TITLE: Nonrenewable Energy Resources ­ Coal, Oil and Natural Gas/Greenhouse Gases  WRITTEN BY:  Amy Beske, Educator  EDITED BY:    Dan Anderson, Prairie Public Education Services  GRADE LEVEL(S);  Grade 8  TIME ALLOTMENT: Two ‐ Five class periods  OVERVIEW: Nonrenewable energy resources including fossil fuels are used faster than they can be replaced.  Inexhaustible energy resources are sources of renewable energy that will not run out in the future. People use a variety of earth’s mineral resources to meet a diverse range of needs.  SUBJECT MATTER: Earth Science Language Arts Geography History  LEARNING OBJECTIVES: The students will:   ‐ identify examples of nonrenewable energy resources.   ‐ describe the advantages and disadvantages of using fossil fuels.   ‐ compare and contrast inexhaustible and renewable resources.   ‐ explain why inexhaustible and renewable resources are used less than      nonrenewable resources.   MINNESOTA STATE SCIENCE STANDARDS: 8th Grade Earth Science Understandings about science   8.1.1.1.1. Evaluate the reasoning in arguments in which fact and opinion are   intermingled or when conclusions do not follow logically from the evidence   given. For example: Evaluate the use of pH in advertizing products such as body   care and gardening. Mutual influence of science, engineering and society        8.1.3.3.1. Explain how scientific laws and engineering principles, as well as         economic, political, social, and ethical expectations, must be taken into account        in designing engineering solutions or conducting scientific investigations.        8.1.3.3.3. Provide examples of how advances in technology have impacted how        people live, work and interact. Interaction with the environment        8.3.4.1.1. Describe how mineral and fossil fuel resources have formed over        millions of years, and explain why these resources are finite and non‐renewable        over human time frames. 

               8.3.4.1.2. Recognize that land and water use practices affect natural processes        and that natural processes interfere and interact with human systems.          For example: Levees change the natural flooding process of a river.   Another         example: Agricultural runoff influences natural systems far from the source.  MINNESOTA STATE LANGUAGE ARTS STANDARDS ­ 8th Grade  Research to Build and Present Knowledge        8.7.7.7. Conduct short research projects to answer a question (including a         self‐generated question),  drawing on several sources and generating additional         related, focused questions that allow for multiple avenues of exploration.         8.7.8.8. Gather relevant information from multiple print and digital sources,        using search terms effectively; assess the credibility and accuracy of each        source; and quote or paraphrase the data and conclusions of others while        avoiding plagiarism and following a standard format for citation. Reading Benchmark: Informational Text          8.5.2.2 Determine a central idea of a text and analyze its development over the               course of the text, including its relationship to supporting ideas; provide an   objective summary of the text. Speaking, Viewing, Listening and Media Literacy Benchmark    8.9.2.2 Analyze the purpose of information presented in diverse media and   formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g.,   social, commercial, political) behind its presentation.  MINNESOTA STATE HISTORY STANDARDS ­ 8th Grade History Geography Interconnections: Students will describe how humans influence the environment and in turn are influenced by it.  The student will identify how technology made some locations more valuable at particular times in history.  NORTH DAKOTA STATE CONTENT STANDARDS IN SCIENCE – Grade 8 Standard 5:Earth and Space Science 8.5.7.Explain the changes Earth has undergone over geologic time (e.g. fossil record,   plate tectonics, climate change, glaciation). Standard 7:Science and Other Areas 8.7.1. Explain the interaction of science and technology with social issues    (e.g., mining,   natural disasters).  NORTH DAKOTA STATE CONTENT STANARDS IN ENGLISH – Grade 8  Standard 1: Students engage in the research process 8.1.1 Use questions to narrow research topic    

