All About Coal by NEED Project

All About Coal Hands-on, multi-disciplinary activities that introduce primary and elementary students to the formation of coal, the coal mining process, reclamation of lands, and the uses of coal.

Grade Levels:

Pri

Primary

Elem

Elementary

Subject Areas: Science

Social Studies

Language Arts

Creative Arts

-20

NEED Mission Statement The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multisided energy education programs.

Teacher Advisory Board Constance Beatty Kankakee, IL

Barbara Lazar Albuquerque, NM

James M. Brown Saratoga Springs, NY

Robert Lazar Albuquerque, NM

Mark Case Randleman, NC

Leslie Lively Porters Falls, WV

Amy Constant Schott Raleigh, NC

Melissa McDonald Gaithersburg, MD

Nina Corley Galveston, TX

Nicole McGill Washington, DC

Samantha Danielli Vienna, VA

Hallie Mills St. Peters, MO

Shannon Donovan Greene, RI

Jennifer Mitchell Winterbottom Pottstown, PA

Nijma Esad Washington, DC

Mollie Mukhamedov

Linda Fonner New Martinsville, WV Teresa Fulk Browns Summit, NC Michelle Garlick Long Grove, IL Erin Gockel Farmington, NM Robert Griegoliet Naperville, IL Bob Hodash DaNel Hogan Tucson, AZ Greg Holman Paradise, CA

Port St. Lucie, FL

Permission to Copy NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org.

Teacher Advisory Board In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training.

Energy Data Used in NEED Materials NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov.

Cori Nelson Winfield, IL Don Pruett Jr. Puyallup, WA Judy Reeves Lake Charles, LA Tom Spencer Chesapeake, VA Jennifer Trochez MacLean Los Angeles, CA Wayne Yonkelowitz Fayetteville, WV

1.800.875.5029 www.NEED.org ÂŠ 2019 Printed on Recycled Paper

ÂŠ2019 The NEED Project

All About Coal

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All About Coal Table of Contents Standards Correlation Information

Support for the development and publication of this guide was provided by the Kentucky Energy and Environment Cabinet.

Materials

Teacher Guide

Grading Rubrics

Student Informational Text

Life Without Electricity Primary

Life Without Electricity Elementary

Coal Word Sort Cards Primary

Coal Word Sort Cards Elementary

The Tale of Fern Fossil

Coal Chain

The Tale of Fern Fossil Folding Book

Burning Coal to Generate Electricity Master

Forms of Energy Graphic Organizers

A Cool Coal Story Role Play

Cool Coal Assessment

Today in Energy Cards

Today in Energy Chart

Coal Careers

Trading Card Template

Coal Energy Live! Sample

Coal Energy Live! Student Guide

Glossary Evaluation Form

www.NEED.org

43 45

Land Development Worksheet

All About Coal

38 42

A Cool Coal Story Master

Standards Correlation Information www.NEED.org/educators/curriculum-correlations/

Next Generation Science Standards This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

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All About Coal Materials The chart below lists activities that require specific materials other than paper or pencils. Review the teacher guide beginning on page 6 for a full listing of activities and more information on the types and amounts of materials required. Contact NEED with any questions on materials or how to find materials unfamiliar to you.

ACTIVITY

MATERIALS REQUIRED

Unit Introduction

Cardstock

The Coal Chain

Art supplies Cardstock

A Cool Coal Story

Selected props or art supplies

Coal Mining PRIMARY

Large, soft, chocolate chip cookies Toothpicks Paper towels

Coal Mining ELEMENTARY

Small plastic bowls Plastic spoons Large plastic bowls 5 lb Bag of sand 5 lb Bag of small, gray pebbles 5 lb Bag of small, white pebbles 5 lb Bag of topsoil 5 lbs of Clay 50-100 Small pieces of coal or black pebbles Table coverings Grass, leaves, twigs Markers Clear straws Grass seed Plastic container

Today in Energy

Cardstock

Coal Careers

Cardstock Art supplies

Coal Rocks!

Art supplies

All About Coal

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Teacher Guide Grade Levels Primary, grades K-2 Elementary, grades 3-5

 Time 8-12 fifty minute class periods, depending on the age of the students, and activities selected

:Technology Integration Check out the video of our NEED Energy Chants by visiting www.NEED.org. The link to the chants can be found below: https://www.youtube.com/ watch?v=8XUlaU8lKP8

Language Arts Connection Further integrate All About Coal into your reading curriculum by checking out coal and energy related books, both fiction and nonfiction, from your library. Have these available for students to read during silent reading or when they are finished with work. Use the books as you instruct students on reading strategies, or give a more formal assignment of having students read a book and write a report about it. A booklist of fiction and nonfiction energy related books can be found at www.NEED.org/booklist.asp.

&Background This curriculum unit is designed to help students develop a basic understanding of the use of coal as an energy source. Coal was the top producer of electricity in the United States for many years. However in 2016, it was replaced by natural gas. Coal is still third overall in total energy consumption. Hands-on and multi-disciplinary activities provide students with cross-curricular learning experiences as they develop an understanding of the role coal plays in the generation of our electricity and how this source can be used in ways that benefit us without harming the environment. This guide is suited for students in both primary and elementary grades. For some of the activities, you will find a version suitable for younger learners and also a version suitable for older learners. The informational text is written to suit elementary readers. For younger students, you may choose to read the text aloud.

2Preparation Familiarize yourself with the activities and informational text in the guide. Select the activities and level, if applicable, you will complete with your students. Gather any materials needed for the activities selected. A list of materials by activity can be found on page 5. If students are independent readers, make a copy of the informational text for each student. If you will read aloud the informational text, prepare a copy to project.

