An Elementary Earth Science Curriculum Developed for the Oklahoma Energy Resources Board 500 NE 4th St., Suite 100, Oklahoma City, OK 73104 Mindy Stitt Executive Director Oklahoma Energy Resources Board Carla Schaeperkoetter Education Director Oklahoma Energy Resources Board www.oerbhomeroom.com Fourth Edition - 2013 © Oklahoma Energy Resources Board, an agency of the State of Oklahoma. All rights reserved. The Oklahoma Energy Resources Board is the nation’s first energy check off program. Created by the Oklahoma Legislature in 1993, the OERB is funded voluntarily by Oklahoma oil and natural gas producers and royalty owners through a one-tenth of one percent assessment on the sale of oil and natural gas. The OERB’s mission is to restore orphaned and abandoned well sites and to educate Oklahomans about the vitality, contributions and environmental responsibility of the Oklahoma petroleum industry. One of our most important missions is Energy Education! Our program serves two primary goals: 1. To develop and design oil and natural gas education activities for K-12 teachers and students in Oklahoma. 2. To provide teachers with: - Workshops statewide that provide free training and resources in energy education - Educational field trips for students and teachers - Professional development hours - Petroleum Professionals in the Classroom (Petro Pros) - Support in teaching the Oklahoma Academic Standards - Information about well site safety For more information about our programs, please contact teachers@oerb.com or 1-800-664-1301. OERBHOMEROOM.com- OERB’s Newest Teacher Resource! The OERB is excited to introduce www.OERBHOMEROOM.com to educators around the state. Homeroom is a hub for all of the OERB curricula and supplements. On Homeroom you can find curriculum resources, field trip forms, NEW video labs, NEW virtual field trips, a teachers lounge, industry information and so much more. Be sure to register for this exciting new resource! Petro Pros -Introducing students to the real world of oil and natural gas. Who better to teach students about earth science than the people who make knowing what’s underground their business? Our Petro Pros visit classrooms from kindergarten through twelfth grade and show students the science and business side of the oil and natural gas industry. Acknowledgments Little Bits, a hands-on earth science curriculum is designed to help students understand basic science concepts about petroleum and how it relates to their everyday life. This curriculum represents a collaborative effort between the Oklahoma Energy Resources Board and the Oklahoma Department of Education. This material was developed by a team of elementary educators, university curriculum specialists, petroleum industry representatives and OERB representatives. This teacher’s guide was illustrated by Cameron Eagle. The original Little Bits curriculum was developed by Kim Childers, Melissa Gill, Jackie Henry, Candy Stine, Tina Valentine, and Cheryl Wootton. Little Bits was revised by a committee of teachers in the summer of 2013 and was aligned to the Oklahoma Academic Standards. The following teachers contributed to that committee: Andrea Brawdy, Educational Consultant/Writer, Indian Meridian Elementary School, Choctaw Maggie Cooper, Educational Consultant/Writer, Park Elementary School, Tulsa Jackie Damiani, Educational Consultant/Writer, Will Rogers Elementary School, Edmond Melissa Gill, Educational Consultant/Writer, Disney Elementary School, Tulsa Angela Kwok, Educational Consultant/Writer, Oklahoma Department of Education Palmer Renshaw, Educational Consultant/Writer, Cimarron Middle School, Edmond Tina Valentine, Educational Consultant/Writer, Summit Middle School, Edmond Dr. Gayla Wright, Curricula Coordinator, Oklahoma Energy Resources Board Field Test Little Bits was field tested in the spring of 2009 by a group of educators from across Oklahoma. The field test participants were: Lisa Arthur, Roosa Elementary, Claremore Angie Ayers, Sadler Arts Academy, Muskogee Shelby Bryan, Southside Elementary, Coweta Maggie Burnside, Park Elementary, Tulsa Kim Cox, Bill Wallace Early Childhood Center, Ninnekah Heidi Doss, Remington Elementary, Tulsa Stephanie Dunn, Park Elementary, Sand Springs Catherine Ellis, Vanoss School, Ada Megan Hines, Angie Debo Elementary, Edmond Janet Howard, Friend Public School, Chickasha Nikki Huckabay, Agra Elementary, Agra Carla Husband, Latta Elementary, Ada Bonnie Jackson, Addams Elementary, Tulsa Jenny Jamison, Sadler Arts Academy, Muskogee Lisa Kazda, Celia Clinton Elementary, Tulsa Kelly Lipps, Angie Debo Elementary, Edmond Jan Lorenz, Angie Debo Elementary, Edmond Beth McCoun, Angie Debo Elementary, Edmond Brenda Moody, Agra Elementary, Agra Denise Parker, Agra Elementary, Agra Debra Rickner, Agra Elmentary, Agra Cindy Seitz, Sadler Arts Academy, Muskogee Hannah Smith, Celia Clinton Elementary, Tulsa Megan Soto, Celia Clinton Elementary, Tulsa Brenda Tracy, Sadle Arts Academy, Muskogee Robin Tyrrell, Sadler Arts Academy, Musckogee Brandi Williams, Agra Elementary, Agra The revised Little Bits curriculum was field tested in the fall of 2013 by a group of educators from across Oklahoma. The field test participants were: Kimberly Ashcraft, Angie Debo Elementary School Kathy Bavari, Angie Debo Elementary School Vicki Boiles, Bill Wallace Early Childhood Center Kim Cox, Bill Wallace Early Childhood Center Stephanie Dunn, Anderson Elementary Karin Dyer, Fort Cobb-Broxton Elementary Catherine Ellis, Vanoss Elementary Megan Hines, Angie Debo Elementary School Emily Hitchcock, Harry T Pratt Elementary Nancy Jarvis, Bill Wallace Early Childhood Center Kelly Lipps, Angie Debo Elementary School Kayla Locke, Bill Wallace Early Childhood Center Jan Lorenz, Angie Debo Elementary School Jennifer Marrow, Angie Debo Elementary School Dawn Moore, Broadmoore Elementary Ashley Neal, Bill Wallace Early Childhood Center Logan Phillips, Bill Wallace Early Childhood Center Kent Reed, Bill Wallace Early Childhood Center Renee Stallings, Bill Wallace Early Childhood Center Doris Wade, Angie Debo Elementary School Amber Walsh, Bill Wallace Early Childhood Center Frequently Asked Questions WHAT IS ENERGY? The world is full of movement. Birds fly in the air, trees move in the wind, and ships sail on the sea. People, animals, and machinery move around, but not without a source of energy. Living things and machines need energy to work. For example, the energy that turns the blade of a windmill comes from the wind. The sun provides the energy needed to produce the food you eat. Food provides the energy your muscles need to ride your bike. The energy to make a car, plane or motorboat move comes from the gasoline inside the engine. FROM WHERE DOES ENERGY COME? All energy originates from the sun. Without the sun, there would be no life on earth. The energy from the sun is transformed into many other types of energy that we use every day. Important forms of energy are oil, natural gas and coal, also known as fossil fuels. HOW ARE OIL, NATURAL GAS AND COAL FORMED? Millions of years ago, the seas were filled with billions of tiny plants and animals. As these plants and animals died, their remains sank to the ocean floor and were buried in layers of sand and sediment. As more and more time passed, heat and pressure worked on the buried remains until they became fossil fuels. These fossil fuels were then trapped in underground rock formations. If rock is porous (containing holes or void spaces), it can accumulate oil, natural gas and coal. For more than 150 years, man has been exploring and extracting fossil fuels. Today, when we use the estimated 6,000 products made from fossil fuels, we are releasing the energy that first came to earth from the sun millions of years ago. HOW DO WE FIND OIL AND NATURAL GAS? Edwin L. Drake was the first person to drill specifically for oil. In 1859, near Titusville, Pennsylvania, Drake struck oil. Drake’s discovery helped make the finding of oil a big business. By 1900, prospectors had found oil fields all over the country, especially in Oklahoma and Texas. Today, prospecting for oil and natural gas is highly skilled detective work as scientists use computers, satellites, sound waves and high-tech equipment to search both underground and under the ocean floor. Long before drilling can begin, geologists and geophysicists (scientists who explore for oil and gas) gather clues to locate possible sites for drilling. These clues come in many forms . . . from maps to locating fossils to studying sound waves from deep beneath the surface. The scientists make their best predictions, locate the spot and then the exploration begins. However, this process does not proceed without concern for the environment. For many years, oil and gas companies have devoted considerable time and resources to finding ways of reducing their impact on the environment. In fact, U.S. companies are spending more dollars protecting the environment than drilling new wells. The effects that drilling, as well as any eventual production operations, will have on an offshore environment or a sensitive onshore tract must be anticipated and thoroughly spelled out. Blowout preventers used during the drilling process insure against the potential release of oil or natural gas into the atmosphere making oil “gushers” a relic of the distant past. Steel casing is set and cemented to protect the water table from contamination. Oil companies routinely take all necessary steps to prevent harmful interaction with wildlife and crop production. HOW IS OIL AND NATURAL GAS TRANSPORTED AND USED? Once oil and natural gas are produced and collected, they must be safely transported for their many uses. Oil can be transported by truck, pipeline or ships to factories called refineries. Natural gas can only be transported in large quantities through high pressure pipelines. Consequently, natural gas produced in the U.S. can only be used on this continent, or it can be shipped as compressed and liquefied natural gas. Crude oil can be shipped all over the world where it is made into the thousands of products that we use every day. You don’t need to leave home to find oil in some of its many forms. By processing fossil fuels at power stations, stored energy can be converted to electricity. The carpet on your floor and the paint on your walls probably have oil in them. You brush your teeth with a plastic tooth brush which is made from petroleum (oil is the key ingredient of plastic). It is estimated that we have found more than 500,000 uses for oil. Learning Cycle Little Bits activities follow the learning cycle format: 1. Wonder Why The Wonder Why question focuses on the topic of the activity and engages student interest. 