Standard 2: Students engage in the reading process 8.2.3 Use a variety of strategies to construct meaning from text; e.g., vocabulary   building strategies, skimming, paraphrasing, summarizing, brainstorming,   and discussing Standard 5: Students understand media 8.5.1 Identify existing and developing media 8.5.2 Access media (e.g., television, film, music, electronic databases, videos, DVD's,   comics, visual and performing arts, newspapers, and periodicals) for a   variety of purposes  NORTH DAKOTA CONTENT STANDARDS IN SOCIAL STUDIES – Grade 8  Standard 3:Economic Concepts 8.3.2 Evaluate how economic opportunities (e.g. manufacturing, agricultural, business) impact North Dakota and other regions (e.g., Midwest, Northeast)  MEDIA COMPONENTS – VIDEO AND/OR WEB: 1. Use earth science textbook or the following website sponsored by the U.S. Energy Information Association HYPERLINK "http://www.eia.gov/kids/energy.cfm?page=nonrenewable_home‐basics  (have your students click on oil, coal or natural gas to read about each)  2. Video Clips from Prairie Public North Dakota Studies website HYPERLINK  http://www.ndstudies.org/ Search for the following three video clips, approximately 10 minutes in length each ‐   A. Nature in the Balance: CO2 Sequestration: Human Beings, CO2 and the   Atmosphere  http://www.ndstudies.org/media/nature_in_the_balanceco2_sequestration_human_beings_co2_and_the_atmosphere      B. Nature in the Balance: CO2 Sequestration: Reducing CO2 http://www.ndstudies.org/media/nature_in_the_balanceco2_sequestration_reducing_co2   C. Nature in the Balance: CO2 Sequestration: Geological Sequestration http://www.ndstudies.org/media/nature_in_the_balance_co2_sequestration_geological_sequestration  3. The Formation of Fossil Fuels video clip ‐ 2 minutes 25 seconds in length. Show at the end of the day prior to the start of the fossil fuel unit. http://earththeoperatorsmanual.com/segment/3  PREP FOR TEACHERS: ‐  Preview the student readings. If using the website from the U.S. Energy   Information Association print off the readings for your student groups   or have computer access for them. 

‐ Gather and prepare small sheets of tag board (approx. 81/2 X 11") for each   student group. ‐ Preview the video clips from Prairie Public North Dakota Studies website. Have a   projector available. ‐ Make copies of student worksheets for the readings on fossil fuels.  ‐ Prepare a Venn Diagram with three circles. Identify each circle with the word   Coal, Oil or Natural Gas. Prepare the formation chart on a white board or   makes copies of the worksheet. ‐ Makes copies of the Family Energy Contract and the student/parent signature   sheet  ‐ Have paper for folding into four quadrants. ‐ Have enough note cards so everyone in class receives one.  One of the following   words should be written each of the cards ‐ PRAIRIE, WETLAND, FARMLAND   or FOREST.  ‐ Have a can of clear soda pop and a handful of raisins for the demonstration. ‐ (optional) ‐ Invite a guest speaker from the local energy company. ‐ (optional) Find pictures of each ecosystem for discussion.  INTRODUCTORY ACTIVITY ­ SETTING THE STAGE :       1. Open the class with a riddle.    “What’s another name for your old crazy science teacher?”    Answer: “A Fossil Fool!” 2. Ask the students “How did you use energy this morning as you got ready for   school and when you arrived at school?” List as many uses of energy as they   can think of on the white board. (5 minutes)  LEARNING ACTIVITIES:               Lesson One                 

1. State “Today we will begin to study about Fossil Fuels.”  Assign the students to read information about the three fossil fuels – coal, oil and natural gas. Go to this website for the articles. www.eia.gov/kids/energy.cfm?page=nonrenewable_home-basics   Students may read the articles from the site or the teacher could download and copy the articles.   

2. State “ As you read the articles on the three kinds of fossil fuels complete the worksheet.” (attached) 

3. Option – Assign groups of students to read each of the topics . Ask them to share the main highlights of their topic with the rest of the class.  Ask each group to write/draw at least ten important facts that their classmates should know about the topic on a small piece of tag board. (15 minutes) 

4. Option ‐ To speed up the sharing process have all groups with the same topic bring their tag board up to the front of the classroom together (they feel less intimidated this way).  Direct each group to share one main idea, then the 

next group shares, and so on until all of the key ideas had been given. Do this for each of the topics of coal, oil and natural gas. (20 minutes) 

5. (Option) Give each student a worksheet.  Direct the students to fill out the worksheet as their peers present the information.   

6. (Option) Direct the students to create questions that they think are important for the class to answer as they share the main ideas. 

