Using Natural Resources In Utah

Strand/Standard ESS.4.1 Construct an explanation for how the availability of natural resources, the occurrence of natural hazards, and changes in climate affect human activity. Examples of natural resources could include access to fresh water, clean air, or regions of fertile soils. Examples of factors that affect human activity could include that rising sea levels cause humans to move farther from the coast or that humans build railroads to transport mineral resources from one location to another. (ESS3.A, ESS3.B)

 

Lesson Performance Expectations

Students will look at maps of energy sources in Utah and compare it to the geography and population centers in Utah to explain where new sites should be proposed.

Hands-On Permeation

Strand/Standard ESS.4.2 Use computational thinking to explain the relationships between the sustainability of natural resources and biodiversity within Earth systems. Emphasize the importance of responsible stewardship of Earth’s resources. Examples of factors related to sustainability could include costs of resource extraction, per-capita consumption, waste management, agricultural efficiency, or levels of conservation. Examples of natural resources could include minerals, water, or energy resources. (ESS3.A)

 

Lesson Performance Expectations

Students will:

Students will obtain information about oil extraction in Utah by performing investigations about porosity and fracking. They will explore how porosity of rocks affects the flow rate of oil and how porosity could be increased through the fracking process, allowing more oil to be extracted. Students will obtain information on how the fracking process could affect Utah’s society, environment, and economy. They will Propose a solution to mitigate the impacts of the fracking process while still using fracking as a way to recover oil.

From Here to There – How Energy Moves and Changes

Strand/Standard PHYS.2.3 Develop and use models on the macroscopic scale to illustrate that energy can be accounted for as a combination of energies associated with the motion of objects and energy associated with the relative positions of objects. Emphasize relationships between components of the model to show that energy is conserved. Examples could include mechanical systems where kinetic energy is transformed to potential energy or vice versa. (PS3.A)

 

Lesson Performance Expectations

Students will describe how energy changes from one form to another, model where all energy goes and explain that no energy is lost.

Energy Efficiency

Strand/Standard ESS.4.4 Evaluate design solutions for a major global or local environmental problem based on one of Earth’s systems. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Examples of major global or local problems could include water pollution or availability, air pollution, deforestation, or energy production. (ESS3.C, ETS1.A, ETS1.B, ETS1.C)

Lesson Performance Expectations

Students will understand the difference between conservation and energy efficiency, discover the importance of energy use in their lives and recognize behavioral and technological approaches to energy efficiency and conservation.

Exploring Energy Conversions with Alternative Vehicles

Strand & Standard ESS.4.3 Evaluate design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios on large and small scales. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Emphasize the conservation, recycling, and reuse of resources where possible and minimizing impact where it is not possible. Examples of large-scale solutions could include developing best practices for agricultural soil use or mining and production of conventional, unconventional, or renewable energy resources. Examples of small- scale solutions could include mulching lawn clippings or adding biomass to gardens. (ESS3.A, ETS1.A, ETS1.B, ETS1.C)

Lesson Performance Expectations

Students will perform a cost and environmental analysis of traditional and new alternative energy cars. Describe different alternative fuels and the vehicles they power.

Energy Efficiency Makes a Difference

Strand/Standard ESS.4.4 Evaluate design solutions for a major global or local environmental problem based on one of Earth’s systems. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Examples of major global or local problems could include water pollution or availability, air pollution, deforestation, or energy production. (ESS3.C, ETS1.A, ETS1.B, ETS1.C)

Lesson Performance Expectations

Students will consider their energy and carbon footprint by conducting a home energy audit. They will create a plan to be more energy efficient in their own homes and consider how their plan could affect the global challenge of energy production.

Powering Your Future with an Energy Career

Strand/Standard ESS 4.2 Use computational thinking to explain the relationships between the sustainability of natural resources and biodiversity within Earth systems. Emphasize the importance of responsible stewardship of Earth’s resources. Examples of factors related to sustainability could include costs of resource extraction, per‐capita consumption, waste management, agricultural efficiency, or levels of conservation. Examples of natural resources could include minerals, water, or energy resources. (ESS3.A)

Lesson Performance Expectations

Students will learn about various careers related to energy. Students will learn about specific energy careers based on their interests.

Transporting Liquid Oil

Strand/Standard 6.2.4 Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, and propose modifications for optimizing the design solution. Emphasize demonstrating how the structure of differing materials allows them to function as either conductors or insulators. (PS3.A, PS3.B, ETS1.A, ETS1.B, ETS1.C)

 

Lesson Performance Expectations

Students will conduct an investigation to determine which insulators work best and compare materials. Students will design insulation that allows Utah’s waxy crude oil to remain as a liquid during transport.

Digging into Renewables

Strand/Standard ESS.4.3 Evaluate design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios on large and small scales. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Emphasize the conservation, recycling, and reuse of resources where possible and minimizing impact where it is not possible. Examples of large-scale solutions could include developing best practices for agricultural soil use or mining and production of conventional, unconventional, or renewable energy resources. Examples of small- scale solutions could include mulching lawn clippings or adding biomass to gardens. (ESS3.A, ETS1.A, ETS1.B, ETS1.C)

Lesson Performance Expectations

Students will learn local sources of energy in Utah and evaluate the environmental and economic cost of various forms of energy.