2. Student Activity This stage of the learning cycle provides information and procedures for inquiry-based, hands-on investigations. 3. Conclusion Based on the student activity, this stage of the learning cycle develops the main idea through questioning and additional resources. 4. Extensions Extensions allow for further development of the concept through the use of subject integration, resources, community outreach, experimentation, creativity and decision-making. Table of Contents ACTIVITY TOPIC ACTIVITY PAGE Road to Petroville Boom Towns 1 Signs of Danger Recognizing Signs of Danger 10 Jump Rope Rhymes Well Site Safety 22 Petro Pete’s Rockin’ Rock Hunters Rock Properties 28 Good Vibrations Sound and Vibrations 42 Oil Drop Hide Seek Renewable & Non-Renewable Energy 48 Push and Pull 54 Refining Oil and Petroleum By-Products 61 May the Force Be With You From the Ground to All Around Student Pages The Road to Petroville Oklahoma’s Academic Standards-English/Language Arts Kindergarten Reading: Literature Range of Reading and Level of Text Complexity K.10 Actively engage in group reading activities with purpose and understanding. Reading: Foundational Skills Phonics and Word Recognition K.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Speaking and Listening Standards Comprehension and Collaboration K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Oklahoma’s Academic Standards-Social Studies Process and Literacy Skills Standard Integration of Knowledge and Ideas K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts) Comprehension and Collaboration K.2 Confirm understanding of a social studies text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood Economics Literacy K.3 Describe the basic needs of food, clothing, and shelter that are common to all people. History Literacy K.3 Use words and phrases related to chronology and time to explain how things change including before/after, past/ present/future, and today/tomorrow/yesterday. Little Bits The Road to Petroville 1 Teacher First Grade Reading: Literature Key Ideas and Details 1.1 Ask and answer questions about key details in a text. Integration of Knowledge and Ideas 1.7 Use illustrations and details in a story to describe its characters, setting, or events. Reading: Informational Texts Key Ideas and Details 1.1 Ask and answer questions about key details in a text. Integration of Knowledge and Ideas 1.7 Use the illustrations and details in a text to describe its key ideas. Reading: Foundational Skills Phonics and Word Recognition 1.3 Know and apply grade-level phonics and word analysis skills in decoding words. b. Decode regularly spelled one-syllable words. d. Decode two-syllable words following basic patterns by breaking the words into syllables. Speaking and Listening Standards Comprehension and Collaboration 1.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Oklahoma’s Academic Standards-Social Studies Process and Literacy Skills Standard Ideas and Details 1.1 Ask and answer questions about key details in a text. Integration of Knowledge and Ideas 1.7 Use the illustrations and details in a text to describe its key ideas Little Bits The Road to Petroville 2 Teacher Economics Literacy 1.2 Summarize the need for money, how money is earned, and how money and credit are used in order to meet needs and wants including the costs and benefits of spending and saving. (CCRIT 2) Geography Literacy 1.1 Define and compare the physical features of urban and rural communities. Second Grade Reading: Literature Key Ideas and Details 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot Integration of Knowledge and Ideas 1.7 Use illustrations and details in a story to describe its characters, setting, or events. Reading: Informational Texts Key Ideas and Details 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Integration of Knowledge and Ideas Reading: Foundational Skills Phonics and Word Recognition 2.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words Speaking and Listening Standards Comprehension and Collaboration 2.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Little Bits The Road to Petroville 3 Teacher Oklahoma’s Academic Standards-Social Studies Process and Literacy Skills Standard Key Ideas and Details 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Integration of Knowledge and Ideas 2.7 Explain how specific images (e.g., a diagram, landforms, satellite photos, maps, and charts) contribute to and clarify a text. Economics Literacy 2.1 Describes ways people are paid for their labor and how goods and services are purchased through means like check, cash, and credit cards, and provide examples of interdependence through trade/barter and purchase Little Bits The Road to Petroville 4 Teacher The Road to Petroville Understanding Why People Came to Oklahoma during the Oil Boom Time: Approximately 90 minutes Wonder Why... Have you ever wondered why people came to Oklahoma? Why would people want to work in the oil fields? Concept Oklahoma was a very desirable location for people to move to during the oil boom. There were great opportunities for people to work hard and make a lot of money in the oil fields. Teacher Information Boomtowns in Oklahoma were generally characterized by their development in a sparsley populated rural setting. Employment and the oppurtunity to earn high wages caused not only many rural residents to forsake the farm, but also brought in large numbers of young men from nearby communities and adjoining states. Most of the men who poured into Oklahoma during the oil boom had little or no previous experience in the oil fields. Hours on the job were long and demanding, and roughnecks and roustabouts worked hard. Time was money in the oil business, and time wasted was money lost. The men traveled to their jobs in all manner of conveyances; by horse and buggy, or horseback, or on foot; and because of the lack of roads, they just walked through prairies to get to work. Most early arrivals in a boomtown secured lodging in local farm homes. The accommodations were, however, far from luxurious. These farmers offered beds that were made up of prairie grass propped up on store boxes. They would receive one meal usually consisting of bread without butter, hash, and some pork fat or cow liver. Accommodations would be about $5 per week. Every room in town was taken; there was a line a block long in front of every restaurant all day; the drilling was spreading out in every direction. Some had to pitch a tent and sleep at the edge of town and others slept in tents or on farm property. During the height of the Cushing boom, pool halls were converted to hotels after midnight so workers could sleep on or under pool tables, on chairs or anywhere space allowed at $.50$1.00 per week. Cots were rented by the night or by the week in hotels on a first come, first serve basis. It was not uncommon for three individuals to occupy one room in shifts, paying from two dollars per night to thirty dollars per week. Cots overflowed into alleys, and barber chairs, as well as, theater seats served as beds. Carpenters from surrounding areas started building “shot gun” houses. The houses required only three men working a single day to complete and they were one room and usually about twelve by twenty feet. Little Bits The Road to Petroville 5 Teacher Activity 1 Materials • Book—The Road to Petroville • The Road to Petroville audio book on www.OERBhomeroom.com • Petro Pete’s Adventure activity book • Petroville game mat • Spinner • Worm cards • Game pieces Procedure 1. Preview The Road to Petroville as a class. Look for clues as to what this text is about. 2. Let the students make guesses based on the pictures. Students can either share these guesses with a partner, or as a whole group discussion. 3. Read the book, stopping to check for comprehension. *Sample questions: Why did they want to go to Oklahoma? What is a worm? What kind of jobs are there in an oil field? Was the work hard to do? What shape do you see in an oil derrick? 4. Read Petro Pete’s Adventure activity book and allow students to color the pictures. Game Procedure 1. Review the rules and procedures of playing on the Road to Petroville mat. 2. Play a sample game for everyone to observe the procedures, coaching the players in the correct way to interact and to play the game. 3. Divide class into three groups. Choose one student from each group to move a game piece. All students will cheer on their own teams. The Road to Petroville Game Rules 1. Each player (or team) must choose a game piece to move around the carpet. 2. Spin to see where you should move your game piece. 