7. After the sharing of the readings review the key ideas with a Venn Diagram. (Below) Label each circle a fossil fuel; Coal, Oil, Natural Gas. Direct the students to use the completed worksheets to help with this review. Include how the fossils fuel forms and how it is removed from the ground. Identify where the fossil fuel deposit locations are in the United States. List how society uses the various fossil fuels and any negative impacts.

8. Ask students “Should this diagram be labeled Renewable or Nonrenewable? Why?

 Materials/Resources for Lesson One ‐ Access to website www.eia.gov/kids/energy.cfm?page=nonrenewable_home‐basics ‐ Download/print copies from the website of the articles about the three fossil fuels. ‐ Make copies of the worksheet (attached) ‐ Small sheets of tag board – one for each student/group ‐ Venn Diagram on board. 

WORKSHEET ON FOSSIL FUELS: COAL, OIL AND NATURAL GAS  Name__________________________________ Class period_________________   Main ideas regarding coal, oil and natural gas to be used during student presentations/discussion  COAL 1.How does coal form?  Is this considered renewable or nonrenewable?   2.What are the main types of coal?   3.Name the two methods for mining coal.   4.What regions of the United States produce coal?   5.What are some of the uses of coal?   6.Are there environmental concerns when using coal and if there are, what are those concerns?   7.How can we help reduce its impact on the environment?   OIL (petroleum) 8.How does oil form?  Is this considered renewable or nonrenewable?   9.Where in the United States is it found?   10.What other countries produce oil?   11.Who owns the off shore drilling sites?  

 12.What is made from oil?   13.What is refining?   14.What emissions are given off as a byproduct of burning petroleum oil products?   NATURAL GAS 15.How does natural gas form?  Is this considered renewable or nonrenewable?   16.How can scientists locate the natural gas underground?   17.How is natural gas transported?   18.How can the gas be turned into a liquid?    19.What are the uses of natural gas by the people in our world?    20.Are there any environmental concerns with the usage of natural gas, if so what are they?              

(Optional Worksheet) Name______________________________ Class period_____________________ Comparisons of Coal, Oil and Natural Gas 1. Include how fossil fuels form, how they are removed from the ground, where the deposit locations in the United States are, how fossil fuel is used by society and any negative impacts the use of fossil fuel may have. 2. Label the Venn Diagram: Should the entire diagram be labeled as Renewable or Nonrenewable, and why?

      

Lesson Two:   Riddle: “How can you grow your own power plant?”   Answer: “Try planting a light bulb!” 1. Demonstration – Dancing Raisins    Materials needed:   Clear drinking glass or graduated cylinder         Raisins         Clear carbonated beverage   The raisin dance will get the kids thinking about the topic of this lesson ‐   carbon dioxide. Fill the container with carbonated beverage.  Place a handful   of raisins in the pop/soda. The raisins’ rough surface captures tiny bubbles of   carbon dioxide gas.  The bubbles increase the volume of the raisin, but   contribute little to its mass.  Thus the overall density is lowered, causing the   raisin to move upward.  Once at the top the bubbles pop and the raisin sinks. 2.  Ask “Why are the raisins dancing about?” Carbonated beverages are   prepared by using a high pressure of carbon dioxide gas, which dissolves in   the liquid.  This is what makes the bubbles in the soft drink.  Ask the students   to tell you hat they know about carbon dioxide. (5 minutes) 3. Direct the students to fold a sheet of paper into four quadrants.  Label each  one of   the quadrants as follows: 1800’s, Fossil Fuels, Greenhouse Effect, Global   Warming. Direct the students to write down some facts from the video   clip in relation to the four topics.  4. Leave the lights on while viewing the video.  Show the video clip from the North   Dakota  Studies website entitled Nature in the Balance: CO2 Sequestration:    http://www.ndstudies.org/media/nature_in_the_balanceco2_sequestration_  human_beings_co2_and_the_atmosphere   5. When the video is finished have a sharing session with groups of students to see   if they agree upon their ideas. 6. Direct the students to refer to their notes (folded paper) as they discuss the   following questions. (option)Could be used as a worksheet. 7. Enrichment Activity: Discuss the local community power source. What type of   power is it? If the students don’t know the answer direct them to find out.   8. Invite a guest speaker from the local electric power company.  9. Homework assignment or extra credit:  Students may create an energy contract   with their families.  For example: turn off lights leaving the room, turn off the   TV, restrict time in the shower, turn off water while brushing teeth, don’t   stand with the refrigerator door open, etc. Post the energy contract on the   refrigerator as a reminder for the students’ family. Students may return the   lower portion of the contract slip to get credit for class.      

