The definition of resources can be narrow or broad. It may include only what is extracted from the earth for the economic benefit of humans or what supports and enhances all forms and aspects of life. The broader definition is the guiding principle for the conservation emphasis in Middle Level science. In this unit however, students consider three primary energy resources which are extracted and used in Saskatchewan. This unit has strong connections to the grade 7 optional unit Resource Use.
Coal is mined across a large area of southern Saskatchewan. The lignite coal which is produced is used primarily as a heat source in the production of electricity. Along with the formation, extraction, and distribution of coal, the production, distribution, use, and conservation of electricity is considered.
Saskatchewan is a major natural gas producer. Since the predominant use of natural gas is for space heating, students will examine the construction of, and design of, energy efficient buildings. This topic offers teachers and students who are interested a chance to explore the topic of heat flows.
Much of the petroleum produced in Saskatchewan is classified as heavy crude oil. What is heavy crude? How does it differ from light and medium grades of crude oil? How does the production of ethanol in Saskatchewan supplement gasoline as a fuel for internal combustion engines? What conservation measures can be effective for conserving petroleum?
Science writing and reading activities, as discussed in this Guide, should be incorporated into each lesson. The energy industry produces a large volume of informational material written at a reading level appropriate for grade 8 students. Writing reviews, summaries, and reports of these materials are strategies through which students may refine their understanding of the concepts of science and develop their ability to communicate through the written word.
Science challenge, as described in this Guide, is meant to extend students' critical and creative thinking abilities in the context of the science concepts being studied. Activities involving science challenge should be incorporated into science lessons in each unit. The challenge is intended to give each student a chance to investigate an area of interest in more depth than would be possible for all students in a class to do. Science challenge is a key strategy for bringing the Adaptive Dimension to the classroom, and for encouraging independent learning.
A class debate with students taking roles of various interest groups in Saskatchewan society on the topic "Conservation strategies can eliminate the need for new electrical production capacity in Saskatchewan." is an example of a whole-class challenge activity.
Note: Many of the resources listed in Science: An Information Bulletin for the Middle Level - Key Resource Correlations describe activities or ideas for activities.
Factors: A2, B5, B15, C10, C12, D3, E2, F4
Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.1, 2.3, 2.4, 2.5, 3.1, 4.1, 4.2, 4.4
Assessment Techniques: observation checklists, rating scales, written assignments, oral assessment
Instructional Methods: mastery lecture, structured overview, case studies, simulations, research projects, discussion
Factors: A3, B12, B25, C10, C12, D3,
F6, G6
Objectives: 1.1, 1.2, 1.3, 1.4, 1.5,
2.1, 2.1, 2.3,
2.4, 2.5, 3.2, 3.3, 4.3,
4.4
Assessment Techniques: written assignments,
performance assessments
Instructional Methods: learning activity package,
reflective discussion
How much coal is mined in Saskatchewan each year? How does
the heat energy available from this coal compare to the
energy available from the natural gas produced in
Saskatchewan? What is the primary use for the coal mined in
Saskatchewan?
Factors: A2, B12, B15, C9,
D3, E2,
F4, G6
Objectives: 1.1, 1.2, 1.3, 1.4, 1.5,
2.1, 2.1, 2.3,
2.4, 2.5, 3.4, 3.5, 4.1,
4.2
Assessment Techniques: extended open response test
items, presentations, portfolios
Instructional Methods: problem solving, didactic
questions, research projects
Suppose that through conservation measures, 20% of the fuel
used for home heating could be saved. By what percentage
would that reduce the total consumption?
Put the devices identified in a column on the left side of a
piece of paper. Over the second column, write the heading
"Substitute". In this column, list any substitutes that
could be used for the item in the first column. In the third
column estimate whether electricity would be saved by using
the substitute. An example is found below.
Once the chart has been completed assign lines of the chart
to various groups to research and present an argument for
the feasibility of making the substitution where possible
savings were identified. Each group should make an oral
presentation of their argument to the class.
Device Substitute Saving
microwave oven electric oven no
microwave oven wood stove yes
electric toothbrush manual toothbrush yes