3. If you land on a space with a “worm,” draw a worm card and follow its directions. 4. The first person to get to Petroville Elementary wins. Little Bits The Road to Petroville 6 Teacher *Teacher Note: Remove special worm card (Caught playing on a pumpjack, go back to start) until the concept of winning/losing is more understood by students. Extensions 1. Move game mat into a learning center to be used by groups of 2-6 students. 2. Set up a student computer to allow students to read along with the digital OERB books on www.OERBhomeroom.com 3. Use the “Talking Points Handout” for The Road to Petroville. Little Bits The Road to Petroville 7 Teacher The Road to Petroville Talking Points Extension Page 10 What is Grammy holding? What do you think she is doing with it? Page 11 Meals are .50¢. How many quarters, dimes, nickels or pennies does it take to make .50¢? Page 12 Is it safe for the man to be standing on the roof? Why or why not? Page 14 How long is 12 hours? 18 hours? Count up from the average waking times. Example: If a student wakes at 6:00am and ccounts up 12 hours, it would be 6:00pm and if they count up 18 hours, it would be 12:00am or midnight. Page 16 What does oil smell like? Have you ever noticed the smell at a gas station? Page 20 When the teacher steps out of the classroom, who is in charge? Possible answers: Substitute, teachers aide or paraprofessional. Page 21 How long is 1 foot? (Possible size of floor tiles) Measure in the hallway 60 and 90 feet. Talk about a common point of interest 5-6 miles from school. Compare that with depth of a well. Little Bits The Road to Petroville 8 Teacher The Road to Petroville Talking Points Continued Extension Page 22 Why do we have to keep things clean and fix broken items? Possible answers: safety, easier to find items we use and working together. Alliteration Examples: Wildcatter Wally Tool Pusher Tommy Driller Dalton Derrick Hand Dan Roughneck Ralph Little Bits The Road to Petroville 9 Teacher Petro Pete Sees the Signs of Danger Oklahoma’s Academic Standards-English/Language Arts Kindergarten Speaking and Listening Standards Comprehension and Collaboration K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Language Vocabulary Acquisition and Use K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). Oklahoma’s Academic Standards-Social Studies Civics Citizenship Literacy Standard K.1 Recognize the importance of rules and responsibilities as a member of the family, class, and school. First Grade Speaking and Listening Standards Comprehension and Collaboration 1.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Language Vocabulary Acquisition and Use 1.5 With guidance and support from adults, explore word relationships and nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). Little Bits Petro Pete Sees the Signs of Danger 10 Teacher Second Grade Speaking and Listening Standards Comprehension and Collaboration 2.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Language Vocabulary Acquisition and Use 2.5 With guidance and support from adults, explore word relationships and nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). Little Bits Petro Pete Sees the Signs of Danger 11 Teacher Petro Pete Sees the Signs of Danger Understanding the Signs of Danger Around Oil Fields Time: Approximately 90-120 minutes Wonder Why . . . Have you ever wondered what the different signs of danger mean? Why are these signs needed in and around oil and natural gas sites? Concept Oklahoma has many oil well sites. Students should recognize the signs of danger and caution and use good judgment to stay away from the oil and natural gas well sites and equipment. Teacher Information The oil and natural gas industry relies on safety programs to help prevent accidents. Companies ensure safety with their employees by offering safety trainings and meetings. Most companies hold group meetings every month to discuss safety issues with their employees. The type of training, supporting materials, and frequency generally depends on the type of work performed or the hazards to which the workers are exposed. Some training might be given to all personnel at a company, but most training depends on the type of work and equipment a company uses. Safety professionals often develop a training matrix based on potential hazards a worker might encounter. Training can take place in a classroom environment or the field. Workers might be asked to demonstrate knowledge in hands-on activities or with a written test to assess comprehension. Little Bits Petro Pete Sees the Signs of Danger 12 Teacher Vocabulary Caution: Care taken to avoid danger or mistakes. Corrode: To eat or be eaten away by degrees as if by gnawing. Break down. A bridge corroded by rust. Corrosive: Tending or having the power to corrode. Danger: The state of not being protected from injury, harm; something that may cause harm. Explosive: A dangerous substance that could blow up. Flammable: (think “flame” and “fire”) Capable of being easily set on fire and of burning rapidly. Hard Hat Area: Restricted areas that require a hard hat to be worn by professionals and all visitors. High Voltage: High electrical forces. Could result in shocking and or killing life. Poison: A substance that by its chemical action can kill or injure a living thing. Stop: An event or an action coming to an end. Activity 1 Materials • What’s the Risk? The Story of a Fuelless Boy, Procedure 1. Read What’s the Risk? The Story of a Fuelless Boy to the class. Explain why it is dangerous for Freddie to play on the well site. Possible questions: Why is it dangerous to play on a pumpjack? Who made a good decision to play on the playground instead of the pumpjack? Who should be around pumpjacks? What clothing does this person need to be safe? Little Bits Petro Pete Sees the Signs of Danger 13 Teacher Activity 2 Materials • Danger Safety Signs coloring sheet • Danger Signs flash cards (2 sets to be used with game: Oilfield Concentration and Bingo Game) • Crayons • Glue stick • Scissors Teacher Tip: Having students color their Danger Signs coloring sheet with crayons instead of markers will eliminate students seeing the answers through the paper. Procedure 1. Present the signs of danger and discuss what each sign means using your danger signs flash cards. Go over the words that are associated with the danger signs. 2. Hand out the danger signs coloring sheet. Allow the students to color and cut each word and sign into small squares. 3. Once the signs and words are cut, let the students play Oilfield Concentration. Students will match the signs with the correct words. Activity 3 Materials • Bingo/Tic Tac Toe Card • Black playing chips • 12 sticky tacks Teacher Tip: Attach sticky tack to the back of the flash cards for easy display during bingo. Procedure 1. Play Bingo or Tic-Tac-Toe. Have students make his/her own board by cutting out the signs and words from the color page and place on a card. Use the Flash Cards to call out a word or show a sign for students to match on the Bingo card. Little Bits Petro Pete Sees the Signs of Danger 14 Teacher Activity 4 Materials • Class Set of Safety Pledges • Petro Pete Safety Buttons Procedure 1. Hand out the Safety Pledge. Discuss dangers of playing around oil and natural gas equipment. Have students sign the pledge. Have students take them home to discuss these dangers with parents. 2. After students sign the Safety Pledge, give them a Partner in Well Site Safety Petro Pete button. Extension • Use the talking points for What’s the Risk? to have a class discussion about safety. • Have students color “Who is dressed for well site safety?” coloring page. • Replay the “Road to Petroville” game. Little Bits Petro Pete Sees the Signs of Danger 15 Teacher What’s The Risk? Talking Points Extension Page 8 Why would the kids get in trouble? What could happen to them? Page 9 Is there anything on our playground that isn’t safe? Page 17 How have you used a petroleum product today? Page 20 Does Freddy have on anything made from petroleum? What can you see in the classroom that is made from petroleum? Page 28 The chalkboard says “Safety”. What does that mean? Page 29 Is a pumpjack safe if it’s not moving? Why? Little Bits Petro Pete Sees the Signs of Danger 16 Teacher �ell si �ell site danger signs coloring sheet �ell site safet� signs �ell site safet� signs �ell site safet� signs �ell �ell �els �ield �ield �ield stop caution �ield corrosive caution �ield flammable stop caution �ield flammable explosive stop st stop flammable stop corrosives corrosive corrosives poison corrosive corrosives �ield �ield s caution �ield poison poison poison poison high poison voltage hard hat area hard hat area stop hard hat area Little Bits Petro Pete Sees the Signs of Danger high voltagepoison explosive high voltage hard hat high voltage area 17 hard hard ha ar area hard h area explosive poison poison caution explosive ha poison h Teacher Well Site Safety tic tac toe oR oil BiNGo o Little Bits Petro Pete Sees the Signs of Danger i 18 l Teacher Little Bits Petro Pete Sees the Signs of Danger 19 Teacher danger signs flash cards Little Bits Petro Pete Sees the Signs of Danger 20 Teacher 1. I will not hang out or play around well sites. 2. I will tell my friends that it is not safe to play on pumpjacks, tank batteries and other oilfield equipment. 3. I will tell my parents or my teacher if someone I know asks me to play on a well site. 4. I will become a Partner in Well Site Safety with Petro Pete. Student Signature Parent or Teacher Signature 2. I will tell my friends that it is not safe to play on pumpjacks, tank batteries and other oilfield equipment. 