Nature in the Balance:CO2 Sequestration: Human Beings, CO2 and the Atmosphere  1.What is the formula for Carbon Dioxide?   2. Photosynthesis for plants uses this as well, what is it?   3. How would you explain the Greenhouse Effect?   4. Has the level of CO2 gases changed over time?   5. What did these levels of Carbon Dioxide correspond with over time?   6. How did humans place more carbon dioxide into the atmosphere?   7. How much has the temperature climbed in modern times?   8. Balance is needed between our energy usage and the ________________________?        Answers: 1. CO2 2. Carbon dioxide or CO2 3. These gases trap heat to support life on earth 4. Yes 5. Glacial periods with colder temps/lower CO2 levels     Warmer periods/higher CO2 levels 6. By plowing the land, burning wood/animal droppings, using fossil fuels, cars,   trucks, electricity use, deforestation etc. 7. +1 degree F 8. Environment 

The __________________________Family Energy Contract! Our natural resources are precious for future generations. We intend to conserve those resources by adhering to the following guidelines in our household. WE WILL CONSERVE BY DOING THE FOLLOWING:

_______________________________________________________________________ OUR FAMILY IS CONSERVING ENERGY! STUDENT NAME__________________________________ PARENT SIGNATURE______________________________ Return this portion to the teacher. It might be fun to post these on the classroom wall!  

Lesson Three Go to the North Dakota Studies website and locate the video clip entitled Nature in the Balance: CO2 Sequestration: Reducing CO2 http://www.ndstudies.org/media/nature_in_the_balanceco2_sequestration _reducing_co2 (Approximate viewing time 10 minutes) 1. Hand out four note cards to each student with the words PRAIRIE, WETLAND, FARMLAND, and FOREST - one per notecard. As the class watches the video Nature in the Balance: CO2 Sequestration: Reducing CO2 - (viewing time 10 minutes) direct the students to write down how each of the four ecosystems plays a role in the Carbon Dioxide Balance. 2. After the video has been viewed and the students record their notes on the notecards, discuss which environment was better at storing carbon in the soil. Discuss the word terrestrial (earth/soil) as a holding facility for the carbon. 3. Questions for discussion: Answers in italics - What can humans do to reduce the amount of carbon in the atmosphere? Multiple answers: turn off lights, reduce, reuse, recycle, use renewal energy, and continue studies to improve our current methods of fossil fuel use. - What is CO2 Sequestration? The capture and storage of carbon dioxide. - Terrestrial sequestration is referring to what? Terrestrial sequestration is accomplished through plant growth. Plants use CO2 and store it within their root systems. - What are the four types of land cover (ecosystem) for terrestrial sequestration? Forest, grassland (prairies), farmland and wetland - How do these types of ecosystems play a role in containing and storing carbon? The plants store the CO2. Wetlands are moist and contain larger amounts of carbon, while prairies are drier, usually containing lower quantities of carbon. - What did we do to the prairie that released carbon? Plowing releases CO2 - What can we do to place carbon back into the soil and help reduce quantities in the atmosphere? Minimum tillage/no till practices, good rangeland management, and restoration of wetlands are all conservation practices that help reduce atmospheric carbon dioxide levels. Lesson Four - Enrichment: Go to the North Dakota Studies website and locate the video clip entitled Nature in the Balance:CO2 Sequestration: Geological Sequestration http://www.ndstudies.org/media/nature_in_the_balance_co2_sequestration_geological_sequestration (Approximate viewing time 10 minutes) This video clip is very interesting but much more challenging for an 8th grade class to understand. The teacher could turn off the sound and narrate the video in simpler terms. The video clip is excellent for senior high school earth science students.  

