Curriculum & Planning, Lesson Plans, Middle School, Resources, Science

Simulating An Oil Spill Clean Up

My students are continuing their year-long study of energy by investigating its ties to Earth Science, particularly in the form of fossil fuels.  My goal in this unit is to demonstrate the effects of using fossil fuels on the environment.  While certainly a big impact of fossil fuel use is climate change, my focus in this unit is the environmental impacts of extraction.  (I plan to get into climate change in the next unit, as we examine climate and weather and their impacts on ecological systems.)

In my last post, my students investigated the effects of surface mining on “Earth Cookies.” I wanted to find a similarly hands-on activity to investigate oil extraction, particularly off-shore oil drilling.  I came across an idea online to simulate an oil spill clean up using vegetable oil, food coloring, and student creativity.  From this basic framework, I created a set of instructions and student printables for this activity.  You can find it at my website:

oil spill clean up student activity hands-on learning
$5.00 PDF

First, my students learned about oil by exploring the EIA Energy Kid website.  We also watched a short video on the Exxon Valdez oil spill in Alaska 1989, and read about the 2010 Deepwater Horizon explosion and oil spill.  Finally, students created a chart to list the different tools and strategies that are used in the real world to clean up oil spills.

The list they created included:

– booms  (that contain or corral oil slicks)

– skimmers (that scoop oil from the surface)

– sinking agents (that bind to oil and make it sink to the bottom)

– sorbents (that absorb oil)

– biological agents (fertilizers that speed up plant growth and therefore biodegradation)

– dispersants (that break petroleum into small droplets)

Working from this list, students created their own devices that fulfilled these different purposes.  I provided students with a number of supplies, from cotton balls and string to corks and craft sticks.  They then worked in small groups to develop booms and skimmers, and to identify what materials they would use for sorbents and sinking agents.

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This took about two 45 minute class periods, and they came up with some really creative ideas.  You can see some of their designs below:

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After this engineering activity, students created an oil spill to test their strategy.  One student acted as the group’s recorder, documenting the evaluation of each device and the group’s observations.

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This activity was definitely a success.  I was able to incorporate engineering activities into the unit, and students were able to see the challenges of removing oil from the environment.  While climate change has been a hot topic in terms of fossil fuel use, it’s important to remember these energy sources can affect our environment in other ways as well. Finally, this activity will help my students during the upcoming unit assessment, which will ask students to represent various stakeholders in a discussion over a town’s energy decisions.  Stay tuned to hear more about that activity!

Curriculum & Planning, Education, Lesson Plans, Middle School, Resources, Science

Simulating Surface Mining with Chocolate Chip Cookies

My 5th graders are working through a unit on natural resources, particularly our energy sources.  Having learned about the layers of the earth, the rock cycle, and fossils, we are looking at fossil fuels.  While they have built some background knowledge through books and online web sources (I love Energy Kids!), I wanted to incorporate  hands-on activities for each type of fossil fuel.

Since the first fossil fuel we are learning about is coal, I decided to use an activity I first learned about while working at Asbury Woods Nature Center. If you do an online search, there are many free resources outlining this activity.  The gist of it is that students receive a chocolate chip cookie and must “mine” the “coal chips” with a toothpick or paperclip.  They get to see how the cookie, which represents the Earth, is changed by mining – a visual representation of the damage done by surface or strip mining.

To gear my kids up for this project, I started the unit by showing a video: 300 Years of Fossil Fuels in 300 Seconds, available at YouTube.  This video is VERY information heavy, so I made sure to explain to students I don’t expect them to learn or remember everything. I asked them to listen for information about fossil fuels, specifically coal, and identify ONE thing they didn’t know (and now do).  I will admit that I like to push my students – I don’t expect them to master every task I give them, but I always want them to TRY.  And I am blessed to have students willing and motivated to do so!

After we watched the video, I discussed with them how the Industrial Revolution changed our source of energy from “muscle power” to “machine power,” which derives its energy primarily from fossil fuels.  We discussed how nearly everything we use and do each day is in some way created from fossil fuel power, and we brainstormed what might happen if suddenly we didn’t have that source of energy anymore.