3. I will tell my parents or my teacher if someone I know asks me to play on a well site. 4. I will become a Partner in Well Site Safety with Petro Pete. Student Signature Parent or Teacher Signature Well Site Safety Pledge 1. I will not hang out or play around well sites. Well Site Safety Pledge Little Bits Petro Pete Sees the Signs of Danger 21 Teacher Petro Pete is dressed for well site safety. Petro Pete Freddie Fuelless is ready for the playground. Freddie Fuelless Who is dressed for well site safety? Jump Rope Rhymes Oklahoma’s Academic Standards-English/Language Arts Kindergarten Reading: Literature Integration of Knowledge and Ideas K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). Reading: Foundational Skills Phonological Awareness K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. Speaking and Listening Standards Comprehension and Collaboration K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). First Grade Reading: Literature Integration of Knowledge and Ideas 1.7 Use illustrations and details in a story to describe its characters, setting, or events. Speaking and Listening Standards Comprehension and Collaboration 1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Little Bits Jump Rope Rhymes 22 Teacher Second Grade Reading: Literature Integration of Knowledge and Ideas 2.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). Reading: Foundational Skills Phonological Awareness 2.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. Speaking and Listening Standards Comprehension and Collaboration 2.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Little Bits Jump Rope Rhymes 23 Teacher Jump Rope Rhymes Student concepts of an oilfield become more concrete through the use of rhymes Time: Approximately 50 minutes Wonder Why... Have you ever wondered why you can’t play around oilfield equipement? Concept Staying away from pump jacks and oil well sites is vitally important. Teacher Information Oilfield equipment can be extremely dangerous, and people should not “hang around” tank batteries and pumping units. Some of the dangers are: Tank Batteries: The smallest spark--especially a cigarette or lighter--can cause an explosion from fumes or flammable liquids. Anyone opening a hatch might be overcome with fumes and pass out. The stairs and rails, which can be as high as two stories, can be covered with oil and be slippery, causing someone to fall down the stairways or over the side. Pumping Units: The counterweights weigh up to 20,000 pounds, and will crush a human body without stopping. Anyone falling off the beam or trying to ride the weights can be seriously injured or accidentally killed. Anyone trying to grab the cable or the front of the unit can have their hands cut off as the cable travels up and down. The numerous moving parts of a pumping unit can catch, injure, or even kill, a person. Electrical boxes, wires and components operate at high voltage. Anyone touching them could receive serious electrical shock. Note***Even if a pumping unit is stopped, it is not safe. Many units are on timers, which can start without warning, causing harm if a person is on the unit. Other Equipment: Some heater treaters (long, tall tanks) operate at extreme temperatures, which could cause burns. Pipelines could leak or explode if tampered with by untrained personnel. Little Bits Jump Rope Rhymes 24 Teacher Well Site Safety Fast Facts Oil field equipment can be extremely dangerous, and people should not “hang around” storage tanks and pumping units. Some of the dangers are: Flammable materials, Heavy Pump Jacks, Electrical Boxes, Pipelines, Chemicals. Materials • Jump Rope Rhymes Handout • 2 Long Jump Ropes • 1 Individual Jump Rope Procedure: 1. Teach the students one or all of the jump rope rhymes provided until they can repeat them from memory. 2. Brainstorm and share the different oil products found in your classroom. 3. Using a gymnasium or playground, have student take turns jumping rope to the rhymes. (If your students cannot jump rope, we suggest laying the jump rope on the floor and having the students jump across it as they recite the rhymes. You may also want to try doing hand movements, cheers or dance moves.) Extensions 1. Read Petro Pete, Petro Pete, What Do You See? Discuss all of the things made from petroleum products mentioned in the poem. 2. Show the OERB’s “DUH-DUH-Dangerous” safety DVD. 3. Brainstorm with your students to create a web of oil products found in your classroom. Use items from Rhyme #3. Little Bits Jump Rope Rhymes 25 Teacher Jump Rope Rhymes Rhyme #1 Danger, danger, stay away Oil wells sites are no place to play. Pump jacks are not toys, They can injure girls and boys. How many times do we need to say, Keep it safe and stay away! 1,2,3,4…. Rhyme #2 Pump jacks go up and down, Pumping oil from the ground. Up and Down, up and down, How many barrels have they found? 1, 2, 3, 4… Rhyme #3 We need oil. We need gas. Where are the oil products in our class? 1, 2, 3, 4… Little Bits Jump Rope Rhymes 26 Teacher Extension Petro Pete, Petro Pete What Do You See? Adapted from the book Brown Bear, Brown Bear What Do You See? By: Bill Martin Jr. Petro Pete, Petro Pete what do you see? I see one tall silver oil derrick looking at me. It drills for oil under the ground for you and me! Petro Pete, Petro Pete what do you see? I see two black pump jacks looking at me. They pump oil out of the ground for you and me! Petro Pete, Petro Pete what do you see? I see three white towers looking at me. They separate the oil and gases for you and me! Petro Pete, Petro Pete what do you see? I see four red cars looking at me. They use fuel from petroleum to transport you and me! Petro Pete, Petro Pete what do you see? I see five yellow umbrellas looking at me. They are made from petroleum to cover you and me! Petro Pete, Petro Pete what do you see? I see six orange football helmets looking at me. They are made from petroleum to protect you and me! Petro Pete, Petro Pete what do you see? I see seven green plastic tubs looking at me. They are made from petroleum to carry things for you and me! Petro Pete, Petro Pete what do you see? I see eight blue recycling bins looking at me. They help to recycle plastics for you and me. Petro Pete, Petro Pete what do you see? I see nine clear water bottles looking at me. They will be recycled into other products for you and me! Petro Pete, Petro Pete what do you see? I see ten students looking at me. They need petroleum just like you and me! Little Bits Jump Rope Rhymes 27 Teacher Petro Pete's Rockin' Rock Hunters Kindergarten Reading: Informational Texts Key Ideas and Details K.2 With prompting and support, identify the main topic and retell key details of a text. Range of Reading and Level of Text Complexity K.10 Actively engage in group reading activities with purpose and understanding. Writing Text Types and Purposes K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). Research to Build and Present Knowledge K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking and Listening Comprehension and Collaboration 1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. Presentation of Knowledge and Ideas 1.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 1.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. 1.6 Speak audibly and express thoughts, feelings, and ideas clearly. Little Bits Petro Pete's Rockin' Rock Hunters 28 Teacher First Grade Reading: Informational Texts Key Ideas and Details 1.2 Identify the main topic and retell key details of a text. Writing Text Types and Purposes 1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Research to Build and Present Knowledge 1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking and Listening Comprehension and Collaboration 1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. Presentation of Knowledge and Ideas 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.) Little Bits Petro Pete's Rockin' Rock Hunters 29 Teacher Second Grade Reading: Informational Texts Key Ideas and Details 2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text Writing Text Types and Purposes 2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Research to Build and Present Knowledge 2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 2.8 Recall information from experiences or gather information from provided sources to answer a question. Speaking and Listening Comprehension and Collaboration 2.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Presentation of Knowledge and Ideas 2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations.) Little Bits Petro Pete's Rockin' Rock Hunters 30 Teacher Next Generation Science Standards Second Grade Matter and Its Interactions 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. 