CULMINATING ACTIVITY:               LAB: INTRODUCTION TO THE GREENHOUSE EFFECT Source ACMP 2006‐2008 UAF Geophysical Institute  Objectives:  Students will  ‐    ‐ explain the role greenhouse gases play in the environment.   ‐ compare what happens to Earth’s temperature when greenhouse gases    increase.   ‐ state some reasons for the possible causes for a rise in greenhouse gases.   ‐ conduct a lab to test the simulation of global warming.  Materials: ‐ Student Worksheet Greenhouse Gas Lab (attached) ‐ Overhead Greenhouse Gases on the Rise (attached) ‐ Student Activity Materials   Newspaper   Sun lamp (or table lamp with 100 watt bulb)   Three thermometers   Two 250 ml Erlenmeyer flasks with rubber stoppers   500 ml Erlenmeyer flask   80 ml (1/3 cup) vinegar   5 g (1teaspoon) baking soda   Stopwatch    Pencils   Graph Paper               Student safety goggles  Introduction for students:  Earth’s atmosphere is made up of naturally occurring gases including oxygen (02), water vapor (H2O), carbon dioxide (CO2), methane (CH4), and nitrous oxide (N2O).  The gases are often called greenhouse gases because they reduce heat loss into space and cause Earth’s surface to warm up.  These gases are essential to life on Earth.  Critical Thinking Concepts:   Ask students to pair up and talk about the following questions   1. Name some of the important uses for the following greenhouse gases; carbon dioxide, methane gas, nitrous oxide.  Answers may vary but carbon dioxide in the solid state forms dry ice, plants convert carbon dioxide into simple sugars and oxygen; methane gas is used for cooking food, heating homes and can be used to power cars; nitrous oxide (laughing gas) is used by dentists to sedate patients.  

  2. Name natural causes for the increase in greenhouse gases.  Answers may include: wildfires and volcanic eruptions release carbon dioxide, methane, and nitrous oxide into the atmosphere.   3. Ask “What human activities lead to increases in greenhouse gases?”  Humans use natural gas, petroleum, wood, coal and other sources for heat and fuel.  These add greenhouse gases to the environment.  With the increase in human population over the past 100 years and a dependence on fossil fuels to heat homes, power cars and speed communication, the amount of greenhouse gases released into the atmosphere now exceeds Earth’s ability to absorb it.  Discussion: 1. Ask students what happens to Earth’s temperature when greenhouse gases increase in Earth’s atmosphere.  The resulting increase in these greenhouse gases is linked to a rise in Earth’s temperature.  More of the sun’s warmth is trapped, which causes Earth’s temperature to rise.  2. Display the slide/overhead: “Greenhouse Gases on the Rise”  3. Explain that glaciers, like tree rings, grow every year trapping dust and atmospheric gases between each year’s new layer.  Scientists drill out long cores of these layers and test them for levels of CO2 and other greenhouse gases.  In this way, scientists discovered that CO2 has increased nearly 30 percent since 1750 due in part to the burning of fossil fuels, such as oil, coal, and gasoline.  In addition, large scale cutting and burning of the world’s forests has increased CO2 levels in the atmosphere.  4. Ask students to recall the process of photosynthesis. Simply put, plants take in water and carbon dioxide and produce oxygen and simple sugars.  Ask “What happens when more carbon dioxide is released and fewer trees exist to take it up and convert it to oxygen?”  Atmospheric carbon dioxide will continue to increase.  5. Inform students that methane gas (CH4) has increased 150 percent in the atmosphere since it was first recorded in 1750.  In fact, methane is 20 times better at trapping heat in the lower atmosphere than carbon dioxide.  Ask “What is the source of methane gas?”  It is a natural by product of coal, natural gas and oil production.  Methane gas escapes during the process of landfill decomposition and livestock emit methane as part of their digestive process.  6. Explain that nitrous oxide (N2O) is produced naturally by microorganisms as they digest leaf litter and other organic materials.  It is also released through the burning of fossil fuels and is used extensively as an agricultural fertilizer.  This discharge into the atmosphere has caused it to increase in the atmosphere in a small but important way.  Nitrous oxide molecules trap 270 times more heat than carbon dioxide. 

