Title of Book: Why Should I Save Energy?
Author: Jen Green
Publisher: Barron's Educational Series (February 1, 2005)
ISBN: 0764131567
Grade Levels for Recommended Use: Sixth Grade
(6. 7)Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to:
(A)research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources; and
Brief Summary: Children take electricity and other energy sources for granted, until one day their community has a power blackout. They come to realize that in lighting homes and keeping houses warm, we are using up natural resources that can’t be easily replaced. If we fail to save energy, a time may come when our homes will always be cold and dark. Part of every child’s development involves asking questions. Today, some of the most important questions kids ask are related to the natural environment. The enlightening and entertaining four-book Why Should I? Series demonstrates the importance of protecting nature. Books present brief, entertaining stories that answer children’s questions and feature amusing color illustrations on every page. A note at the back of each book is for parents and teachers, suggesting ways to use these books most effectively.
Materials:
· 1 box of name brand chocolate chip cookies
· 1 box of store brand chocolate chip cookies
· Roll of paper towels
· Toothpicks
· Triple Beam Balance
· Data Sheet
Procedures:
1. Trace the outline of Cookie A on the space provided on your worksheet. Map the location of the chocolate chips (coal) you see on the top. Do the same for Cookie B.
2. Start with Cookie A only and follow the steps below. Count the number of chips (coal) you can see on the top and sides of the cookie. Record this number on the data chart.
3. Work on the paper towel, using the toothpick, carefully mine as many chocolate chips (coal) as you can from Cookie A only. Set the chips (coal) aside in a pile.
4. After mining, count the number of chips mined from Cookie A and record the number on the data chart. Compare the number mined to the map number. What is the difference? Record your number on the data chart.
5. Then get your pile of coal and place it on the triple beam balance and weigh your chips in grams. Chips should stay on paper towel.
Record your results.
6. Now, try to put the cookie back together again like a puzzle without the chocolate chips. Compare it to your map of the cookie. Draw your results in the box provided on the worksheet.
7. Now, repeat the entire procedures with Cookie B.
Lesson adapted by: Melissa Black Texas A&M University-Corpus Christi, 2010
Chocolate Chip Cookie Mining
1. Trace Cookie A and B.
Cookie A / Cookie B2. Data Table
Cookie / Number of surfacechips / Number of mined
chips / Difference between surface and mined chips / Weight in Grams / Number of Surface
Chips in group / Number of Mined Chips in group
A
(Chips Ahoy)
B
(HEB Brand)
3. Illustration of cookies without chips.
Cookie A / Cookie BHOTS Questions:
1. Which type of cookie was easier to mine? Why?
2. Which type of cookie contained the most coal (chips)?
3. How does mining for chips compare to real miners mining for coal?
4. Do you think in the real world mines, that some mines are easier to mine than others? Explain? (2 or more sentences)
5. Do you think in the real world mines, that some mines have more coal than others?
Explain? (2 sentence or more)
6. Was it easier to mine chips on the surface of the cookie or chips inside the cookie?
7. What are the difference and the risks behind real world surface and underground mining?
8. Is coal a renewable energy or a non-renewable energy source? What does this mean for this type of energy source?
9. What are the 3 types of fossil fuels used today?
10. List two ways we use coal today.