‘degrees that work’

Lesson Planning Guide

Unit:Natural Gas Industry Overview and Career Opportunities

Competency:Given examples of traditional and nontraditional careers, explain how they might offer or hinder career opportunities of an individual.

PA Standards Included:3.1.7.C4, 3.2.8.A2, 3.2.8.B4; 4.1.8.B, 4.3.8.C, 4.5.8.D; 13.1.8.A-D, 13.3.8.B

Grade Level:6-8 (modify for use in 9-12)

Approximate Time:2 – 45 minute class periods

Big Idea:Career choice and preparation are lifelong processes based on many influences and using many strategies.

Essential Question:What is lifelong learning? How will lifelong learning play a part in my career journey?

Performance Standards

Performance Standard

/ Suggested Evaluation Method
  1. Students will discuss their understanding of basic energy, specifically their understanding of the natural gas industry. Misconceptions will be identified (and noted for future clarification).
/ Class Discussion; Chart
  1. Students will document an overview of the natural gas industry and career opportunities associated with this industry.
/ Video Guide

Multiple Intelligence Types:Verbal/Linguistic

Visual/Spatial

Intrapersonal

Interpersonal

Resources: Web Resource -

Equipment/Materials/Software: Computer (with internet access and speakers)Document Camera (optional)

LCD Projector (optional)

Suggested Learning Sequence

Strategy / Outline / Resources/Equipment
Performance Standard 1 / Students will discuss their understanding of basic energy, specifically their understanding of the natural gas industry. Misconceptions will be identified (and noted for future clarification).
Introduction / Teachers should ask students to record information about energy, specifically natural gas. Teachers will lead a class discussion to generate ideas. Teachers should surface as much prior knowledge as possible from students. Accuracy is not expected at this point in the lesson. Chart what students “know” about energy and natural gas. Students should record their information in their notetaker. / Resource 1A
Activity / Teachers will lead a class discussion to generate ideas. Teachers should identify learning opportunities for students based on their prior knowledge. Chart what students “want” to know about energy and natural gas. Students should record their information in their notetaker. / Resource 1A
Performance Standard 2 / Students will document an overview of the natural gas industry and career opportunities associated with this industry.
Activity / Students should preview the video guide. The video guide will help students look for key pieces of information within in the video segment. / Resource 1B
Activity / Students will watch the assigned video. Students will complete the video guide either during or after the video has finished. Teachers may encourage students to take notes on their video guide as the video plays or may encourage students to take notes elsewhere (based on assessment preference). Students should complete the video guide. / Resource 1B
Performance Standard 3 / Students will discuss their understanding of basic energy, specifically their understanding of the natural gas industry. Misconceptions will be identified (and noted for future clarification).
Discussion / After watching the video, students should work in smaller groups (no less than two students and no more than four students) to discuss the video. What did the students notice? What information in the KWL Chart might be accurate? What information in the KWL Chart might be inaccurate?
Assessment / After watching the video, students should demonstrate their understanding of energy and natural gas by completing their notetaker. Students should be encouraged to revise their initial information to reflect accurate information and details, as well as add additional information to their notetaker. / Resource 1A

WHERE TO

W / Student prior knowledge will be assessed. Students will also revisit their initial information to demonstrate growth and understanding.
H / Students use energy daily. A specific source of energy, natural gas, has generated a natural gas industry that has greatly expanded in Pennsylvania over the last decade. Many students are exposed to the natural gas industry by various media outlets.
E / Students will explore the various careers in the natural gas industry, each requiring a different set of skills and education requirements.
R / Students will use various resources that encourage them to identify and reflect on misconceptions and gaps in conceptual understanding.
E / Students will work individually, in pairs, and in small groups to monitor their understanding.
T / Teachers can modify each lesson based on the individual needs of students. Assessment rubrics can be modified to meet the individual needs of students.
O / Students will be exposed to classroom based activities with the opportunity to develop student generated projects.

Resource #1A – KWL – Natural Gas Industry

We will begin our lesson by charting some of your prior knowledge about energy, specifically natural gas. What do you know about energy, as it relates to natural gas? What do you want to know about energy, as it relates to natural gas? What did you learn about energy, as it relates to natural gas?

K
What do you know? / W
What do you want to know? / L
What did you learn?

Resource #1B - Video Guide – Careers in the Natural Gas Industry

In this video, we will explore several career opportunities within the natural gas field. As you recognize a career opportunity, fill in one of the three tables below with information you can gather from the video.

Career #1
Primary Responsibilities
Skills
Career #2
Primary Responsibilities
Skills
Career #3
Primary Responsibilities
Skills
  1. What are some of the basic chemical properties of natural gas?
  1. Natural gas is an efficient source of energy in Pennsylvania and across the United States. What are some of the basic chemical properties of natural gas that makes it an efficient source of energy?
  1. Natural gas occurs in two general types of formations identified by their depth below the surface. List the characteristics of gas extracted from shallow and deeper formations.
  1. In the natural gas extraction process, when and why are horizontal wells favored over traditional vertical wells?
  1. In the natural gas extraction process, when and why are hydraulic fracturing (and the use of fracturing fluids) processes favored? How is natural gas extracted during this process?
  1. Natural gas industry experts have identified the potential for energy extraction within the Marcellus Shale formation. Why has this formation been identified as a potential long-term source of energy?