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Education:Products made from petroleum

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Contents

Grade/Subject

ENGLISH 9/Special Education

Time Required for Completed Lesson

(2) 80 minute periods

NJCCCS

  • 6.2.8.C.2.a
  • 6.2.8.C.2.b
  • 6.2.8.D.2.a

Common Core State Standards

Grades 9-10

Cross content standards 3.4.12.D.2

All students write clear concise organized language that varies in content and form for different audiences and purposes

Materials

White board, projector, partial product list, poster board markers, crayons, and computer

Anticipatory Set

  1. Ask: Where do we get oil? How is it formed?
  2. What do we use oil for in our everyday lives?
  3. What are some products made from oil?
  4. Show video clip http://www.youtube.com/watch?v=zI-EHk0HJbY how oil is formed.

Procedures

  1. Students will be divided into three groups to discuss the anticipatory questions.
  2. After a brief whole group response to questions the partial list of products made from petroleum will be passed out.
  3. Each group will choose one product from each row to research how it is made from petroleum using technology.
  4. Students must present the information for assessment and evaluation in two ways:
  5. First they must have at least a three paragraph written How-To explanation of the product.
  6. Second they must have a poster, chart, or video clip for a visual of the product being made. (Note: no product should be a duplicate among groups) 12 responses minimum
  7. Show video clip after group discussion: Products of petroleum

http://www.youtube.com/watch?v=-OV5SBM689Q


Accommodations

  • Teacher guided discussion for anticipatory questions
  • Teacher guided instruction for research material
  • Peer mentoring grouping
  • Readings, specific to grade level, lexile scores, Read 180, SRI Testing

Assessment

Assessment and Evaluation:

  1. Research paper rubric
  2. Group presentation rubric
  3. Class participation- Anticipatory questions

Oral Presentation Rubric

  1. Beginning
  2. Developing
  3. Accomplished
  4. Exemplary

Subject Knowledge

  • Student does not have grasp of information.
  • Student cannot answer questions about subject
  • Student is uncomfortable with information and is able to answer only rudimentary questions
  • Student is at ease with expected answers to all questions, but fails to elaborate *Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration

Language

  • Uses inappropriate language
  • Uses some appropriate language
  • Uses appropriate language most of the time
  • Uses appropriate language

Clarity of Voice

  • Speaks too softly or not distinctly
  • Speaks clearly and distinctly some of the time
  • Usually speaks clearly and distinctly
  • Speaks clearly and distinctly

Body Posture and Eye Contact

  • Uses inappropriate body posture or no eye contact
  • Uses appropriate body posture and eye contact some of the time
  • Uses appropriate body posture and eye contact most of the time
  • Uses appropriate body posture and eye contact

Organization

  • Audience cannot understand presentation because there is no sequence of information
  • Audience has difficulty following presentation because student jumps around
  • Student presents information in a logical sequence which audience can follow
  • Student presents information in logical, interesting sequence which audience can follow

Writing to Inform Rubric

Score Point 4:

  • My paper is well developed and I have more than enough information to inform the reader about the topic. The information is clearly presented with lots of elaboration.
  • There are plenty of specific details that more than adequately explain the topic.
  • I have a clear organization and I don't stray from it.
  • I wrote for the intended audience.
  • I frequently use language choices to maintain a style or a tone.

Score Point 3:

  • My paper is fairly well developed and I have enough information to inform the reader about the topic. The information is clearly presented with some elaboration.
  • There are some specific details that adequately explain the topic but some of the details may not really help explain.
  • I have an organization and I try to stick to it.
  • I wrote for the intended audience.
  • I use language choices to maintain a style or a tone.

Score Point 2

  • My paper has little development and a minimum amount of information. The information does not clearly explain the topic and some of it might even interfere with my explanation.
  • I used details but they may be the wrong details or they may not help to explain the topic.
  • I wrote for the intended audience.
  • I did not really make any language choices to help with style or tone.

Score Point 1

  • I saw the prompt and I tried to write a response. I wrote very little and what I wrote is confusing or inaccurate.
  • If I have details they are not enough to explain the topic.
  • If I do have an organization it is not clear or I stray far from it.
  • I may not address the intended audience.
  • I did not use any language choices to help with style or tone.

Integration

Closure

A trip to Automotive Shop at Piscataway Vo-Tech

  1. Students will be given a check list to products made from petroleum.
  2. Students will write a summary explaining one way in which they observed a product made from petroleum being used in this shop.

Resources

How oil is formed

A partial list of products made from petroleum

Crude oil products