Additional Resources Enhance your unit by checking out these other, related NEED resources, downloadable at shop.NEED.org. Energy Flows Primary Energy Infobook Energy on Stage Elementary Energy Infobook Energy Stories and More It may also be helpful to peruse the following websites for more information on coal and energy:

Kentucky Coal Resource Information—https://kgs.uky.edu/kgsmap/kcrim/ Kentucky Geological Survey, University of Kentucky—https://www.uky.edu/KGS/coal/ index.htm National Geographic Society—https://www.nationalgeographic.org/encyclopedia/coal/ Science News—https://www.sciencenews.org/ U.S. Department of Energy—https://www.energy.gov U.S. Department of Energy News and Blog Page—https://www.energy.gov/news-blog U.S. Energy Information Administration Coal Explained — https://www.eia.gov/energyexplained/index.php?page=coal_home Coal page — https://www.eia.gov/coal/ Natural gas page — https://www.eia.gov/naturalgas/ Electricity page — https://www.eia.gov/electricity/ Kids’ page — https://www.eia.gov/kids

All About Coal

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Activity 1: Unit Introduction &Background We use electricity to power our lives. Electricity runs our appliances, our technologies, and sometimes our vehicles. Coal is the second leading producer of electricity for Americans, providing about 30 percent of the electricity we use today. In many places in the country, when you use electricity, some of it is likely to come from burning coal. Americans use more and more electricity each day and, therefore, use sources like coal for electricity. What would happen if we didn’t have these sources to power our lives? What would our lives be like? This introductory set of activities allows students to take a look at what energy is, how we use it, and the sources of energy we use each day. Students will be asked to imagine what life would be like without electricity in order to set the stage for learning about coal as an important source for electricity.

Objective Students will be able to list basic information about energy and electricity in their lives.

 Materials Cardstock Life Without Electricity worksheet (primary or elementary), page 24 or 25 Coal Word Sort Cards (primary or elementary), pages 26-29 or 30-32

2Preparation Select the appropriately leveled worksheet to use with your students. Make a copy for each student. Create a class KWL chart to use for discussion and to track learning as the unit progresses. Select the set of vocabulary cards you will use with your students. Make copies of the selected cards for each student. Laminate and pre-cut the cards for the students, if desired. Gather a list of fiction and nonfiction coal and energy books to support your unit. Visit NEED’s booklist to get you started at www.NEED.org/booklist.asp. Preview the titles before sharing with students.

Procedure 1. Ask students to brainstorm a list of words they associate with energy and electricity. Record the list on the board for all students to see. 2. Show the class the KWL chart. Explain to the class that they will be learning about energy and how coal is used to provide energy and electricity. Ask students to volunteer things they know about energy, electricity, or coal. Add them to the “K” column on the chart. Add any items students would like to learn about or questions they have to the “W” column on the chart. 3. Have students complete the Life Without Electricity activity. Discuss student answers and have students share their thoughts about what life would be like without electrical devices. Ask the class what sources we use for energy other than coal. 4. Read the informational text. Older students can read the text independently, or you may choose to read the text as a class. 5. Add any new learning and questions to the class KWL chart. 6. Pass out a set of word sort cards to each student. Have them match up the cards to reinforce their reading. Students can be asked to share a fact about the item they are matching as an assessment. Cards can also be folded over rather than cut into matching sets. These can be used as flashcards for reinforcement.

Extension For an extra challenge, use the primary version of the word sort cards with older students; however, they must record their own definition on the word card as they complete the reading.

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Activity 2: The Coal Chain NEED gratefully acknowledges Melanie Harper of Texas for her contribution to this activity in the creation of the folding book extension.

&Background Coal is a fossil fuel. It formed over a very long period of time from the remains of ancient swamp plants. Heat, pressure, and time created a very rich energy source that, when burned, can be used to create a lot of heat and electricity. This activity helps students to visualize the coal chain from formation, to mining, to use. Students explore the coal chain through a short story. Older students may be able to create and illustrate their own versions of the story to share with younger students. For younger students, you may wish to simply read the story aloud, or even ask them to illustrate a scene from the tale. Students will then synthesize what they learned in the story by completing a sequencing activity.

Objectives Students will be able to define the term fossil fuel, and describe coal as a fossil fuel. Students will be able to differentiate between renewable and nonrenewable sources and classify coal as nonrenewable. Students will be able to describe how coal is formed. Students will be able to correctly sequence events in the coal chain.

 Materials Art supplies Cardstock The Tale of Fern Fossil story, page 33 Coal Chain, pages 34-35 The Tale of Fern Fossil Folding Book, optional, page 36 The Tale of Fern Fossil PowerPoint, optional

2Preparation Make a copy of the story for each student. Copy the Coal Chain handout onto cardstock. Make enough copies for each student or group to have a copy. If desired, laminate and cut out the individual items in the chain and paper clip each set of cards together. Download the optional PowerPoint, The Tale of Fern Fossil, from www.NEED.org/coalmaterials. The PowerPoint contains the story and pictures that may be helpful for reading to younger students. OPTIONAL: Rather than cutting out the parts of the coal chain, students can simply number each of the steps on the laminated page using an erasable marker.

Procedure 1. Read The Tale of Fern Fossil as a class. Primary: Cut and paste parts of the story onto a blank sheet of paper. Ask students to illustrate that line or paragraph in the story. Assemble a booklet from the class’ pages. Elementary: Have students create illustrations for the story and assemble their own picture book. Students can work individually or in groups, with each student or group assigned a different segment of the story to illustrate. Have the students read their stories to other classes or younger students.

CONTINUED ON NEXT PAGE

All About Coal

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2. Complete the sequencing activity. Primary: Pass out the sequencing activity cards to students in groups or individually. Re-read the story, A Tale of Fern Fossil, and ask students to lay out the sequencing cards in order as they listen to the story. Elementary: Pass out the sequencing activity cards or the worksheets (uncut) to individuals. Have students place the items or number the items in order without using their story at first. Once students have gotten as far as they are able, allow individuals to collaborate to try and complete the sequence. Finally, if needed, students may utilize their story to complete the sequence. 3. Teach students the words and motions to Coal Chant 1. Have students act out the chant at the start of the next day’s lesson to reinforce what they’ve learned.

