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Monday, March 12, 2012

Monday, March 12, 2012. Grab a new Frank from the stool Benefits of Oil Homework : Read and annotate and summarize article Learning Target: I can discuss the benefits of oil. Bellringer: what are the uses of oil? Take a sheet from the red chair. Teacher-Directed Instruction Expectations.

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Monday, March 12, 2012

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  1. Monday, March 12, 2012 • Grab a new Frank from the stool • Benefits of Oil • Homework: Read and annotate and summarize article Learning Target: I can discuss the benefits of oil. • Bellringer: what are the uses of oil? • Take a sheet from the red chair

  2. Teacher-Directed Instruction Expectations • Conversation: Level___ • Help: • Activity: listen and take notes • Movement: • Participation:

  3. 1. Which country uses the most oil per person in the world?

  4. Answer: United States

  5. 2) What are 5 items that we use everyday that are made from oil?

  6. Answer- Plastic, aspirin, gasoline, lipstick, candles, foam cushions, detergents, glue, cosmetics

  7. 3) What is a non-renewable resource?

  8. Answer- It is a resource that can not be used more than once, once its gone its gone

  9. 4) Which Middle Eastern country has the largest oil reserves?

  10. Answer: Saudi Arabia

  11. 5)About how much gas does the average American family use per year? About how much does that cost?

  12. Answer- 500 gallons costing about $1350 per year

  13. 6) Which US state has the largest oil reserves?

  14. Answer: Alaska

  15. 7) What percent of our oil do we import from other countries?

  16. Answer- 60 Percent is imported

  17. 8) Have we ever run out of oil in the US? If so, when?

  18. Answer- Yes, in the 1970s gas stations ran out of gas.

  19. 9) What alternatives do we have to oil?

  20. Answer- Biodiesel, solar power, wind power, ethanol, water, hydrogen cells, nuclear power

  21. 10) How much do experts expect oil to cost in the summer?

  22. Answer- $5 a gallon

  23. Learning Check # 1 • Why is oil so important?

  24. Oil Vocabulary 3/12/12

  25. Oil Vocabulary • Oil reserves- oil that has been discovered but remains unused in the ground • Petroleum- oil • Non-renewable resource- It is a resource that can not be used more than once, once its gone its gone • Consumption- the using up of goods and services • Fossil fuels- any fuel, such as petroleum, coal, and natural gas, that is made from the remains of prehistoric plants and animals (usually causes pollution)

  26. Partner Read Aloud • Conversation: Level 1 • Help: Raise your hand if you are confused • Activity: Read the article out loud with your partner then annotate and summarize it. • Movement: You may get up to sharpen your pencil without permission • Participation: eyes on paper, writing on paper, reading article and not talking about non-article things

  27. Learning Check # 2/ Reflection • What are some of the benefits of oil? • How do you interact with oil on a daily basis? • Why do you think that oil has caused so much conflict?

  28. Tuesday, March 13, 2012 • Check in with Frank • Read Intro to Oil (357-358) • Brain Pop: Oil • Dubai Decadence • Reflection • Check out with Frank • Learning Target: I can discuss how the world uses oil. • Bellringer: Think about the article from yesterday. Are there any items that are made from petroleum that surprised you? If so, which items?

  29. Oil Vocabulary Continued • Gross domestic product-the total value of goods and services produced in a country in a year • Supply and demand-economic system that determines price in a market economy • Production- the creation or construction of human made products • Import- to bring goods from a foreign country for trade or sell • Export- something sold abroad as part of international trade

  30. Reflection • What are the benefits of oil to the world? Why do people place such a high value on oil?

  31. Wednesday, March 14, 2012 • Check in with Frank • Vocabulary Review • Oil in the Middle East and around the World • Learning Target: I can discuss how the Middle East uses oil. • Bellringer: How has oil impacted the creation of culture in Dubai?

  32. Teacher-Directed Instruction Expectations • Conversation: Level 0 • Help: Raise your hand • Activity: Look at each picture and match the vocabulary term to it • Movement: You may not sharpen your pencil or go to the bathroom • Participation: Look at the screen and do not talk to your neighbor

  33. Partner Work Expectations • Conversation: Level 1 • Help: Raise your hand • Activity: Work with your partner to complete the pages • Movement: You may sharpen your pencil and go to the bathroom with permission • Participation: Eyes on paper and book, writing on paper, only talking about the assignment.

  34. Reflection • How does the Middle East use oil? • How does the World use oil?

  35. Thursday, March 15, 2012 • Check in with Frank • Supply & Demand • Brain Pop • Activity • Reflection • Check out with Frank Learning Target: I can discuss supply and demand. Bellringer: • How much is a superstar in the NBA or WNBA (such as Shaquille O'Neal, Lebron James, Lisa Leslie, ChamiqueHoldsclaw) paid compared to an average player? • Do you think you'd pay more for a 1962 Corvette or a 2004 Corvette (assuming that both are in good condition)? • Which costs more, diamonds or gravel?

  36. Supply & Demand Vocabulary • Supply: The total amount of a good or service available for purchase; helps determine price • Demand: The willingness and ability of the people within a market area to buy particular amounts of goods or services at a variety of alternative prices • Supply and demand-economic system that determines price in a market economy

  37. Supply & Demand

  38. Supply & Demand

  39. T-Shirt Design Activity • Partners (2 people) • 4-6 Minutes to design a t-shirt • 5 minutes to survey class about how much they are willing to pay for your t-shirt design • Graph Results • Analyze results

  40. T-Shirt Design Activity Expectations Part 1 (Design T-Shirt) • Conversation: No higher than a Level 1 • Help: Raise your hand if you are confused • Activity: Work with your partner to create a design for a t-shirt that you would sell to classmates • Movement: You may sharpen your pencil • Participation: Talk to your partner only about the assignment and draw a school-appropriate design on your paper

  41. Design Expectations Part 2 (Survey Peers) • Conversation: Level 1 • Help: Raise your hand • Activity: Survey your classmates and determine how much they would pay for a t-shirt with your design on it • Movement: Move around the classroom, sharpen your pencil, go to the bathroom (w/ permission) • Participation: Tally the number of people who would buy your t-shirt at each price

  42. T-Shirt Activity Expectations Part 3 (Create Graphs & Analyze Data) • Conversation: Level 0 • Help: Raise your hand • Activity: Tally how many students would buy your t-shirt design at each price and create a line graph • Movement: You may sharpen your pencil and ask to go to the restroom • Participation: Write on you paper and do not talk to your friends.

  43. Line Graphs

  44. Reflection • How does supply impact demand?

  45. Friday, March 16, 2012 • Check in with Frank • Negatives of Oil • Learning Target: I can discuss how oil can be dangerous. • Bellringer: Examine the following political cartoon. What do you think the cartoonist is trying to say?

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