2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. Little Bits Petro Pete's Rockin' Rock Hunters 31 Teacher Petro Pete's Rockin' Rock Hunters Students Will Take a Closer Look at Rocks and Their Properties Time: Approximately 90 minutes Wonder Why... Have you ever wondered how rocks are different from one another? Concept Physical properties can be used to sort and describe rocks. Teacher Information Rocks can be defined as the solid material forming part of the surface of the Earth. Through observation of rocks, students can better understand that there are many different types of rocks that can have different physical properties. Physical properties are defined as any property used to characterize physical objects (matter) such as size, shape, color, texture, odor, appearance, etc. Different processes, such as volcanic activity, movement of the earth's crust, and erosion and redeposition of rocks on the surface, create several different environments where different types of minerals and rocks form. Rocks can be classified into three different rock groups: igneous, metamorphic, or sedimentary. The rock cycle explains the changing of rocks of igneous, sedimentary, and metamorphic rocks that make up the Earth’s crust. According to Petroleum and the Environment by Harrison and Testa, almost all of the petroleum known in the world comes from rocks that were formed in ocean basins or in sedimentary basins (depressions in the surface of the Earth where layers of sand, silt, clay, or limestone accumulate and form sedimentary rocks) on continents. Virtually every sedimentary basin in the world is potentially capable of containing some petroleum. Oil field workers look for sedimentary rocks for deposits of petroleum. WOW! Using your “Famous Rocks Around the World” poster found on www.OERBhomeroom.com, ask students what the four pictures have in common. Allow 2-3 minutes for turn and talk time. Discuss as a class. Guide students toward the fact that they are all made of rock. Teacher will give the location of each of the rocks from the poster. Today we are going to look more closely at rocks! Little Bits Petro Pete's Rockin' Rock Hunters 32 Teacher Information for WOW! West and East Mitten Buttes are located in Monument Valley, Utah. They are made of three principle rock layers. The lowest layer is Organ Rock Shale, middle layer is De Chelly Sandstone, and the top layer is the Moenkopi Formation capped by Shinarump Conglomerate. Devils Tower is located in northeastern Wyoming. It is composed of mostly sedimentary rocks. The dark red is sandstone and maroon siltstone, interbedded with shale. Geologists agree that Devils Tower was formed by the intrusion of igneous material. Stonehenge is located in Wiltshire, England. It is made up of about 20 different types of rock that were brought to the site at different times over the period of 1,000 years. The bluestones (rhyolite debitage) are made of dolerite, an igneous rock; the larger upright stones are made of sarsen sandstone, sedimentary rock. Mount Rushmore National Memorial is located in the Black Hills of South Dakota. It is made of granite, an igneous rock. Safety Science experiments can be dangerous if not conducted with the necessary precautions. Please review the following safety guidelines related to this lesson with your students prior to the activity. • Listen for instructions before beginning an experiment • Ask for teacher approval before doing an experiment on your own • Keep hands away from your mouth and eyes • Use science tools carefully • Inform students that they will not use the sense of taste for this activity • Wash hands before and after this activity • Use safety when handling rocks Activity 1 Materials: • Rock collections kit (6) 1 kit for each group • 1 hand lens per student • Petro Pete's Rockin' Rock Hunters sorting grids (6 laminated) 1 for each group Little Bits Petro Pete's Rockin' Rock Hunters 33 Teacher Procedure 1. Group students into groups of four. 2. Give each group a Little Bit’s rock collection comprised of samples of sandstone, conglomerate, shale, coal, limestone and arkose. 3. Allow 5-8 minutes for students to use hand lenses to observe their rocks, discuss with their group, and sort the rocks in different ways. 4. Teacher will have each group share how they sorted their rocks. 5. Teacher will give the definition for physical property to the students. (A physical property is how we can describe an object by its size, shape, color, texture, odor or appearance.) 6. Ask students to name physical properties of a common classroom item. Describe what it looks like. (My stapler is black with shiny silver, it has a circle around a square on the logo, it is bigger than the red stapler, the top of the stapler is smooth, the very top of the stapler looks like a rectangle) 7. Petro Pete needs help in sorting his rocks. Have students sort rocks into two groups by using physical properties. 8. Have groups discuss how they sorted their rocks. 9. Have students sort rocks using Petro Pete’s Rockin’ Rock Hunters Sorting Grid. Activity 2 Materials: • 2 Petro Pete's Rockin' Rock Hunters Student Data Sheet for each group • 1 box of crayons for each group • Rocks: Hard, Soft, Smooth and Rough (Amazing Science) by Natalie M. Rosinsky Procedure 1. Teacher will read aloud Rocks: Hard, Soft, Smooth, and Rough (Amazing Science) by Natalie M. Rosinsky 2. Discuss the physical properties that were used in the book to describe the rocks. (Teacher could make a chart of physical properties that were used in the book to describe the rocks as an anchor chart. Students could create their own list.) 3. Have each group (3-4 students) choose two rocks from the Little Bit’s rock collection. 4. Students will record data for each rock using the Petro Pete’s Rockin’ Rock Hunters Student Data Sheet. Little Bits Petro Pete's Rockin' Rock Hunters 34 Teacher *These could be glued on a piece of construction paper to place in the Rock Museum to identify each rock. Conclusion 1. Hand out Petro Pete’s Rockin’ Rock Hunters Assessment Sheet and 4 rocks from the Little Bits’ Rock Collection. (Choose any 4 of the following 6: sandstone, conglomerate, shale, coal, limestone, arkose). 2. Students will place rocks on the correct description of its physical properties. 3. Students will be assessed by correctly sorting rocks by physical properties in this activity. 4. Complete the written rock assessment, as a group or individually. Extensions • Math: Give each group a box of paper clips. Have group measure length and width of rocks with paper clips. Show students how to link them together to make a paper clip chain. Ask students to make a chain long enough to fit around their rock. Have students make number sentences with rocks. Example: Sedimentary + Shale = 7 paper clips • Use a balance to compare the mass of the rocks. Order rocks from lightest to heaviest. • Take Student Data Sheets that were completed by the groups in the activity and trade with other groups. Have student groups try to correctly identify the rock using the physical properties. • Create a Petro Pete’s Rock Museum. Encourage students to collect rocks and use the data sheet to make museum tags. Students could write about the rocks using “The Important” format. • Have students bring from home a favorite rock and take it outside! Use sidewalk chalk to draw T-charts for sorting. Have students place rocks on correct side and count how many are on each side. Place number in each column and then add the total. Little Bits Petro Pete's Rockin' Rock Hunters 35 Teacher Petro Pete's Rockin' Rock Hunters Sorting Grid by Color Light Colored Rocks Dark Colored Rocks Sorting Grid by Texture Smooth Rocks Rough Rocks Sorting Grid by Size Large Rocks Little Bits Petro Pete's Rockin' Rock Hunters Small Rocks 36 Teacher Name: Petro Pete's Rockin' Rock Hunters Student Data Sheet Hey Scientist! We are having so much fun investigating rocks in class! Petro Pete needs your help collecting information on two of his rocks! You have an important job. Choose a rock from Petro Pete’s rock collection to complete the chart. Color Rock Drawing Red Orange Yellow White Blue Brown Green Black Draw a picture of your rock in the space below. Gray Appearance Texture Shape Shiny Rough Circle Dull Smooth Triangle Spotted Other Square Striped Rectangle Irregular Little Bits Petro Pete's Rockin' Rock Hunters 37 Teacher Petro Pete's Rockin' Rock Hunters Assessment Sheet Choose any 4 of the following 6 rocks: sandstone, conglomerate, shale, coal, limestone, arkose. Place the chosen rocks on the mat in the correct box using the physical properties we have learned about so far. Looks like sand glued together Looks like pebbles glued together Looks dark, flat and feels light Looks white and powdery Looks black or brownish Looks pink or gray and is dotted or spotted Little Bits Petro Pete's Rockin' Rock Hunters 38 Teacher Name: Written Rock Assessment 1. Choose one rock from the Little Bits Rock collection. 2. Use information from the Student Data Sheet, Activity #2, to help write a paragraph about your favorite rock. After you write about your favorite rock, draw a picture of your rock with as much detail as possible in the space below. The most important physical property of my sedimentary rock is . One thing about my rock is that it is Second, my rock is . . Third, my rock is . But the most important physical property of my sedimentary rock is (repeat of the first line) Little Bits Petro Pete's Rockin' Rock Hunters 39 Teacher Petro Pete's Rockin' Rock Hunters Assessment Sheet TEACHER KEY Choose any 4 of the following 6 rocks: sandstone, conglomerate, shale, coal, limestone, arkose. Place the chosen rocks on the mat in the correct box using physical properties we have learned about so far. Looks like sand glued together Looks like pebbles glued together Looks dark, flat and feels light Sandstone Conglomerate Shale Looks white and powdery Looks black or brownish Looks pink or gray and is dotted or spotted Limestone Coal Arkose Little Bits Petro Pete's Rockin' Rock Hunters 40 Teacher Grading Rubric for the Writing Written Rock Assessment Descriptor Student correctly identified most of the physical properties for the rock named Student named some descriptors of the rock but only used some physical properties from this activity. Student named few descriptors of the rock but failed to use any physical properties from this activity. Student named the rock, but the descriptors do not match. Little Bits Petro Pete's Rockin' Rock Hunters 41 Scale 4 3 2 1 Teacher Good Vibrations Oklahoma’s Academic Standards-English/Language Arts Kindergarten Writing Research to Build and Present Knowledge K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking and Listening Standards Comprehension and Collaboration K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. First Grade Writing Research to Build and Present Knowledge 1.7 Participate in shared research and writing projects (e.g., explore a number of “how- to” books on a given topic and use them to write a sequence of instructions). 1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking and Listening Standards Comprehension and Collaboration 1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. Little Bits Good Vibrations 42 Teacher Next Generation Science Standards First. Grade Waves and Their Applications in Technologies for Information Transfer 1-PS4-1 - Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate Second Grade Writing Research to Build and Present Knowledge 2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 2.8 Recall information from experiences or gather information from provided sources to answer a question. Speaking and Listening Standards Comprehension and Collaboration 2.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Little Bits Good Vibrations 43 Teacher Good Vibrations Exploring Sound and Vibrations Time: Approximately 90 minutes Wonder Why... Have you ever wondered how sound and vibrations are related? Concept Sound is caused by vibrations. Teacher Information Sound is produced by something vibrating. Sound travels though air (gas), liquids, solids and sound waves. When any object vibrates it causes movement in the air particles. These particles bump into the particles close to them, causing them to vibrate and bump into more particles. This movement keeps going until it runs out of energy. A sound vibration spreads out in all directions from its source, like ripples in a pond. Sound waves travel through air at 767 mph. Sound travels faster through solids. It can travel through wood at 8,859 mph because particles are more tightly packed together. Sound can also travel through liquids, though not as quickly as through solids. Seismologists send vibrations into the earth using a vibrating truck called a thumper truck. The vibrations move through the rock layers to help locate the oil and natural gas. WOW! The teacher will tell the students to put their hand on their neck and say "Petro Pete". Ask them what they feel. (Students should feel vibration). Next have students hum a common song, example: Twinkle Twinkle Little Star with different pitches (high and low). What happens with the change in pitch? (Vibrations are stronger with lower pitch). Have students put their hand on their vocal cords and turn to their neighbor and talk. See if they can feel their vocal cords vibrating. (Air passing through their vocal cords causes them to vibrate). Safety Science experiments can be dangerous if not conducted with necessary precautions. Please review the following safety guidelines related to this lesson with your students prior to the activity. • Tie back long hair Little Bits Good Vibrations 44 Teacher • Listen for instructions before beginning experiment • Ask for teacher approval before doing an experiment on your own • Keep hands away from your mouth and eyes • Use science tools carefully Activity 1 Materials • One plastic cup • Rubber bands-1 thin, 1 thick Procedure (activities can also be done using larger groups of students) 1. Divide students into groups of two. Give each group a plastic cup and two rubber bands. 2. Place the thin rubber band around the cup from top to bottom. 3. One student will hold the cup on both sides with a firm grip while the other student plucks the rubber band. Then have students switch roles. Students can experiment by plucking the rubber band from different directions to see if there is any difference in vibration 4. Take the thin rubber band off the cup and replace it with the thick rubber band. Repeat procedure. 5. Have students discuss the following: • How were the vibrations different with the two rubber bands? (answer: The vibrations of the thick rubber band did not last as long as the vibrations from the thin rubber band.) • How were the sounds different with the two rubber bands? (answer:The thick rubber band has a lower pitch than the thin rubber band.) Explanation The rubber band is vibrating back and fourth which also causes the cup to vibrate and that causes the air around it to vibrate. Share with your partner about the differences that you saw and felt. Activity 2 Materials (per group of two students) • Paper clip • Plastic cup • 24" of string (prior to the activity, pre-cut the string and tie to paper clip. Place a hole Little Bits Good Vibrations 45 Teacher in the bottom center of the cup. • Damp paper towel Procedure 1. Students work in groups of two. 2. Each group will thread the string through the hole in the bottom of the cup with the paper clip serving as the anchor. 3. One student will hold the cup firmly upside down while the other student wraps the damp paper towel around the string near the cup. 4. Squeeze the string with the damp paper towel and pull down so that the paper towel tightly slides along the string. paperclip cup 5. Have students discuss the following: damp papertowel • The sound they heard. • Why they think the cup was vibrating. • Answer: The vibrations from the string would be almost silent without the cup, but when you add the cup, it spreads the vibrations and amplifies them (makes them louder). string Activity 3 Materials: (per group of two students) • Oil field Sounds video found on www.OERBhomeroom.com • The Magic School Bus - Sound is Vibration video link on www.OERBhomeroom.com Procedure 1. Have students watch The Magic School Bus - Sound is Vibration video. 2. Have students draw their favorite sound from the video and write about it. Example: My favorite sound was the drum. The sound it makes is "boom". 3. Say to students: Now let's "leave" the haunted house and travel to an Oklahoma oil field site. We are going to listen to sounds from the site and discuss what we hear. (Teacher should play the oil field sounds on www.OERBhomeroom.com and discuss the different sounds they heard.) Little Bits Good Vibrations 46 Teacher Activity 4 Materials: • Thick textbook from classroom • Thumper Truck animation found on www.OERBhomeroom.com (video from www.fossil.energy.gov) Procedure 1. Teacher will read the script as the animation is being played from. Script: Scientists/Seismologists can send vibrations into the earth using a vibrating truck called a thumper truck. They drop a weight that causes powerful vibrations that go 2-3 miles down through rock layers to help locate oil and natural gas. Sound waves travel at different speeds through different types of rocks. By listening to sound waves through geophones, scientists can determine where there might be rocks with oil and natural gas. 2. Have students discuss the thumper truck animation. Assessment Students will imitate thumper trucks with their desk representing the ground. 1. Have students put their ear to their desk top and knock on the desk three times. Discuss what they hear and feel. 2. Have students place three textbooks on top of each other, repeat step one with their ear placed on top of the textbook. Discuss what they heard. Little Bits Good Vibrations 47 Teacher Oil Drop Hide and Seek Oklahoma’s Academic Standards-Mathematics Kindergarten Counting and Cardinality Compare numbers K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Measurement and Data Describe and compare measurable attributes. K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Classify objects and count the number of objects in each category. K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. First Grade Number and Operations in Base Ten Understand place value. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones — called a “ten.” c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Measurement and Data Represent and interpret data. 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Little Bits Oil Drop Hide and Seek 48 Teacher Second Grade Number and Operations in Base Ten Understand place value. 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s Measurement and Data Represent and interpret data. 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple puttogether, take-apart, and compare problems using information presented in a bar graph. Next Generation Science Standards Kindergarten Earth and Human Activity K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. Second Grade Earth’s Place in the Universe 2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly. Little Bits Oil Drop Hide and Seek 49 Teacher Oil Drop Hide and Seek Students will begin to understand the different between renewable and non-renewable sources of energy. Time: Approximately 90 minutes Wonder Why... Have you ever wondered why it is hard to find oil and natural gas? Concept Oil is a non-renewable source of energy, we cannot make more. Teacher Information Oil and natural gas comes predominately from the remains of microscopic plants and small animal organisms that lived millions of years ago. Although dinosaurs might have been living during that time, it is the smallest organisms that are primarily the source of oil and natural gas. These tiny plants and animals lived in the rivers and seas that covered the Earth’s surface millions of years ago. This is where we get the name “fossil fuels.” Since oil and natural gas took millions of years to form and develop, they are a nonrenewable source. By 1970, the world became largely dependent on oil and natural gas not only for transportation and heating, but also for electric power. Energy was so cheap that people employed it without regard for efficiency. Nonpetroleum energy was common only where some other source was plentiful and cheap compared to oil and natural gas. Those were quite conventional: coal, water, and nuclear power. People thought little then of other nonpetroluem sources. Two major categories of nonpetroleum energy sources are nonpetroleum fossil energy and fossil energy. Nonpetroleum energy includes coal. Nonfossil energy covers a wide range including: sunlight, wind, water, ocean currents, tides and thermal gradients, alcohol, wood, biomass, chemical electrochemical, geothermal, geopressure and nuclear energy. Little Bits Oil Drop Hide and Seek 50 Teacher Materials: • 200 black discs • Pinwheel • Crude Oil sample • Crayons • Four three-ounce plastic cups per pair of students • Pencils • White board graph found on www.OERBhomeroom.com Procedure 1. Prior to class, hide 200 oil drops around the classroom. Make sure that some are hidden in very obscure places. 