house?
/ Has anyone ever been transported somewhere in a vehicle that doesnt use gas or
Engagement) electricity?
We use fossil fuels every day. They are a huge part of how we live our lives and
go about our days. But what exactly are fossil fuels? How do we get them? What
happens when we use them?
30 Does anyone know the three types of fossil fuels? (Coal, Natural Gas, Oil)
min We are going to watch a short video explaining where fossil fuels come from
Coal is made up of ferns, trees, and plants that were exposed to heat and pressure
Development Oil is made up of small organism like zooplankton and algae that under lots of
pressure stars to decompose Oil comes from the remains of tiny plants and animals
(plankton) that died in ancient seas between 10 million and 600 million years ago.
After the organisms died, they sank into the sand and mud at the bottom of the sea.
Over the years, the organisms decayed in the sedimentary layers. In these layers,
there was little or no oxygen present. So microorganisms broke the remains into
carbon-rich compounds that formed organic layers. The organic material mixed with
the sediments, forming fine-grained shale, or source rock. As new sedimentary
layers were deposited, they exerted intense pressure and heat on the source rock.
The heat and pressure distilled the organic material into crude oil and natural gas.
The oil flowed from the source rock and accumulated in thicker, more porous
limestone or sandstone, called reservoir rock. Movements in the Earth trapped the
oil and natural gas in the reservoir rocks between layers of impermeable rock, or cap
rock, such as granite or marble.
Natural gas is formed in the same way as oil but exposed to more heat and pressure.
How do we get coal? two methods: surface or underground mining. Many U.S. coal
beds are very near the grounds surface, and about two-thirds of coal production
comes from surface mines.
Talk about tar sands
How do we get oil?
1. Geologist use an electronic nose to sniff out oil
2. Prepare to drill: determine its boundaries, and conduct environmental impact
studies
3. The crew then begins drilling the main hole, often with a small drill truck
rather than the main rig.

4. Set up safety precautions

5. Begin drilling with the main rig

How do we get Natural Gas?

1. Scientist locate rocks (mostly shale) that they believe will have natural gas
deposits in them
2. If a site looks promising a test well is drilled
3. Because natural gas is colorless, odorless, and tasteless, distributors add
mercaptan (a chemical that smells like rotten eggs) to give natural gas a
distinct unpleasant odor. This added odor serves as a safety device by allowing
it to be detected in the atmosphere in cases where leaks occur.

4. Natural gas is pumped to the surface and taken by pipeline to factories where
is cleaned and then pumped out by pipeline to be used.

Fracking: We will talk about this more later

What can we do with fossil fuels? Power our cars/airplanes, make electricity,
produce fertilizers, heat our homes, medicine, etc
Byproducts of fossil fuels: gases that make our world warmer which leads to
problems
Fossil fuels have changed the course of human history. Cars, airplanes, and other
fossil-fueled inventions changed everyones life. Without fossil fuels, life would be
very different.
Give students a handout with four question about nuclear energy: What is it? What
is your definition of nuclear energy? How do we get it? How do we use it? Whats
left over afterwards? Have students watch video and with a partnet try to answer the
questions. https://youtu.be/KZ2GE2CLo34?t=60
Bring class together and begin to compile a list of answers:
What is it? The energy given off during nuclear fission or fusion. A chain reaction
that gives off lots of energy! Show video of ping pong balls and mousetraps. This is
an example of what happens in a nuclear reactor.
How do we get it? We mine uranium from the ground, turn it into little pellets and
bring them to the nuclear plant. At the plan the pellets are put into metal tubes and
lowered into the reactor. Then the reaction is set off and energy is given off. The
energy heats water which turns into steam. The steam goes through a pipe and turns
a turbine which turns a generator which produces electricity. The steam is the cooled
causing it to condense and turn back into water so it can be used again.
 How do we use it? We use it just like electricity. 14% of all the worlds electricity is
from nuclear energy. Some ships/submarines also have small reactors they use to
power the ship.
Whats left over after we are done? Nuclear waste. The waste is radioactive and
dangerous.The waste is kept in water for four years because water is a good shield
for radiation. once the levels are low eneogh to be contained by cement the waste is
transferred to cement storage casks where the waste will stay radioactive for
thousands of years.
7 Ask students why they think we will be debating these two issues. Write the
min Closure reason on the whiteboard and make sure the students record the reasons in their
journals.

Your reflection on the lesson including ideas for improvement for next time: