Renewable and Nonrenewable Energy (HS-Sci-CCSS) · Welcome to Renewable and Nonrenewable Energy: ... How are nonrenewable and renewable energy resources similar and different?

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Renewable and Nonrenewable Energy:

A Study in Responsibility

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Welcome!

Welcome to Renewable and Nonrenewable Energy: A Study in Responsibility, a mini‐unit of study that

weaves content (renewable and nonrenewable energy) and Common Core standards (RST.6‐8.2, RST.6‐

8.4, WHST6‐8.1, WHST.6‐8.7) into a powerful learning experience.

As you review the mini‐unit, please note the emphasis and care with which the teacher has attended to

comparison, close reading, and argument. Close reading is noticeable in the Hook and Bridge when

students are asked to read and mark a text. Close reading continues through the four phases of

Compare & Contrast, as students read two articles, once for the gist and then a second time to collect

evidence. The culmination of their investigation requires students to use what they have learned to

craft an evidence‐based argument.

Four different comparative thinking strategies are included in this unit—Compare & Contrast serves as

the core strategy, but the unit also includes Inductive Learning, Metaphorical Expression, and Decision

Making. Typically, teachers will select among these strategies, depending on their content, their

students, and their goals. All were included here to serve as a comprehensive example and to highlight

the power of comparative thinking in its many forms. More discussion on each of the strategies can be

found in the Appendix of the Compare & Contrast PLC Guide.

When we commit ourselves to designing and delivering units such as this—units that integrate content,

Common Core State Standards, and research‐based strategies into compelling learning experiences, we

allow students to become informed and powerful readers, writers, and thinkers who are truly ready for

the college and careers that await them.


Next Generation Science Standards Performance Expectations—Middle School

Students who demonstrate understanding can… MS‐ESS3‐1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. MS‐ESS3‐5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. MS‐ESS3‐4 Construct an argument supported by evidence for how increases in human population and per‐captia consumption of natural resources impact Earth’s systems.

Common Core State Standards

RST.6‐8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST.6‐8.4 Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific technical context relevant to grades 6–8 texts and topics. WHST.6‐8.1 Write arguments focused on discipline‐specific content. WHST.6‐8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6‐8.7 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.


Learning Window

Knowledge • What the energy crisis is and how it affects us

• Key terms related to the energy crisis • Renewable and nonrenewable energy: • critical attributes, similarities and differences, advantages/disadvantages, types

Attitudes/Habits of Mind • Citizenship and responsibility: helping solve problems facing our community, country, and planet

Habits of Mind: • Thinking interdependently • Questioning and posing problems

Understanding That humans are responsible for the energy crisis and have a responsibility in working to solve it

Skills Targeted Skills

• Compare & Contrast • Persuasive Writing (Editorial)

Secondary Skills • Data Analysis • Notemaking • Metaphorical Thinking

Key Academic Vocabulary

renewable energy sustainability energy crisis biofuels

nonrenewable energy solar power hydroelectricity CO2

“green technology” petroleum conservation wind power

greenhouse effect nuclear energy global warming fossil fuels

Essential Questions

1. Will our need for energy someday exceed our supply?

2. What are some of the energy challenges we face as a nation?

3. Is renewable energy really the answer to our energy crisis?


Preparing Students for

New Learning

What if we ran out of energy?

(Close reading and text‐based

questions)

What are some of the energy

challenges we face as a nation?

(Inductive Learning)

Deepening and

Reinforcing Learning

What are the advantages and

disadvantages of each type of

energy?

Nonrenewable energy is like_____.

Renewable energy is like____.

(Metaphorical Expression)

Presenting New Learning

How are nonrenewable and renewable

energy resources similar and different?

(Compare & Contrast)

Reflecting on and

Celebrating Learning

What? So what? Now what?

Applying Learning

Research and Writing Task:

Research and take a position on this

statement: Now is the time for the U.S.

to make a dramatic shift in energy

priorities by greatly increasing

investment in renewable energy.


Preparing Students for New Learning

HOOK AND BRIDGE

Imagine this: The world’s oil supply has just run out—entirely. Bone dry. Not a drop anywhere in

the world.

How would you expect your life to change?

Close Reading

1. Read the text, “6 Surprising Ways Oil Prices Affect You,” to get the gist of the article.

2. Circle any words you don’t understand and identify any information that you find confusing.

3. Read the article a second time and respond to the questions that follow. Use evidence from

the text to support your answers.

4. Meet with a neighbor to discuss your answers and your evidence.


6 Surprising Ways Oil Prices Affect You

March 21, 2011 | Filed Under » Commodities, Consumer Goods, Gas

Oil shows up in thousands of places besides your car's fuel tank and engine. It's true that most oil is used as a source of energy in the United States and that's not likely to change anytime soon. The average barrel of oil yields the following: gasoline (42%), diesel (20%), jet fuel (9%), heating oil (4.5%), heavy fuel oil (4.5%), liquefied petroleum gases (4.5%) and other products (16%).

All you have to do to see the effect of changing oil prices is drive by a gas station. However, the effects are more far‐reaching than what is immediately visible since petroleum permeates our entire economy. Here are some areas of the economy and products that are affected by oil prices.

1. Medicine Petroleum is used in many of the medical products we take for granted. Visit any hospital or doctor's office and you will find these items that are derived from petroleum: heart valves, artificial limbs, stethoscopes, syringes, hearing aids, vaporizers, anesthetics, antiseptics, operating gloves and equipment tubing.

In the home, petroleum is a major component of many items found in medicine cabinets and on cosmetic stands: dentures, aspirin, nasal decongestants, rubbing alcohol, deodorants, cough syrup, bandages, burn lotions, antihistamines, allergy medications, vitamins, cologne, insect repellants, moisturizers, soaps and petroleum jelly. 2. Plastic Plastic is everywhere, and this carbon‐based polymer compound is an essential part of everyday life. Walk through any store or supermarket and you will find hundreds of items stored or packaged in plastic. Because of their inert nature, plastics can be used for these purposes without fear of chemical interaction with the contents. (Find out how to invest and protect your investments in this slippery sector, read Peak Oil: What To Do When The Wells Run Dry.)

In addition, plastic is used in a wide range of products that require shaping and molding. These include computer housings, toys, eyeglass lenses, shingles, computer disks, athletic shoes and thousands of other products. 3. Around the House Look in your closet and you will find clothing made from petroleum‐based fibers including rayon, nylon, polyester and artificial furs. Look down at your floors and you will likely find petroleum in the form of carpet, linoleum or other synthetic flooring.

The kitchen is stocked with lots of products that rely on petroleum: appliance casings, dishware, cooking utensils, ammonia, glue, tape, ink, candles, matches, shoe polish, dishwashing liquid and many other cleaning products.

4. In the Garage It's more than the gas in your car that is impacted by crude oil prices. Under the hood are several other petroleum‐based products that keep your car running smoothly and efficiently including hoses, wiring, antifreeze, transmission fluid, brake fluid, grease and motor oil. Beyond the lubricants, car interiors have many parts made from petroleum.

Source: http://www.investopedia.com/financial‐edge/0311/6‐surprising‐ways‐oil‐prices‐affect‐you.aspx


Other items in the garage that depend on oil include your lawnmower, bicycle, fertilizer, garden hose and that leftover paint in the corner. When you pull the car out of the garage and head down your driveway, you may be driving over asphalt that is a byproduct of petroleum. 5. Transportation While rising oil prices have a direct impact when you buy gas for your vehicle, the indirect impact is felt throughout the economy. When an airline pays more for jet fuel, that cost may be passed on to consumers in the form of higher ticket prices or fuel surcharges. When the railroad and trucks that deliver food to the supermarket pay more for diesel fuel, the added cost shows up during checkout when you pay for your groceries. The tankers that bring the oil to the U.S. from other foreign sources are paying more for their fuel too. When oil goes up, in a sense we end up paying for the increase twice – once for the raw product and again to get it here so we can refine and use it. (Learn more about this industry in The Baltic Dry Index: Evaluating An Economic Recovery.) 6. Business Depending on the type of business they are engaged in, companies will be impacted by rising oil prices in a variety of ways:

Higher fuel and lubricant costs to run machinery and vehicles Higher bills for heating oil and other energy produced by burning oil Pay more for packaging Retail businesses that rely on customers coming to them by car may experience a drop‐off in

customer volume and thus reduced demand Businesses that rely on discretionary spending, such as travel destinations, will see fewer visitors

If businesses absorb these cost increases, that cuts directly into their bottom line. For publicly traded companies, that means lower stock prices for shareholders. If they pass the costs on to consumers, that means higher end‐item prices and possible decreased demand for their products. (Learn a little more about the "non" part of this nonrenewable resource, see Peak Oil: Problems And Possibilities.) The Bottom Line Rising oil prices could have a very negative impact on the ability of the U.S. economy to mount a sustainable recovery. Consumers have to buy gas to get to their jobs and they have to put food on the table. At the moment, gasoline and food prices are experiencing more price inflation than many other commodities. That results in less discretionary income to spend on other things like entertainment, retail goods and travel. If those sectors of the economy get hit as a result, there will be a ripple effect on other businesses that depend on consumer spending to stay profitable. With unemployment currently at 8.9% according to U.S. Bureau of Labor Statistics, rising oil will make it more difficult for businesses to expand and hire more people.

Source: http://www.investopedia.com/financial‐edge/0311/6‐surprising‐ways‐oil‐prices‐affect‐you.aspx


Text‐Based Comprehension Questions 1. The author believes that most Americans don’t understand the direct impact that oil has on their

lives. Do you agree or disagree? Cite evidence to support your position.