2. Arrange students in groups of 4-6 students and hand out plastic cups labeled 1-4, pencils and permanent markers. 3. Tell students that they are going to form an oil company and begin searching for oil. 4. The students should come up with a name for their oil company for the teacher to post on the board. 5. Label cups 1 through 4. Second graders may want to label themselves. 6. Give students four 15-second opportunities to find the oil drops. 7. After each search, students will deposit oil drops in the cups and return to their seats. Kindergarten will stack oil drops in stacks of 2 for skip counting. First grade will stack in stacks of 10 for skip counting. Second grade will stack in sets of 5 or 10 for skip counting. 8. At the end of four searches, make a bar graph and analyze their data using the graph provided for your white board (this graph can be found at www.OERBhomeroom.com). In kindergarten and first grade: the teacher could graph. In second grade, students will construct their own graphs and analyze. The graph can also be found on www.OERBhomeroom.com. 9. Lead the class in a discussion. Through the data, students should be able to understand that, due to a limited supply, the search probably yielded smaller returns each time. 10. Ask questions such as: • Look at your graph. Did you collect the most oil drops in the first, second, third or fourth search? • What is the difference between the number of oil drops you found in your tallest graph and your shortest graph? Little Bits Oil Drop Hide and Seek 51 Teacher • In which search did you find the most and least oil drops? (Activity variation: Have students divide into 4 groups (oil companies). Each group should name their company. Have one group conduct the first search for oil drops, group 2 conduct the 2nd search, etc. Once each group has searched, compare data.) 11. Show your container of crude oil to students and ask for volunteers to tell what it is and how it is used. 12. Lead the students to classify it as a source of energy. 13. Demonstrate the movement of the pinwheel by blowing toward it. 14. Again ask students to identify the source of the energy. (If they say “you”, be sure to translate that into “wind” or “nature”.) 15. Ask how the pinwheel uses the wind- how it is caputured or harnessed. Students should be able to recognize that the shape of the pinwheel creates the rotation when a current of air strikes it. 16. Ask students to suggest which one of the energy sources is more likely to run out if its supply. 17. In comparing the two energy sources, students should explain why they think one will likely run out and the other is not likely to run out. 18. Label the two energy sources: non-renewable (oil) and renewable (wind). Use your white board to complete the definitions of non-renewable and renewable resources. Little Bits Oil Drop Hide and Seek 52 Teacher Oil Drop Hide and Seek for Whiteboard Search 1 Team Search 2 Search 3 Search 4 1. 2. 3. 4. Totals Graph your total search results 90 80 Number of Drops Found 70 60 50 40 30 20 10 Search 1 Little Bits Oil Drop Hide and Seek Search 2 Search 3 53 Search 4 Teacher May the Force Be With You Oklahoma’s Academic Standards-English/Language Arts Kindergarten Speaking and Listening Standards Comprehension and Collaboration K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Language Conventions of Standard English K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Oklahoma’s Academic Standards-Mathematics Counting and Cardinality Count to tell the number of objects. K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. Little Bits May the Force be with You 54 Teacher a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. Compare numbers. K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. First Grade Speaking and Listening Standards Comprehension and Collaboration 1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. 1.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas 1.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 1.5 Add drawings or other visual displays todescriptions when appropriate to clarify ideas, thoughts, and feelings Language Vocabulary Acquisition and Use 1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Little Bits May the Force be with You 55 Teacher Oklahoma’s Academic Standards-Mathematics Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Second Grade Speaking and Listening Standards Comprehension and Collaboration 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Language Vocabulary Acquisition and Use 2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Oklahoma’s Academic Standards-Mathematics Operations and Algebraic Thinking Add and subtract within 20 2.OA.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers Little Bits May the Force be with You 56 Teacher May the Force Be With You Exploring How the Oil and Natural Gas Industry Uses Pushing and Pulling Time: Approximately 90 minutes Wonder Why... Have you ever wondered about pushing and pulling? Concept Pushing and pulling are forces that can make something move. Teacher Information Studying the forces and motion helps students understand the world around them and explore how things interact with each other. Students will explore force or push or pull, which can change the way something moves. A force is a push or pull that can change an object's position, and put it in motion. Students might push a door to open it, or pull a door to close it. They might push a shopping cart, pull a wagon behind them, push someone on the swings, pull flowers to pick them, or push a button to turn on a device. Many pieces of equipment used by the oil and natural gas industry need a push or pull to operate. Vocabulary Position: The manner in which something is placed or arranged Motion: An act or process of changing place or position Push: To press against with force in order to drive forward, downward, or outward. Pull: To take hold of something, in order to move or try to move it toward in a certain direction with force. Force: A push or pull that tends to produce a change in the speed or direction of motion of something. Oil Derrick: The framework over an oil well or similar boring that holds the drilling machinery. WOW! Teacher says to students: I am wanting to rearrange the chairs in the classroom. Please move your chair to any location in the room you want and remember that you must always keep the chair legs on the floor. When you are finished, stand by your chair. I will give you several Little Bits May the Force be with You 57 Teacher Discussion Questions When students have moved their chairs to a new location in the room, ask the following questions: • "Could someone tell me, how did you move your chair?" (Students raise their hand. I pulled mine. I pushed mine). Show me how you moved your chair. • Could someone else tell me how they moved his/her chair? (If student says pushed their chair, select someone else who pulled their chair). • If you pushed your chair, would you stand on this side of the room. • If you pulled your chair, would you stand on this side of the room. • Which group has the greater amount of students? • Have the group of students that pushed their chairs to the new location pull their chairs back to their desks. • Have the group that pulled their chairs, now push their chair back to your seat. • Compare and contrast any differences in pulling or pushing the chair? Safety Science experiments can be dangerous if not conducted with the necessary precautions. Please review the following safety guidelines related to this lesson with your students prior to the activity. • Listen for instructions before beginning an experiment. • Ask for teacher approval before doing an experiment on your own. • Keep hands away from your mouth and eyes. • Use science tools carefully. Activity 1 Materials • One bendable straw per student Procedure 1. Give each student a straw and have them place the straw on the desktop. 2. Have students pick up their straw and place one hand on each side of the bend of the straw. The straw should be held parallel to the floor. 3. Have students pull straw ends apart slowly, keeping the straw straight. Observe what happens. Little Bits May the Force be with You 58 Teacher 4. Have students push straw ends together slowly, keeping the straw straight. Observe what happens. 5. Using the words push and pull, discuss what happened. Activity 2 Materials • Scrap paper for students to practice tally marks • Pop tube for each students Procedure 1. Provide one pop tube for each student. 2. Teacher instructs students to push the pop tube tightly together while his/her partner observes what happens. Have one student per group push and pull with the pop tube. 3. Ask the students: What did you have to do to get the tube that small? Answer: Push in with more force. 4. Pull the pop tube as far out as it will reach. Ask the students: what did you have to do to get it that long? Answer: Pull it with more force. 5. Discussion: Compare and contrast the straw with the pop tube. Reflect. Teacher could add student responses to the Venn diagram on the board. Answer: They both needed a push and pull force to cause a motion. Conclusion • Watch the 2-3 minute Oil Field Push and Pull video on OERBhomeroom.com • Watch the video again: Write a tally mark on a note every time you see an example of a push or pull. (One column for each) • Discuss what you saw. • The motion of push and pull is important to the oil and natural gas industry. Oil field workers push the tongs and pull the pipe to do their job. Little Bits May the Force be with You 59 Teacher Activity 3 Materials • 3 Large books stacked on top of each other for every group of 4 students • 1 small book for every 4 students Procedure 1. Group of 4 students will have a single book and a stack of 3 books. 2. The group will use the desk top or the floor as a flat surface. 3. Using what you know about push, pull and force, design an experiment about motion. 4. Give students about 15 minutes to design their experiment. 5. Have each group share their experiment with the class and discuss their results. Answer: A student pushes one book across their desk to a partner. The partner, pulls it back. Students push/pull three books across their desk. Three books cause more force and movement than one book. 6. Ask the students if they were asked to move a stack of 10 books would they want to push or pull it? Discuss your answer. Possible answer: They are using a force to change motion. Extension • Push and pull hunt (find 5 objects of each motion and take a picture of the object). Put together a list of items that require a push, pull or both to operate or use. For example, you might list a door that needs to be pushed to open, a box with a top that needs to be pulled off, or a pencil, which requires both a push and a pull. Send small groups on a scavenger hunt around the classroom to find the items. They can either sketch the item and describe its position or location in the school, or take a digital photo of the item, if possible, and describe each item's position to the class. Describe the location of the object using words such as right, left, above, below, under, over, etc. Little Bits May the Force be with You 60 Teacher From the Ground to All Around Oklahoma’s Academic Standards-English/Language Arts Kindergarten Speaking and Listening Standards Comprehension and Collaboration K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Language Conventions of Standard English K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). First Grade Speaking and Listening Standards Comprehension and Collaboration 1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Little Bits From the Ground to All Around 61 Teacher 1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas Second Grade Speaking and Listening Standards Comprehension and Collaboration 2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Next Generation Science Standards Kindergarten Motion and Stability: Forces and Interactions K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motions of an object. K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or pull. Second Grade Matter and Its Interactions 2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Little Bits From the Ground to All Around 62 Teacher Petro Pete’s Oil Separator From the Ground to All Around Discovering Many Different Products Come From Discovering howHow Many Different Products come From Oil Oil Time: Approximately minutes Time: approximately 1-2 Class 90 Periods Wonder Why... Have you ever wondered what different products come from oil? Concept Oil is separated into parts to make different things. Once crude oil is heated and separated out, it can be used for many different purposes. Oil can by used to make different types of products we use today such as plastic, make-up, sneakers, soccer balls, toothpaste, petroleum jelly, jet fuel, gasoline, etc. Teacher Information One of the first steps in refining crude oil to useful products involves a separation process called distillation. This process requires that a liquid be heated to its boiling point and the produced vapor cooled so that it condenses back to a highly purified liquid form. The distilling of water is a well-known example: water is heated to its boiling point, 212 degrees F, so that it vaporizes, the vapor is cooled, and the resulting condensed water is extremely pure. Distillation of crude oil is more complicated because it is a mixture of hydrocarbons, each of which has its own boiling-point temperature. Vocabulary Crude Oil: A liquid mixture of hydrocarbons, carbon and hydrogren, found in porous rocks that can be extracted and refined to produce fuels such as gasoline, diesel and kerosene. Refine: To extract or separate different parts of a substance by heating it. Materials • 2 packs of different types of black markers: water based • Coffee filters • Paper plates • Pencils • Pipettes Little Bits From the Ground to All Around 63 Teacher • Crayons • Cups • Water Procedure: This activity should be done on a table or on a surface that can be wiped down. The markers could stain carpet. 1. Break students into groups of 2. Give each group 2-3 markers, 2 coffee filters, 2 pipettes, a cup of water and 2 paper plates. 2. Explain to students how the black markers represent oil. The students will discover the ink in black markers can be separated into the colors that make up the black ink, just as oil can be separated and made into different products such as gasoline, jet fuel and natural gas. 3. Have students predict the colors that make up the color black on the student sheet. Record these predictions on the board. 4. Place the filter on a paper plate. 5. Color in a one inch black dot in the center of the coffee filter (Approximately the size of a quarter). Use an ink pen to place a number on the coffee filter to match the marker being tested. 6. Students will practice getting 1 drop at a time from the pipette. 7. Have the students put a small amount of water in the pipette and squeeze a few drops in the center of the coffee filter on top of the black dot. 8. Students should observe the colors that appear out of the black dot. 9. Record observations on the board and compare with predictions. Student sheets can be found on www.OERBhomeroom.com. 10. Watch Lab Time with Leo on www.OERBhomeroom.com Extension 1. Have students find the hidden petroleum by-products on the hidden pictures worksheet. This worksheet can also be found on www.OERBhomeroom.com 2. Use a coffee filter and have students make a design on the filter using many different water based colors. Use the same procedure and put a wet cotton ball in the center. Watch the colors. Let it dry. Have students use a Sharpie or other permanent marker to draw a picture or a message on the filter. Hang in the classroom as decorations. 3. Rotate markers until all have been tested. This extension can be used in your science center. Little Bits From the Ground to All Around 64 Teacher The United States contains 141 refineries. These facilities turn out products ranging from gasoline, kerosene, jet fuel, lubricating oils, greases, waxes, plastics, rubbers and asphalt. Common Petroleum By-Products are: DVD cases Nail Polish Ink Pens Aspirin Pants Crayons Detergent Dyes Candles Dice Rope Books with Pictures Trash Bags Glue Lotion Shaving Cream Umbrellas Helmets Credit Cards Balloons iPods Clothes TVs Shoes Tires Cell Phones Toothbrush Computers Buttons Combs Radios Erasers Lipstick Markers Pencils Eyeglasses Little Bits From the Ground to All Around 65 Teacher Little Bits From the Ground to All Around 66 Teacher Can you fi nd the hidden petroleum by-products in this picture? Name Date Petro Pete's Rockin' Rock Hunters Student Data Sheet Hey Scientist! We are having so much fun investigating rocks in class! Petro Pete needs your help collecting information on two of his rocks! You have an important job. Choose a rock from Petro Pete’s rock collection to complete the chart. Color Rock Drawing Red Orange Yellow White Blue Brown Green Black Draw a picture of your rock in the space below. Gray Appearance Texture Shape Shiny Rough Circle Dull Smooth Triangle Spotted Other Square Striped Rectangle Irregular Little Bits Petro Pete's Rockin' Rock Hunters 1 Student Name Date Petro Pete's Rockin' Rock Hunters Assessment Sheet Choose any 4 of the following 6 rocks: sandstone, conglomerate, shale, coal, limestone, arkose. Place the chosen rocks on the mat in the correct box using the physical properties we have learned about so far. Looks like sand glued together Looks like pebbles glued together Looks dark, flat and feels light Looks white and powdery Looks black or brownish Looks pink or gray and is dotted or spotted Little Bits Petro Pete's Rockin' Rock Hunters 2 Student Name Date Written Rock Assessment 1. Choose one rock from the Little Bits Rock collection. 2. Use information from the Student Data Sheet, Activity #2, to help write a paragraph about your favorite rock. After you write about your favorite rock, draw a picture of your rock, using as much detail as possible, in the space below. The most important physical property of my sedimentary rock is . One thing about my rock is that it is Second, my rock is . . Third, my rock is . But the most important physical property of my sedimentary rock is (repeat of the first line) Little Bits Petro Pete's Rockin' Rock Hunters 3 Student