ALEX | Alabama Learning Exchange

Fossils Fuels StudyJam

Classroom Resource Information

Title:

Fossils Fuels StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/fossil-fuels.htm

Content Source:

Other
http://studyjams.scholastic.com/

Type:

Interactive/Game

Overview:

Millions of years of heat and pressure turned the fossils of dead plants and animals into deposits of fuel, such as oil, natural gas, and coal. Fossil fuels are a non-renewable resource, and they create pollution, so it is important to conserve them.

The classroom resource provides a slide show that will describe fossil fuels and explain how they are formed. There is also a short test that can be used to assess students' understanding.

Content Standard(s):

Science
SC2015 (2015)
Grade: 4

5 ) Compile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining).

NAEP Framework

NAEP Statement::
E4.6: Some Earth materials have properties either in their present form or after design and modification that make them useful in solving human problems and enhancing the quality of life, as in the case of materials used for building or fuels used for heating and transportation.

NAEP Statement::
E4.7: The Sun warms the land, air, and water and helps plants grow.

Unpacked Content

Scientific And Engineering Practices:

Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts: Cause and Effect

Disciplinary Core Idea: Energy

Evidence Of Student Attainment:

Students:

Combine information across complex texts and other reliable media to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environments.

Teacher Vocabulary:

natural resources
natural renewable resources
nonrenewable resources
fossil fuels
air pollution
pollution
solar energy
environment
effects
affects
habitat
solar panel
impact
solution
derived
harness

Knowledge:

Students know:

How energy is derived from natural resources.
How energy resources derived from natural resources address human energy needs.
Positive and negative environmental effects of using each energy resource.
The role of technology in improving or mediating the environmental effects of using a given resource.

Skills:

Students are able to:

Waves, which are the regular patterns of motion, can be made in water by disturbing the surface.
When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.
Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).

Understanding:

Students understand that:

Energy and fuels that humans use are derived from natural sources, and their use affects the environment in numerous ways.
Resources are renewable over time, while others are not.

Alabama Alternate Achievement Standards

AAS Standard:
SCI.AAS.4.5- Identify common resources as renewable or nonrenewable.

Science
SC2015 (2015)
Grade: 6
Earth and Space Science

10 ) Use research-based evidence to propose a scientific explanation regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes (e.g., past volcanic and hydrothermal activity, burial of organic sediments, active weathering of rock).

Unpacked Content

Scientific And Engineering Practices:

Constructing Explanations and Designing Solutions

Crosscutting Concepts: Cause and Effect

Disciplinary Core Idea: Earth's Systems

Evidence Of Student Attainment:

Students:

Construct a scientific explanation based on evidence regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes.

Teacher Vocabulary:

Natural resources
Minerals
Fossil Fuels
Groundwater
Geoscience processes
Distribution
Extraction
Depletion
Water cycle
Rock cycle
Plate tectonics

Knowledge:

Students know:

Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources.
These resources are distributed unevenly around the planet as a result of past geoscience processes.
The water cycle, the rock cycle, and plate tectonics are examples of geoscience processes that distribute Earth's resources.
The environment or conditions that formed the resources are specific to certain areas and/or times on Earth, thus identifying why those resources are found only in those specific places/periods.
The extraction and use of resources by humans decreases the amounts of these resources available in some locations and changes the overall distribution of these resources on Earth
As resources as used, they are depleted from the sources until they can be replenished, mainly through geoscience processes.

Skills:

Students are able to:

Articulate a statement that relates a given phenomenon to a scientific idea, including that ongoing geoscience processes have caused the distribution of the Earth's resources.
Identify and use multiple valid and reliable sources of evidence to construct a scientific explanation of the phenomenon.
Use reasoning to connect the evidence and support an explanation of the distribution of Earth's resources.

Understanding:

Students understand that:

The Earth's resources are formed as a result of past and ongoing geoscience processes.
These resources are distributed unevenly around the planet as a result of past and ongoing geoscience processes.
The extraction and use of resources by humans decreases the amounts of these resources available in some locations and changes the overall distribution of these resources on Earth.
Because many resources continue to be formed in the same ways that they were in the past, and because the amount of time required to form most of these resources (e.g., minerals, fossil fuels) is much longer than timescales of human lifetimes, these resources are limited to current and near-future generations. Some resources (e.g., groundwater) can be replenished on human timescales and are limited based on distribution.

AMSTI Resources:

AMSTI Module:
Exploring Plate Tectonics

Tags:

coal, conservation, energy, fossil fuels, natural gas, nonrenewable resources, oil, pollution, renewable resources

License Type:

Custom Permission Type
See Terms: http://www.scholastic.com/terms.htm
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

The test may be completed as a whole group or independently on student devices.

This resource provided by:

Author:

Hannah Bradley

ALEX Classroom Resource

Fossils Fuels StudyJam