Coal Chant 1 COAL IN THE HOLE—MAKES LIGHT IN THE NIGHT! During “COAL in the hole,” point down with thumbs, hands in fists. During “makes light in the night,” point thumbs upward in rhythm with the cadence of the chant.

Extensions Instead of students drawing and illustrating their own books, make copies of The Tale of Fern Fossil Folding Book. Students can draw pictures, color, and assemble their own accordion-style book to use and share with others during the unit. Instructions for book assembly: Draw and color pictures in the boxes of the story grid. Cut horizontally across the top of story grid on the black line. Cut horizontally across the bottom of the story grid on the black line. Cut horizontally down the middle of the story grid on the black line. This will give you two long rectangular strips. Trim off the small edge before box 5 as needed. Use a glue stick on the extra edge after box 4. Tape may also be helpful. Place box 5 in the glue, so that it is lined up with box 4. You will now have one long rectangular strip. Trim off the extra edges of box 1 and box 8. Fan fold the book “accordion style” on the black lines of the pages. Download a list of coal and energy-related fiction and nonfiction titles to share as you learn about coal and energy with your class. www.NEED.org/booklist.asp.

Activity 3: A Cool Coal Story Objective Students will be able to describe how energy is transformed in coal to create electricity.

 Materials Art supplies and/or props Burning Coal to Generate Electricity master, page 37 Forms of Energy graphic organizers, pages 38-41 A Cool Coal Story Role Play, page 42 A Cool Coal Story master, pages 43-44 Cool Coal Assessment, page 45

2Preparation Gather suggested props or materials necessary for students to create their own props. Download paper props for quick use at www.NEED.org/coalmaterials. Familiarize yourself with the story and the energy transformations presented within the story. Prepare copies of the masters for projection. Make a copy of the role play handout and the assessment for each student. Pre-select students to play each role, if desired.

Procedure 1. Have students recite and act out the coal chant from the previous activity. 2. Project the electricity generation master. Visually walk students through the diagram, discussing the process of burning coal to create electricity. Explain to students that other fuels like petroleum, natural gas, and biomass can be burned in the same ways to create electricity. 3. Review the forms of energy with students using the Forms of Energy organizers. 4. Hand out the story role play sheets and assign students to roles. 5. Distribute props, or allow students time to create their own props. Allow students to review their role and how they will “act” using their role play handout. 6. Project the story for the class and read aloud. Those without assigned roles can help read the story. Prompt students to act out their part as needed using the role sheet as a guide. 7. Discuss the energy transformations that occurred with the students and answer any questions, referring back to the Forms of Energy organizers. 8. Re-distribute roles and repeat the role play as many times as necessary. 9. Distribute the assessment. Ask students to label the energy transformations by listing the form of energy present at each number.

Extension Use the word sort cards from Activity 1 as sequencing cards. Students can place the cards in the proper order to reflect the energy transformations in the coal chain.

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Activity 4: Coal Mining &Background Coal is mined in many ways on the surface or below the surface. These activities allow students to get a hands-on view of the process using common materials. Younger students can complete the activity using cookies, as they mine the surface for chocolate chips. Older students can investigate more deeply, creating a mine with rocks and other earth materials. In either case, students will be able to see the challenges of mining all the valuable resources, while keeping the mine and surrounding land at a state that could be reclaimed and re-used in the future.

Objective Students will be able to describe the process and challenges of mining and reclamation.

 Materials BY GRADE LEVEL

PRIMARY

Large, soft, chocolate chip cookies Toothpicks Paper towels

ELEMENTARY Small plastic bowls Plastic spoons Large plastic bowls 5 lb Bag of sand 5 lb Bag of small, gray pebbles 5 lb Bag of small, white pebbles 5 lb Bag of topsoil 5 lbs of Clay

50-100 Small pieces of coal or black pebbles Table coverings Grass, leaves, twigs Markers Clear straws Grass seed Container for coal Land Development Worksheet, page 46

2Preparation Look over the procedures for both coal mining activities and select the activity you will use with your students. Gather the materials needed for the activity and set up student work stations. Make copies of the worksheet, as needed, if using the elementary activity. If using the elementary activity, place one large bowl each of sand, gray pebbles, white pebbles, and topsoil at each station, as well as a portion of clay, a small bowl of coal, and a plastic spoon. Hint: The activity is more successful if the sand is slightly moist—the consistency of brown sugar. NOTE: The elementary mining activity can be split into segments or parts. All of the parts can be done within one class period, depending on the time allowed. NOTE: Clay can be used as a substitute for cookies. Students may assemble their own “cookie” using clay and beads or other small items.

Procedure BY GRADE LEVEL PRIMARY 1. Have students recite and act out the coal chant from previous activities. 2. Give each student a cookie, paper towel, and toothpick. Have the students “mine” the coal as carefully as possible, trying not to disturb the land. 3. Record the number of chips each student mines.

4. Ask students to try to put their cookies back together. Discuss as a class what challenges they might face trying to do so. Ask what they would have done differently at first if they knew they would have to re-assemble their cookies.

CONTINUED ON NEXT PAGE 11

5. Have students write about or draw a picture showing how their “land” could be used once they complete the reclamation process (restoring it to its original shape or better). 6. Teach students the words and motions to Coal Chant 2. Have students act out the chant each day to reinforce what they’ve learned.

Coal Chant 2 WORKING IN A COAL MINE (GRUNT)—HARD HAT! While chanting, “Working in a coal mine,” pretend that you are shoveling coal. At “grunt—hard hat!” throw the coal over your shoulder.

ELEMENTARY Part one: Land Development 1. Explain to the students that they will build their own plots of land that contain coal deposits. 2. Discuss how the Earth is made of layers of different materials. (See the geothermal infosheet in the infobook for a diagram of the major layers of the Earth.) In this activity, the layers in the crust are represented by sand, clay, soil, and pebbles. 3. Provide each student with a small plastic bowl and spoon. Have the students write their names on the bottoms of the bowls with markers, then send them to the work stations. 4. Distribute the worksheets and review the steps using the script below. The worksheets do not include the exact same script or the explanation of geological layers as described below: Get a lump of clay about the size of your fist, or a bit smaller. Roll the clay flat and press it into the bottom of your container. This represents the clay layer in the Earth. Place one spoonful of coal on an area of the clay and flatten it. (This coal layer should not be distributed evenly throughout the clay, but it should take up only a small area of the clay.) This represents a seam of coal on top of the clay layer. Spread 6 spoonfuls of gray pebbles on top of the coal. Make a hill with the pebbles. This represents the shale that typically covers a layer of coal. Spread 7 spoonfuls of white pebbles evenly in the container. This represents a layer of limestone. Spread 8 spoonfuls of gray pebbles evenly on top of the white pebbles. This represents another layer of shale. Spread 10 spoonfuls of sand evenly on top of the pebbles. This represents sandy, rocky soil. Spread 12 spoonfuls of topsoil evenly on top of the sand. This represents fertile topsoil. Use cut grass, leaves, and twigs to make fields and forests on your plot of land. 5. After the students have finished their plots of land, have them clean up and store them until the next day. The topsoil, grass seed, and spoons will be needed again. 6. Review and discuss how the Earth is made of layers of different types of rocks, topsoil, clay, and water. Some of these layers contain natural resources that we use for many different things. Have the students look at the geothermal infosheet in the infobooks to see the diagram of the Earth’s layers. Part two: Geology and Mining 1. Discuss with the students things they use that are made from natural resources found underground, such as: pencils made from graphite jewelry made from gold, silver, gemstones plastic items made from petroleum or natural gas nylon and polyester clothes made from petroleum or natural gas

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anything metal coal used to generate electricity natural gas, petroleum, and uranium used to generate electricity steam from geysers—geothermal energy 2. Have students retrieve their plots of land and return to the work stations. Explain that they will be mining the coal from their plots of land. 3. Instruct the students to take core samples of their plots, using drinking straws to carefully probe the soil. Explain how to cover the end of the straw with a finger and carefully remove the straw to look at its contents. If the pebbles are too large, this step of the activity will not work. 4. The students must use their spoons to carefully remove each layer of grass, sand, and pebbles, placing each layer in a separate pile on the work station. This simulates the use of bulldozers and other machines to move layers of earth. 5. When the coal layer is reached, the spoons should be used to remove the coal. Have the students place the coal in a coal container you designate. 6. When the mining is complete, discuss with the students what they have learned in the mining process and what questions they still have. Part three: Reclamation 1. Discuss with the students whether or not they should leave the plots of land as they are after mining. Introduce the concept of reclamation. By law, mine sites must be restored to a state that is as good as, or better than, it was before mining. 2. Direct the students to reclaim their plots of land. They should replace all of the layers so that they are the same as they were before the land was mined, except for the grass, leaves, and twigs, which must be thrown away because they are dead. New growing things must be planted. 3. When they have replaced the topsoil layer, have them sprinkle two pinches of grass seed onto the soil, then cover the seeds with another layer of topsoil. Have them water the soil and place the plots of land in a sunny area. 4. Clean up the work stations. Bring the class back together to discuss the reclamation process and add to the KWL chart. Lead the discussion by asking the following questions: Was it easy to replace each layer exactly as it was? Reclamation is difficult and expensive. Imagine if the plots of land in our experiment were as big as our playground or school yard. It would take time and effort to replace the land. Why is it important to reclaim mined land? The resources we get from the Earth are important to our lives. The environment that surrounds and covers those resources is equally important. It is our responsibility to return the land to a state that is as good as, or better than, it was before we removed the resources. What happens when land is not reclaimed? What did our room look like right after we had mined our coal? It was a mess! We couldn’t use it for the things we needed to do in our room. We needed to clean it up so that it was useful to us again. It is important to respect the Earth. Land that is not reclaimed ends up being an empty pit. It is ugly, can’t be used, and can sometimes be dangerous. Reclaimed land can be used for farmland, nature preserves, parks, camping, lakes, planting trees, livestock grazing, golf courses, and many other things. Could you plant trees and build homes on the site as soon as the earth is reclaimed? It depends on many factors. The depth of the mine, the weather, and the type of soil in the mine can affect how long it takes before the land can be used for planting trees and building safe structures. Have the students compare how their plots looked before and after they added water. Part four: Culminating Activities 1. Have students demonstrate verbally or in writing how their mine site will be used once they complete the reclamation process. 2. Teach students the words and motions to Coal Chant 2. Have students act out the chant each day to reinforce what they’ve learned.

Activity 5: Today in Energy &Background This activity is designed to help primary and elementary students become aware of the ways they use energy every day. We don’t often consider how energy and electricity are involved in nearly every task we complete. Students will consider the concept of choice and tradeoffs as they select activities and make choices about their imaginary day.

Objective Students will be able to classify items based on their energy use.

 Materials Cardstock Today in Energy Cards, pages 47-51 Today in Energy Chart, page 52

2Preparation BY GRADE LEVEL PRIMARY Copy, cut, and fold one set of activity cards for each student. Project the Today in Energy Chart for students to see.

ELEMENTARY Copy one set of cards for each student. Project the Today in Energy Chart for students to see. Have students cut out the cards and fold each one on the center line. They may use tape or glue, if desired.

Procedure 1. Explain to students that they are going to plan out an imaginary day. They will have choices to make about each step of their day. On each card, they must choose one item from one side of the card. 2. Go through all the cards together. Ask students to make their choices, laying their choice for each card face up on their desks. 3. After students make their choices, go through the cards again, writing or taping the cards to the appropriate side of the Today in Energy Chart. Choice cards that use higher amounts of energy go on one side, while lower energy choice cards go on the other. 4. Survey students. How many chose items that were mostly on the “less energy” side, and how many were the opposite. 5. Direct students to choose two items on their list and switch their choice to the side that uses less energy. Which items are easier to do? Which are more difficult? 6. Review with students how their energy use is connected to sources like coal. How many of the items on the cards involved electricity in some way?

Extensions Look at the original set of cards (before folding). Assign each choice card a cost. All cards on the left will be lower cost cards, while cards on the right will have a higher cost. Each card can have different values. Ask students to calculate how much they would spend in a day using the values you assigned to each choice. Give them a figure to try and meet and ask them to make different choices based on the cost. Extra, blank cards have been included. Have students add their own cards to the mix and re-run the activity.

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Activity 6: Coal Careers &Background The energy industry has many job opportunities for future workers. This career activity can be used in varying ways, depending on your students’ abilities and time allowed. Students will be able to see information about careers related to coal and play a game or construct a trading card to decorate the classroom.

Objective Students will be able to list and describe careers related to coal.

 Materials Art supplies Cardstock Coal Careers matching cards, pages 53-55 Trading Card Template, optional, page 56

2Preparation Familiarize yourself with the options for the career activity. Decide which option you will use with your students. Copy the career information for students. Prepare another copy to project. Gather supplies, as needed.

Career Match Game Procedure 1. Cut out the coal career information into individual cards. Set up enough sets of cards so students can play in pairs or teams. 2. Project a copy of the Coal Careers and look over the information as a class. Read over all the job descriptions with students. 3. Turn over all of the cards. Have students match the pictures to the job descriptions to make a match.

Extension As a challenge, ask students to try and match the descriptions to the pictures before you project the master and discuss the information together. How many do students get correct?

Career Trading Cards Procedure 1. Project and discuss the career pictures and job descriptions. 2. Assign students a career from the list. 3. Hand out the template. Explain to students that they will be creating trading cards for a selected career on the list. They should create a picture for the front of the trading card and write a biography on the back, using the provided facts about the career. It may be helpful to show students samples of baseball or other trading cards as examples. Students can also include fun facts they create. 4. Create a class bulletin board or wall to display the career trading cards.

Activity 7: Coal Rocks! &Background This activity is taken from NEED’s Energy Live! guide. In this amped-up activity, students showcase what they’ve learned about coal and teach others, while jamming out. Students will form musical groups to write and perform songs about their energy topic. Their audience will learn more as the stars showcase their album art and share stories with interviewers. A sample song is included for students to follow, or students can create their own lyrics to the tune of their choice.

Objective Students will be able to list facts learned about coal.

 Materials Art supplies Coal Energy Live! Sample, page 57 Coal Energy Live! Student Guide, page 58

2Preparation Split students into groups. Make copies of the sample song and student guide for each student. Gather art supplies.

Procedure 1. Introduce the activity to students by splitting students into their groups and explaining to them that they will be writing a song about coal using what they have learned throughout the unit. 2. Look at the Coal Energy Live! Sample and sing the song as a class. Point out that the sample group has a name, a hit single, and an album, and explain that their groups will create the same to tell the audience important facts about coal. Groups will also create an interview to share more important information about coal in a creative way. Finally, each group will also need to create props for use during their performance and album art that someone might see when purchasing their song from a store or downloading it online. 3. Hand out the student guide as a checklist of what each group needs to complete. Explain that groups will need to show you each step of their project, as it shows on the checklist. Provide timelines for creating each step and remind students to work together so that everyone has a job. 4. Monitor group work and check to make sure groups are completing each task. 5. Allow groups enough time to practice their songs using their props and preview each team’s interview questions. 6. Set up a stage for performances. Invite students and adults from other classes to watch. You can act as the interviewer or designate a student or adult volunteer to conduct the introductions and interviews. OPTIONAL: This activity can be manipulated to fit the needs of your classroom or any time constraints. Depending on the ages, abilities, and autonomy of your students, you may decide to omit the interviews, art, and/or props. The activity can also be run by asking student groups to each perform the sample song, but make their own props and art work.

Unit Assessments 1. Revisit the Cool Coal Assessment on page 45 as a review of unit content. 2. Have students use their word sort cards as a matching game to review. 3. Rubrics for assessing student work can be found on page 17. These rubrics can be adapted to meet the needs of your students or the activities. 4. Evaluate the unit with students using the Evaluation Form on page 63 and return it to NEED.

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Grading Rubrics Student Activity Rubric This is a sample rubric that can be used to assess inquiry or hands-on activities. You may choose to only assess one area at a time, or look at an investigation as a whole.

GRADE

SCIENTIFIC CONCEPTS

SCIENTIFIC INQUIRY

PRESENTATION

Student demonstrates thorough understanding of concepts through pictures, writing, and verbal communication.

Student is able to follow all steps of the scientific process: predicting, observing/recording data, and drawing a more complex conclusion related to his/ her data. Student shows higher level thinking by asking his/her own questions.

Handwriting is legible. Pictures are realistic and include labels. All parts of the assignment are complete.

Student demonstrates understanding of concepts through pictures, writing, and/or verbal communication.

Student is able to predict, observe/record data, and draw a basic conclusion.

Handwriting is legible. Pictures are realistic and include most labels. All parts of the assignment are complete.

Student demonstrates a beginning understanding of concepts, may have a couple of lingering misconceptions.

Student is able to do two of the following: predict, observe/record data, draw conclusions.

Words and/or pictures may be hard to decipher at times. Pictures are present but are missing labels. The notebook has some missing components.

Student demonstrates confusion about concepts. Many misconceptions remain.

Student is able to do one or fewer of the following: predict, observe/record data, draw conclusions.

Words and/or pictures are hard to decipher. They may not be connected to the investigation. The notebook has many missing components.

Group Work Rubric This rubric may be used and adapted for assessing student work on The Tale of Fern Fossil, A Cool Coal Story, Coal Careers, or on Coal Rocks! activities.

CONTENT

ORGANIZATION

ORIGINALITY

WORKLOAD

Project covers the topic indepth with many details and examples. Subject knowledge is excellent.

Content is very well organized and presented in a logical sequence.

Project shows much original thought. Ideas are creative and inventive.

The workload is divided and shared equally by all members of the group.

Project includes essential information about the topic. Subject knowledge is good.

Content is logically organized.

Project shows some original thought. Work shows new ideas and insights.

The workload is divided and shared fairly equally by all group members, but workloads may vary.

Project includes essential information about the topic, but there are 1-2 factual errors.

Content is logically organized with a few confusing sections.

Project provides essential information, but there is little evidence of original thinking.

The workload is divided, but one person in the group is viewed as not doing a fair share of the work.

Project includes minimal information or there are several factual errors.

There is no clear organizational structure, just a compilation of facts.

Project provides some essential information, but no original thought.

The workload is not divided, or several members are not doing a fair share of the work.

Student Informational Text Energy helps us do things. It gives us light. It warms our bodies and homes. It bakes cakes and keeps milk cold. It runs our TVs and our cars. It makes us grow and move and think. Energy is the power to change things. It is the ability to do work.

Energy is Light Light is a form of energy we use all the time. We use it so we can see. We get most of our light from the sun. Working during the day saves money because sunlight is free. At night, we must make our own light. Usually, we use electricity to make light. Flashlights use electricity, too. This electricity comes from batteries.

Energy is Heat We use energy to make heat. The food we eat keeps our bodies warm. Sometimes, when we run or work hard, we get really hot. In the winter, our jackets and blankets hold in our body heat. We use the energy stored in plants and other things to make heat. We burn wood and natural gas to cook food and warm our houses. Factories burn fuel to make the products they sell. Power plants burn coal and natural gas to make electricity.

Energy Makes Things Grow All living things need energy to grow. Plants use light from the sun to grow. Plants change the energy from the sun into sugar and store it in their roots and leaves. This is called photosynthesis. Animals canâ&#x20AC;&#x2122;t change light energy into sugars. Animals, including people, eat plants and use the energy stored in them to grow. Animals can store the energy from plants in their bodies. 18

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Energy Makes Things Move It takes energy to make things move. Cars and motorcycles run on the energy stored in gasoline. Many toys run on the energy stored in batteries. Sailboats are pushed by the energy in the wind. After a long day, do you ever feel too tired to move? You’ve run out of energy. You need to eat some food to refuel.

Energy Runs Machines It takes energy to run our TVs, computers, and video games— energy in the form of electricity. We use electricity many times every day. It gives us light and heat, it makes things move, and it runs our toys, electronics, and microwaves. Imagine what your life would be like without electricity. We make electricity by burning coal, oil, gas, and even trash. We make it from the energy that holds atoms together. We make it with energy from the sun, the wind, and falling water. Sometimes, we use heat from inside the Earth to make electricity.

Energy Doesn’t Disappear There is the same amount of energy today as there was when the world began. When we use energy, we don’t use it up completely; we change it into other forms of energy. When we burn wood, we change its energy into heat and light. When we drive a car, we change the energy in the gasoline into heat and motion. There will always be the same amount of energy in the world, but more and more of it will be changed into heat. Most of that heat will go into the air. It will still be there, but it will be hard to use. ©2019 The NEED Project

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Photo courtesy of BP

What is Coal? Coal is a black rock that can be shiny or dull. Coal has lots of energy in it. When it is burned, it makes heat and light energy. Many years ago, Native Americans burned coal to make pots. The early settlers didnâ&#x20AC;&#x2122;t use much coal. They burned wood for heat. People began using coal in the 1800s to heat their homes. Trains and ships used coal for fuel. Factories used coal to make iron and steel. Today, we burn coal mainly to make electricity.

Coal is a Fossil Fuel Much of our coal was formed millions to hundreds of millions of years ago, before dinosaurs lived. Back then, much of the Earth was covered by huge swamps. These swamps were filled with giant ferns and plants. As the plants died, they sank to the bottom of the swamps. Over the years, thick layers of plants were covered by dirt and water. They were packed down by the weight of the water and dirt above them. After a long time, heat and pressure changed the dead plants into coal. Coal is called a fossil fuel because it was made from plants that were once alive. The energy in coal came from the sun.

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Deep Mining

Coal is Nonrenewable

Underground Mining

The coal we use today took a very long time to form. The Earth can’t make more in a short time. That is why it is called nonrenewable. The United States has a lot of coal resources. There is enough coal to last more than 300 years at the rate we use it right now. Resources that we can make more of quickly are called renewable. Solar and wind energy are renewable.

Digging for Coal Most coal is buried under the ground. We must dig it out or mine it. If the coal is deep in the ground, we dig deep tunnels underground called mine shafts to reach the coal. Machines remove the coal from the underground rock and carry it to the surface. Some mine shafts are 1,000 feet deep. This is called deep mining or underground mining. If coal is near the surface, miners dig it up with huge machines. First, they scrape off the dirt and rock, then dig out the coal. This is called surface mining. After the coal is mined, they put back the dirt and rock they removed to get the coal. They plant trees and grass. The land can be used again. This is called reclamation.

Surface Mining

COA LS

EAM

LS COA

Topsoil Overburden

Big Diggers Coal mining today requires lots of heavy, large equipment to successfully dig for and remove the coal. The type of machine used depends on the type of mining. Check out some of these big diggers and movers!

Longwall machines cut out blocks of coal as the machine moves or slices longways into a coal seam. These machines are often 800 feet wide! Image courtesy of Eickhoff Engine Works via wikimedia commons ©2019 The NEED Project

All About Coal

A dragline is used in surface mining to remove dirt and expose minerals like coal below. They can weigh over 8,000 tons!

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The Ultimate Earth Mover is the world’s biggest earth mover and was built to mine coal in Germany using a wheel of buckets. It weighs over 45,000 tons – nearly as much as the Titanic! Image courtesy of Martin Röll via wikimedia commons

How Coal is Used After the coal is mined, it is cleaned and shipped to businesses. Most coal is moved by trains to power plants and factories. Sometimes it is moved on barges along rivers. We use a lot of coal in the U.S. Every American is estimated to use or need over 350,000 pounds of coal in their lifetime. Most of this coal is used to make electricity. Some coal is used by steel and iron workers. Coal can also be used to provide heat for industry when making paper, brick, and cement. Coal is not used very much for heating homes and buildings any longer. Because people donâ&#x20AC;&#x2122;t use coal for energy as much as they once did, scientists are looking for more ways to use coal. We have a lot of coal available. One scientist in South Africa has found a way to mix coal with algae and turn it into oil that can be used the way we use oil from the ground. A group of scientists in Kentucky discovered ways to use coal to make plastic and carbon fibers for making products. More scientists from North Carolina and Pennsylvania are finding ways to take minerals from coal and coal ash that are important in making things like computers and cell phones. Coal can be very useful.

