Moving Oil Case Study

Education Services / L’équipe des services d’éducation
22 August 2014

TransportationLand VehiclesWatercraftNatural ResourcesOil & GasEnvironmentCase StudiesEnergyEnergy TransmissionPipelines

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Overview

In this case study, students will analyze visual images, compare information to determine a position on the issue and complete structured research to create viable arguments to support their point of view as which is the best method for moving oil.

Suggested Timing: 5 x 30 minutes or 4 periods

Key Question

What is the best way to move oil?

Context

Every day, nearly 100 million barrels of oil moves from deep below the Earth to the fuel tanks of more than a billion vehicles, furnaces and pieces of machinery. How that oil gets from place to place and the impact that the movement of oil has forms the basis for this case study.

Subjects/Skills

  • Subject Focus: Science, Environmental Science
  • 21st Century Skills Focus: Critical Thinking, Collaboration, Communication

Learning Goals

  • Describe the various ways that oil is transported
  • Practice forming arguments based on evidence and logic
  • Develop an informed opinion about the methods of moving oil
  • Articulate an opinion through writing or another medium

Learning Activities

Students will analyze visual images, compare information to determine a position and complete structured research to create viable arguments to support their point of view as to which is the best method for moving oil.

 

Big Idea

There are four main ways of transporting oil - pipeline, ship, truck and rail. Each method has its advantages and disadvantages in term of safety, cost, efficiency and potential environmental impacts.

MINDS-ON: First Impressions

As an introduction to this case study, students will examine images related to the transportation of oil to activate prior knowledge and elicit first impressions and questions about how oil is transported.

Suggested Timing: 30 minutes

Materials Needed: Interactive whiteboard or data projector and screen

BLM M1: Moving Oil - Images of Moving Oils

1 per group of students (see lesson for more information)

BLM M2: Moving Oil - Analysis of Images

1 per student

ACTION 1: Oil - Here to There

Suggested Timing: 30 minutes

Students will use an Anticipation Guide Learning Strategy to acquire preliminary background information about the four main methods of transporting oil.

BLM A1: Moving Oil - Anticipation Guide

1 per pair of students

BLM A2: Moving Oil Around the World

1 per student

Moving Oil - Anticipation Guide Answer page

For teacher use

ACTION 2: Oil Moving Experts

Suggested Timing: 30 minutes

Materials Needed: Highlighter markers for student use

Students will use expert groups to research a specific method of transporting oil as well as consider the pros and cons of the given method using a Pros & Cons Organizer

BLM A3: Moving Oil - Pros & Cons Organizer

1 per pair of students

Moving Oil - Web links

1 per pair of students

ACTION 3: It's All About the Argument

Suggested Timing: 30 minutes

In this activity, students will begin to prepare arguments and organize their thinking in order to write an opinion piece as part of the Consolidation lesson.

BLM A4: Moving Oil - Constructing an Argument

1 per pair of students

CONSOLIDATION: Opinion Piece

In this final activity, students will consolidate their learning about transporting oil by organizing and creating a short persuasive opinion piece.

Suggested Timing: 30 minutes in class or time outside of class

BLM C1: Moving Oil - Opinion Piece Assignment

1 per student

Opinion Piece Sample Rubric

Education Services / L’équipe des services d’éducation

This content is provided through Let's Talk Science's Education Services team.

Ce contenu est fourni par l'équipe des services d'éducation de Parlons sciences.



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