After this class discussion, students read about fossil fuels from a volume in a set of books called Science Explorer.  The Science Explorer series are a set of thin books on a wide range of topics, and I actually prefer them to our science textbooks.  As they read, students worked together to make an outline of all of the headings and the important information found in each section.  This was a skill that was new to my students, so we did the first few headings together, and afterward, we reviewed what things students wrote under each heading.  You can see a sample of their outlines below:

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Then, students read about the mining and transportation of coal in more detail from the Energy Kids website.

Then, our activity started!  Briefly, students were given a set of instructions (class set), the supplies to mine their cookies, the graph paper worksheet, data analysis worksheet, and conclusions worksheet.  As a part of their data analysis, I provided the skeleton of the chart I asked them to create, as this is a skill that is relatively new to my middle school students.  It was a great way to incorporate math into the activity without taking up a ton of time!

Like I said above, you can find many free resources that explain this activity.  They can provide you with the instructions and maybe some follow up questions.  That said, the instruction sheets and student worksheets that I created are available for purchase at my Etsy shop, as well as TeachersPayTeachers. I love resources that look professional AND fun, even if my students and I are the only ones to see them! If you are the same way, please check out my creations! You can also see a preview of these documents below. I was able to utilize Roxie’s CreationsTrina Clark, and  DigiWebStudio to make it all look absolutely wonderful as well!

cover page of activity pack
student worksheets

My students LOVED the activity – let’s be honest, anything that involves food is a hit!

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They also learned a lot though.  Not only were they able to see the effects of mining on the environment as a problem, but they could also identify its consequences and brainstorm ways to reduce that impact.

Not too bad for a 5th grader!
Not too bad for a 5th grader!
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What are three ways we can minimize the impact of coal mining and use on the environment?
Curriculum & Planning, Education, Life Lessons, Middle School, Science

National Conference on Science Education

As a first year science teacher, I am always looking for advice and ideas to use in the classroom.  I have long been a believer in professional organizations – like the National Council for the Social Studies, National Council of Teachers of English, and most recently, the National Science Teacher’s Association.  As a member, I receive a monthly journal with lots of amazing lesson ideas, science content, and resource reviews, and I can access additional material on the web – including old journal issues, email lists, and mini science content courses.

Browsing the site earlier this year, I came across an opportunity for new teachers to apply for an award to help defray the cost of attending the National Conference on Science Education, to be held this year in Boston.  To be honest, I was not expecting the award.  On the application, it directly states that preference will be given to teachers who had been members of the NSTA Student Chapter of their college or university, and to make matters worse, I realized I forgot to send the main information form with my entire application packet and had to send it in a separate envelope.  I figured it was a long shot, but why not try.

I was incredibly surprised and honored, then, to receive an email from NSTA, announcing that I had been one of 25 teachers selected for this award. WOW! I can’t begin to share with you my excitement — it only grew after I began browsing the sessions to be held at the conference as well.

Being selected for this award has not only filled me with excitement to travel to Boston and to attend these amazing conference sessions and (yay!) FIELD TRIPS, but it has given renewed life to my drive to continually improve — to gain new experiences, to make connections, and to become a leader in my field.

I have definitely had my ups and downs with education — when I left Charlotte Mecklenburg Schools last year, I thought I would give up on it entirely.  I felt like a failure of a teacher, and I wasn’t sure what to do with the career I had spent the last seven years working toward. Teaching at OLCS this year has entirely turned that around, though.  I work with an amazing team of teachers, with awesome students, and with administrators that are there for me.  I have the freedom and support to meet curriculum standards creatively and to incorporate the authentic learning experiences so important at the middle level.  My students have video-conferenced with professors from Penn State Behrend, collected water quality data from Cascade Creek, and conducted an energy audit of our school.  They are engaged in independent research projects, investigating original questions and sharing their results through journal-like reports.    Some of my students will even share their research at Allegheny College’s Creek Connections Symposium in April.  I am lucky to work at a school like OLCS, and the culture that our teachers, students, and administrators have created has been a huge factor in my success.

I look forward to what’s to come, and I can’t wait to share it all with you!