 7. Direct the students to work in small groups and conduct a lab experiment to simulate the effect of greenhouse gases.  The students make a hypothesis and use the scientific method to conduct an experiment.  Then they will determine if their lab results support their hypothesis.  8. Distribute the student worksheet Greenhouse Gas Lab and instruct students to answer the first three questions independently.  Divide students into groups and instruct them to complete the remainder of the worksheet. (option) This may be set up as a demonstration.  Small student groups take turns recording the temperature measurements.    9. Ask students “How is the control thermometer different than outer space?” Outer space does not have an atmosphere.  Discuss results.   

Greenhouse Gas Lab Name_______________________ Student worksheet Introduction: Answer the following questions 1.What natural role do greenhouse gases play in the atmosphere? ____________________________________________________________________________________________________________________________________________________________________________ 2.What is happening to Earth’s temperature as the concentration of greenhouse gases increase due to the burning of fossil fuels and the use of nitrogen-based fertilizers? ______________________________________________________________________________________ 3.How does large-scale cutting of the world’s forests affect carbon dioxide levels? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Work in small groups as directed by your teacher to conduct the following experiment: Materials: Newspaper Sun lamp (or table lamp with 100 watt bulb) Three thermometers Two 250 ml Erlenmeyer flasks with rubber stoppers 500 ml Erlenmeyer flask 80 ml (1/3 cup) vinegar 5 g (1teaspoon) baking soda Stopwatch Pencils Graph Paper Student Safety Goggles Testable Question: Which will absorb more heat, a flask of classroom air or a flask of carbon dioxide? 4.Write a hypothesis to the above question. Hypothesis: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Answers to the worksheet: There may be some variation 1.Like a blanket, greenhouse gases trap warmth near Earth’s surface. 2.Earth’s temperature is increasing. 3.Fewer trees are available to take up carbon dioxide (CO2) and convert it to simple sugars and oxygen, so carbon dioxide levels continue to rise. 4.Hypothesis: A beaker of carbon dioxide will hold more heat than a beaker of classroom air.

Lab Procedure: (Wear your safety goggles) a. Lay down a thick section of newspaper on the table surface to prevent heat loss. b. Set all three thermometers side by side. They should all record the same temperature within a degree or two. If one of them records too high or too low, use a different thermometer or note the difference and make an adjustment for that difference from the final results. c. Measure 5 grams (1 teaspoon) of baking soda into a 500 ml Erlenmeyer flask. d. Slowly add 80 ml (1/3 cup) of vinegar. e. Once the baking soda and vinegar have stopped bubbling, pour the carbon dioxide gas from the baking soda and vinegar mixture into a 250 ml flask without pouring in the liquid. Place a thermometer into the flask and seal it with a stopper. Set it on the newspaper. This is our CARBON DIOXIDE GREENHOUSE. f. Place a thermometer into the second flask and seal it with a stopper. Set it on the newspaper next to the first beaker. This will be the OXYGEN GREENHOUSE. g. Place the third thermometer directly on the newspaper. This thermometer will be the CONTROL representing outer space (no atmosphere). h. Set up the heat lamp (or table lamp) and turn it on. Arrange the two flasks and the control thermometer under the lamp at an equal distance to the heat source. Use a ruler to verify that the distance is the same. i. Record the temperature of each thermometer on the data sheet below. Then use a stopwatch and record the temperature of each thermometer every two minutes for 30 minutes, or until there has been no change in the temperature for three consecutive readings.

DATA: Use the data sheet to graph the results.

Time Control Temp

Oxygen Temp

Carbon Dioxide Temp

initial reading

2 minutes

4 minutes

6 minutes

8 minutes

10 minutes

12 minutes

14 minutes

16 minutes

18 minutes

20 minutes

22 minutes

24 minutes

26 minutes

28 minutes

30 minutes

Graph the results on a blank sheet of graph paper. Remember to draw and label the x and y axis. Use a different color pen or pencil to graph each thermometer reading. Provide a key at the top of the page.

Questions 5. Did the lab results support or not support your hypothesis? Why or why not? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. Circle the best answer. What does the thermometer in the flask with carbon dioxide represent? A. Outer space, without an atmosphere B. Earth’s atmosphere after adding greenhouse gases C. Earth’s atmosphere without adding greenhouses gases 7. Does the data from this lab support the scientific data that an increase in greenhouse gases will cause an increase in Earth’s temperature? ____________________________________________________________________________________________________________________________________________________________________________