Electricity Power plants burn coal to make electricity. Coal is one of our most important energy sources. It gives us 30 percent of the electricity we use and 15 percent of our total energy.

STEAM

COAL SUPPLY

GENERATOR

BOILER

TRANSMISSION LINES 5

TURBINE 4

WATER DETAIL

1. In a power plant, coal is burned to create heat. 2. The heat changes water into steam. 3. The steam travels through pipes and spins a turbine. 4. The turbine spins coiled wire inside of magnets, creating electricity. 5. Electricity travels through wires from the power plant to your house.

MAGNETS COPPER COILS ROTATING SHAFT

GENERATOR

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Coal Can Pollute the Air When coal is burned, it pollutes the air and adds greenhouse gases like carbon dioxide to the atmosphere. Power plants and factories work hard to keep the pollution from getting into the air. They clean the coal before they burn it. As it is burning, they also use scrubbers to clean the smoke before it goes into the air. A good way to keep from polluting the air by burning coal is to turn the coal into a gas before it is burned. When coal is turned into a gas, the pollution can be more easily removed, and the gas is burned to make electricity.

Coal Careers There are many jobs that work with coal. Coal industry jobs can be filled by men and women. Coal industry careers include miners, engineers, geologists, electricians, and even emergency medical technicians (EMTs). Workers are often paid well for working in this field. Workers at a coal site must go through lots of safety and on-the-job training. Many workers become an apprentice before they begin their career in mining. These workers must always make sure they are keeping up with new safety rules and job skills.

Coal Mining Concerns Coal mining can be a dangerous career. In the early 1900s, miners in the U.S. were exposed to harsh environments. Work would begin before the sun came up, and miners would spend the day in the dark with only the light of a candle to hammer and pick at the coal seams. Many miners would become sick and dirty from the coal dust. Mines could cave in or build up dangerous levels of gases. The gases could suffocate the miners, or cause fires or explosions without warning. These accidents were hard to control or predict because the technology was basic for miners. Accidents could trap miners below ground and fires could burn for years without stopping! Mining accidents do occur today, but happen much less often than they did a century ago. Mines and mining companies are watched closely by government and safety organizations. Technologies have improved to help detect hazards and keep miners safe at all times. Miners wear special items to protect them from the dust and gases. Underground mining conditions can be more dangerous, but both surface and underground miners must work with heavy equipment that requires special attention. All workers at a mine must go through job and safety training prior to beginning their first day on the job. Miners must continue their training each year to be sure they are always following proper safety procedures. ÂŠ2019 The NEED Project

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PRIMARY

Life Without Electricity PRIMARY

? Question  �What would life be like without electricity? Cross out pictures of items that do not use electricity.

�What would you do if there were no electricity? How would your day be different without the electric items above? 24

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ELEMENTARY

Life Without Electricity ELEMENTARY We rely on electricity every day. Electricity provides us with the energy to do many things. Coal generates just under 1/3 of the electricity we use in America each day. We have appliances and machines that change electrical energy into other forms of energy, and then they do work for us. 1. What would life be like if the power was turned off and there was no electricity? Would you be able to survive? Why or why not?

2. List 10 electronic items that would be difficult to live without.

3. Look at your list above. Which five items do you think you need to survive? Explain and give reasons for each item.

4. Describe how your life would be different without electricity.

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PRIMARY

Coal Word Sort Cards

Coal

Sun

Surface Mining

Deep Mining

Underground Mining

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PRIMARY

ANCIENT FERN 2 Photosynthesis

EGGS

I have chem energy stor in my cell CHICKEN

Ancient Ferns

ANCIENT SEA EGGS 2 PLANT

2 CHICKEN

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I My I am a fossil

ANCIENT The chemical e stored in me c SEA ANIMAL from the rem an

Fossil Fuel

Mine Shaft

I store chem energy from f my cells and some of it into COAL forms of ene

of ancient fe COAL NATURAL GAS PETROLEUM

I am a fossil The chemical eI stored in me c from the rem of ancient seath and anima

HEAT AND PETROLEUM LIGHTBULB PRESSURE 2 27

che

PRIMARY

Reclamation

Electricity

Cooling Tower

Power Plant

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PRIMARY *Coal Train photo courtesy of Callum Black via wikimedia commons

Coal Barge

Coal Train

Distribution Lines

Coal Miner

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ELEMENTARY

Coal

Coal is a black rock that is a nonrenewable fossil fuel we burn for energy.

Sun

The sun converts nuclear energy to radiant energy or light.

Surface Mining

Miners scrape off the surface dirt and rock, and then dig out the coal.

Underground Mining

Miners tunnel deep into the earth to find and remove coal.

Photosynthesis

Plants change radiant energy (light) into chemical energy and store it in their cells as sugar.

Ancient Ferns

Plants that lived millions to hundreds of millions of years ago that changed into coal with heat and pressure.

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ELEMENTARY

Fossil Fuel

Fuel made from things that were once alive before the dinosaurs lived.

Mine Shaft

A tunnel dug deep into the ground to carry miners and machines to the coal.

Reclamation

Restoring and reusing land that was once used for mining.

Electricity

Electrons moving in a circuit.

Cooling Tower

A tall, open, concrete tower used for cooling water that was used to generate electricity.

Power Plant

A place where electricity is generated.

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ELEMENTARY

Coal Barge

A flat-bottomed boat used to carry coal on rivers.

Coal Train

Most coal is transported by trains that can be 100 cars long.

Distribution Lines

Power lines that carry electricity at a safer voltage to consumers.

