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Lesson Plan Mary McDonald & Lisa Hanlon EDUC-4490-YQ Larry Grace October 9, 2013 Date(s): October 9th, 2013 Subject: Grade 11 Environmental Science Unit: Conservation of Energy Overall Expectations: F1. Assess the impact on society and the environment of the use of various renewable and non-renewable energy sources, and propose a plan to reduce energy consumption F3. Demonstrate an understanding of energy production, consumption, and conservation with respect to a variety of renewable and non-renewable sources Specific Expectations: F2.1 Use appropriate terminology related to energy conservation (renewable and nonrenewable energy) F1.1 Evaluate the impact on the environment of renewable and non-renewable energy sources F3.1 Explain the historical significance of a variety of energy sources and describe their longterm impact on the environment (coal & hydro) Learning Goals: 1. I will be able to explain what renewable and non-renewable resources are. 2. I will be able to explain the negative consequences of non-renewable resources on the environment. 3. I will be able to identify historical significance of various energy sources. 4. I will be able to describe the long-term impacts of coal and hydro on the environment. Success Criteria: 1. I can explain the differences between renewable and non-renewable resources 2. I can give at least three (3) examples of both renewable and non-renewable resources. 3. I can identify three (3) negative environmental impacts from the use of both coal and hydro to produce energy. 4. I can identify eras when resources started being used. Assessment: Diagnostic Group Work: To check their understanding of definitions of renewable and non-renewable resources. Timeline: To assess their intake of information to ensure they took notes and have an understanding of the history. Prior Learning: # of School Day(s): 1 # of Students: 22 students Length of Instruction: 70 minutes

- Knowledge of energy sources - Understanding of how energy is made and used - Have a basic understanding of energy conservation - Have a basic understanding of positive and negative environmental impacts Resources: Timeline Materials - pages with dates - pages with resources Tape Comic Strip Cog Wheel Diagram Chalkboard Overhead Powerpoint for History of Resource Use Learning Environment: Classroom set-up with six groups of four desks. Students will learn and work within those groups. Learning Goals written on chalkboard The Lesson Organizational Task/Activity Comic Strip on Overhead Attendance Taken

Time Limit 5 min.

Teaching Cues & Key Points (Speech in Italics) - put comic strip on overhead as students walk in - students can read/talk about comic as attendance is taken - brief classroom discussion about comic Has anyone had a discussion on resource use in the last week? Why is it important to talk about resource use? Have learning goals written on chalkboard Read through each learning goal with the students Students copy learning goals into their notebooks Does anyone have any questions about these learning goals?

Detail Learning Goals

5 min.

Review what Renewable and Non-Renewable Resources are

15 min.

Now, in your groups, discuss what renewable and non-renewable resources are. Come up with a definition for both renewable resource and nonrenewable resource, and list examples of each. You will have 5 minutes.

- Group brainstorm

(5 min.)

In the desk groups, students will brainstorm and come up with definitions and examples of what renewable and non-renewable resources are. Facilitate a class discussion to come up with a classroom definition of renewable resources and nonrenewable resources. Write these definitions on the board and list student examples of renewable and non-renewable resources under the definitions. Who would like to share their definition of renewable resource? Would anyone like to add or change that definition? What are some of the examples of renewable resources that you came up with? (Ask each group) Would a group like to share their definition of nonrenewable resource? Would anyone like to add or change that definition? What are some examples of non-renewable resources that you came up with? (Ask each group) Renewable Resources - Come from resources that will always be available - Supply is replaceable/ replenished naturally over time - Can be used to make electricity, to heat homes and water Examples - Sun, wind, water - Forests, grasses, fish and wildlife, geothermal, solar, hydroelectric dams, wind turbines - Biomass? Soil? Non-renewable Resources - Come from resources that are created over many millions of years - Once theyre used up, theyre gone - Still being formed, but at a very slow rate - Will take millions of years to replace - Cannot be replaced within a human lifetime - If the rate at which renewable resources is consumed exceeds its renewal rate, sustainability will not be ensured - some can be recycled and recovered from prior use and used again (eg. Aluminum cans)

- Classroom Discussion (8 min.)

(2 min.)

Examples - fossil fuels: coal, oil, natural gas - minerals - metals Students will copy down the definitions and examples of renewable and non-renewable resources into their notebooks. Does anyone have any questions or are unclear about these definitions? History of Resource Use Now we are going to look at the history of resource use. Be prepared to take notes and copy down dates for the resources we discuss, as there will be a class activity after the powerpoint that will use these dates. Powerpoint: - c. 700 BC Wind Power - c. 500 BC Water & Advanced Wind Power o windmills and paddlewheels used to grind wheat and grain - c. 100 AD coal burnt for heat - early 19th century use of coal for transportation (steam engine, steam boats) - 1850s oil refineries - 1875 coal and oil power plants utilized - 1882 electrical power plant built o fired by coal - 1885 Motorwagen gasoline-powered car - Late 19th century hydroelectric power - 1930 nuclear power discovered - 1970 solar power used Give each student a handout of either a date or resource from the envelope Timeline Activity. Have students match the dates to the resource for when the resource was first used (as mentioned in the powerpoint) and stand in chronological order. Everyone will get either a date or a resource. Working together as a class, I would like you to match the resource to the date when it was first used. Have the date on the left-hand side of the resource. Also, line yourselves up in chronological order. When we are in the correct order we will post the timeline on the wall.