2. What does the author mean by the term, “ripple effect” in the last paragraph? Cite evidence to support your position.


Text‐Based Comprehension Questions (continued)

3. Which of the following statements best summarizes the main idea of this article? a) Oil has various uses. b) The more gas costs rise, the less money Americans will have to invest in the economy. c) Oil affects nearly all aspects of everyday living. d) Oil is the most important nonrenewable resource.

Cite evidence to support your choice.

4. How has your understanding of oil’s importance changed based on this article?


Group and Label: Energy Production and Consumption

INDUCTIVE LEARNING

One reason that the idea of an energy crisis feels so acute is that we are still so dependent on oil in

so many ways.

What can be done about this?

What should be done about this?

Is the energy crisis real?

But before we explore these questions, let’s take some time to “get the lay of the land.”

1. Read through the following list of words, which are all terms related to energy.

2. Which words are you familiar with? Which words do you need to look up?

3. After determining the meaning of the new words, group all of the words according to some

common characteristics related to their meaning.

(Note that you can place the same word in multiple groups.)

5. Finally, give each group a descriptive label that clarifies what the words have in common.

We have completed one group for you as a model.

Arab Spring

acid rain

Alaska

atmosphere

automobiles

biodiesel

bottom line

BP

carbon dioxide

coal

convert

conversion

consumption

cost

dependency

dictators

drilling

electricity

environmentalists

Exxon Mobil

fabrics

factories

fracking

fueling controversy

gasoline

geologists

global warming

greenhouse gases

The Gulf of Mexico

harness

hydroelectric power

investment

Iraq

incentives

natural gas

oil production

plastics

petrochemicals

pipeline

price points

profit

production

profits

research

Saudi Arabia

Shell

smog

smoke

shale oil

supply and demand

sun

solar panels

Texas

Venezuela

wind

wind farm

water


Groups and Labels

The Gulf of Mexico Saudi Arabia Texas Venezuela

oil‐producing countries and regions


Based on your groupings, can you identify three challenges we face? How did you develop each

hypothesis?

Challenge: What led you to this hypothesis?




As you learn more about energy during this unit, collect evidence that either supports or refutes

your hypothesis about challenges. Use the organizer on the next page to list your three challenges

and record evidence throughout the unit.

Evidence For Challenges Evidence Against

1. 2. 3.


Presenting New Learning

COMPARE & CONTRAST: Nonrenewable Energy vs. Renewable Energy

Read each article once to get the gist.



Description Phase

Now, read each article again. This time, use evidence from the text to describe each type

of energy. Describe these two sources of energy using the following criteria: uses, forms,

benefits, and challenges.

Nonrenewable Criteria Renewable

uses

forms

benefits

challenges

(at least 3)


Comparison Phase

Use the Top Hat Organizer to identify critical similarities and differences between each of

type of energy.

How are nonrenewable and renewable energy different?

Nonrenewable energy Renewable energy

How are nonrenewable and renewable energy similar?


Checking for Understanding

Based on your reading and analysis, what are the advantages and disadvantages of each

type of energy? Use evidence from the text to support your position.

Nonrenewable Energy

Advantages Disadvantages

Evidence Evidence

Renewable Energy

Advantages Disadvantages

Evidence Evidence


METAPHORICAL EXPRESSION

Complete the simile for each type of energy by selecting one of the five options.

Remember to explain your connections.

Nonrenewable energy is like…

1. a scavenger hunt.

2. your childhood.

3. the fountain of youth.

4. a roller coaster.

5. a lopsided peace treaty.

Renewable energy is like…

1. a DVD/store/streaming service.

2. a family farm.

3. compound interest.

4. an algebraic equation.

5. the four seasons.

Because…

Because…


Application Phase

DECISION MAKING

Research Task

You will be asked to conduct research on the promise and challenges associated with nonrenewable

energy. Below are some links to help get you started.

Nine challenges of Alternative Energy (www.resilience.org)

Future Energy Videos (discovery.com)

You will be conducting your research to help you develop your position on this statement:

“Now is the time for the U.S. to make a dramatic shift in energy priorities by greatly

increasing investment in renewable energy.”

Writing Task

Now, turn your research into a position paper in which you argue for or against the

statement above. Make sure you use specific evidence from your research to support your

position.






Reflecting On and Celebrating Learning

What? What have you learned about the challenges we face regarding energy consumption and

production? What have you learned about nonrenewable and renewable energy resources?

So What? What does all of this information on nonrenewable and renewable energy mean to you?

What is your position? Where do you stand on this issue?

Now What? Identify some ways you can help advance your position. (e.g. conversation, beginning a

“green” club, contacting your local representative)

Documents

Renewable and Nonrenewable Energy (HS-Sci-CCSS) · Welcome to Renewable and Nonrenewable Energy: ... How are nonrenewable and renewable energy resources similar and different?