Lecture on timeline 15 min. of resource use with powerpoint presentation

Timeline Activity

10 min.

Post the timeline on the wall, leaving gaps for large time periods between inventions. Ask students to return to their desks for discussion. What do you notice about the timeline? Are there certain trends or periods of heavy resource introduction? What resources do we still rely on heavily today? (Nuclear, Coal, Oil, Hydro) Do you have any predictions for what the future might look like? Connect of Resources to Human Needs 2 min. Put up Cog Diagram on overhead. Here is a diagram that helps explain how humans are connected to the resources they use. Humans interests are filled through primary industries, which, in turn, are dependent on natural resources. If one cog is worn down the whole machine loses efficiency. Each resource, or cog in the wheel, affect human's wants through a corresponding primary industry. What happens to each resource will affect other resources and therefore other primary industries and finally, human's wants. What do you think would happen if the cogs in the natural resource wheel get worn down? - Resources feed primary industries, which provide needs for humans. If natural resources wheel is not working, primary industries cannot function; therefore, humans needs are not met. Environmental Issues 13 min. Now we are going to look more in-depth into the use of coal and hydro and their impacts on the environment. Ask students: Does anyone know how coal is used to generate energy? The coal is burned to heat water, and then the steam drives a turbine. Do you know any environmental issues related to the use coal? (Write key words on the chalkboard) Burning coal creates pollution, such as acid rain,

Coal

smog, and the release of toxic substances, including: - nitrogen oxides (NOx) - sulphur dioxide (SO2) - particulate matter - mercury - Greenhouse Gases (GHGs) o Carbon Dioxide (CO2) o Methane (CH4) - Toxic Metals o Arsenic, cadmium, chromium, nickel Through the mining of coal, toxic water that is rich in metals is released, which affects surface and ground water, as well as soils. Ask: What could be a possible issue of having excess metals in water and soil? - ecotoxicity, eutrophication, biomagnifications Use of land for mining practices dramatically alters landscapes and ecosystems, affecting vegetation and wildlife. The use of coal also creates both dust and noise pollution that can affect human and wildlife communities. Does anyone have any questions about the use of coal and/or the environmental impacts of coal? Hydroelectric Now we are going to discuss the environmental impacts of hydroelectric energy. Ask students: Does anyone know how hydroelectric energy is created? Water from reservoirs or rivers flow through dams, and the flow of water rotates the turbines, which generates electricity. Does anyone know potential environmental issues that are related to the use of hydroelectric dams? In creating dams, water is diverted, which removes water that is needed for healthy in-stream ecosystems. This diversion also disrupts the natural flow of the water, which can disorient migrating fish and alter their migration times. In extreme cases, it can prevent fish from migrating to their original habitat. In areas that are flooded due to dam-related activity,

such as the creation of reservoirs, plants can decompose and produce methane. The methane reacts with mercury to make it water-soluble. This water-soluble mercury is taken in by fish and biomagnified. This means that the concentration of mercury increases as it goes up the food chain. The presence of a dam can change the composition of water, and impact the downstream water quality. - nutrient composition - mineral composition - organic matter - microbes and other micro- and macro- flora and fauna Does anyone have any questions about hydroelectric energy and/or the impacts it can have on the environment? Recap 5 min. That is all the new material we will be learning for today, so now lets see how much you remember from the lesson. Can anyone explain what a renewable resource is? Can anyone explain what a non-renewable resource is? What are some examples of renewable and nonrenewable resources? Who remembers when coal was used for transportation? When was hydro-power first used? What are the two examples of renewable and nonrenewable resources we covered when talking about environmental impacts? What are some of the long-term impacts? If those are the impacts for coal and hyrdo, what do you think are some of the general long-term impacts of all resource use? - global warming - use of specific metals - area occupation pressure on biodiversity - construction materials - natural heritage - productivity of remaining resources - acidification

eutrophication/ nutrient enrichment heavy metal inputs, emissions ozone degradation fossil fuel emissions air pollution (toxic organic substrates) ecotoxicity human toxicity

Next class we will talk about some renewable resources and how they are used. As well as benefits and drawbacks of their use. Any final questions about the material we covered today?

Personal Reflection: (What went well, what would I change, what will I have to consider in my next lesson for this subject/topic) The Lesson:

The Teacher:

Comic

Cog Diagram