Coal Miner

A person who works in a coal mine.

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The Tale of Fern Fossil Once upon a time, a beautiful fern tree grew in a swamp. All day, she soaked up sunlight and stored it in her fronds. The sun’s energy helped her grow tall. The biggest frond was Fern Fossil. Every day she stretched closer to the sun. She was proud to be the tallest frond on the tree. One day, the sky grew dark and a strong wind blew. The other fronds huddled together. They gave each other strength. But Fern was too high. She was all alone. There were no fronds tall enough to help her. The wind blew harder and Fern’s stem snapped. She fell from the tree into the dark water. Fern sank to the bottom of the swamp. She thought her journey was over, but nature had a different plan for Fern. For a long time, she lay in the swamp. More plants fell into the water. They covered Fern like a blanket. After many years, the water dried up and the swamp turned into land. Dinosaurs roamed over the Earth. Fern lay under the ground, buried deeper and deeper. The weight of the dirt and the heat of the Earth changed Fern. She was no longer green. She lost her leafy shape, but she still had the sun’s energy stored in her. Fern Fossil had turned into a shiny black rock full of energy. She was a piece of coal. Fern and many other plants were now a big seam of coal buried under the ground. One day, a big machine dug into the earth. It took away the dirt on top of the coal. It lifted Fern from the earth and put her into a huge truck. She was taken to a building where she was washed, then put on a train. The train chugged through the night to a power plant. Fern was burned. Her energy produced a lot of heat. The power plant used Fern’s energy to make electricity. It traveled through a power line to a house. A little boy turned on a light so that he could read. The energy that Fern had gotten from the sun millions and millions of years ago was lighting the night. Fern had traveled a long way.

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Coal Chain Place the pictures in order (or number the pictures in the correct order) to show the chain of coal from its formation to its use in your home. On a separate page, write a sentence to explain each number.

*Photo courtesy of Callum Black via wikimedia commons

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Once upon a time, a beautiful fern tree grew in a swamp. All day, she soaked up sunlight and stored it in her fronds. The sun’s energy helped her grow tall. The biggest frond was Fern Fossil. Every day she stretched closer to the sun. She was proud to be the tallest frond on the tree.

Fern Fossil had turned into a shiny black rock full of energy. She was a piece of coal. Fern and many other plants were now a big seam of coal buried under the ground.

COAL SUPPLY

STEAM BOILER

WATER

TURBINE

GENERATOR

MAGNETS COPPER COILS ROTATING SHAFT

TRANSMISSION LINES

One day, a big machine dug into the earth. It took away the dirt on GENERATOR top of the coal. It lifted Fern from the earth and put her into a huge truck. She was taken to a building where she was washed, then put on a train. The train chugged through the night to a power plant. Fern was burned. Her energy produced a lot of heat.

DETAIL

One day, the sky grew dark and a strong wind blew. The other fronds huddled together. They gave each other strength. But Fern was too high. She was all alone. There were no fronds tall enough to help her.

The Tale of Fern Fossil Folding Book The Tale of Fern Fossil

NAME:____________________________

After many years, the water dried up and the swamp turned into land. Dinosaurs roamed over the Earth. Fern lay under the ground, buried deeper and deeper. The weight of the dirt and the heat of the Earth changed Fern. She was no longer green. She lost her leafy shape, but she still had the sun’s energy stored in her.

The wind blew harder and Fern’s stem snapped. She fell from the tree into the dark water. Fern sank to the bottom of the swamp. She thought her journey was over, but nature had a different plan for Fern. For a long time, she lay in the swamp. More plants fell into the water. They covered Fern like a blanket.

The power plant used Fern’s energy to make electricity. It traveled through a power line to a house. A little boy turned on a light so that he could read. The energy that Fern had gotten from the sun millions and millions of years ago was lighting the night. Fern had traveled a long way.

THE END

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BOILER

TURBINE

GENERATOR

6. Electricity is sent to a switchyard, where a transformer increases the voltage, allowing it to travel through the electric grid.

5. Inside the generator, the shaft spins coils of copper wire inside a ring of magnets. This creates an electric field, producing electricity.

ROTATING SHAFT

COPPER COILS

ELECTRICITY TRANSMISSION

SWITCHYARD

DETAIL

4. The high pressure steam turns a turbine, which spins a shaft.

3. The steam travels at high pressure through a steam line.

2. Water is piped into the boiler and heated, turning it into steam.

MAGNETS

GENERATOR

ELECTRICITY GENERATION

FEED WATER CONDENSER

STEAM LINE

1. Coal is fed into a boiler, where it is burned to release thermal energy.

COAL

FUEL BURNING

Burning Coal to Generate Electricity Burning Fossil Fuels to Make Electricity

MASTER

Forms of Energy

Energy can be stored. Stored energy is called potential energy. Gravitational Potential Energy

Elastic Energy

the energy of place or position

the energy stored in compressed or stretched objects

Chemical Energy

POTENTIAL ENERGY

the energy stored in the bonds between molecules

Nuclear Energy

the energy stored in the nucleus of an atom - the energy that holds the nucleus together

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POTENTIAL ENERGY

MASTER

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MASTER

Forms of Energy

Energy can be in motion. Motion energy is called kinetic energy.

of e t i en on r t o em rom the M v o t f no m e bjec to a h t o e an plac

gy ner nd E Sou f nt o eme h mov roug the rgy th e in a ene bstanc l wave a su itudina long

KINETIC ENERGY

tric a

l En erg the y mov elec ement tron of s

T su the her or bs in m m mov tanc tern al E n ol e e a ec m s - l e erg ul en th ne es t e rg y in of a vib y su to ra in bs m tio ta s a n nc n es d

Radiant Energy

Elec

gy r e

electromagnetic energy that travels in transverse waves

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MASTER

KINETIC ENERGY

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A Cool Coal Story Students will demonstrate the flow of energy to produce electricity using props. Depending on the audience, signs with the different forms of energy can be used by the students to identify the energy transformations. This activity can also be used to demonstrate other energy flows, like biodiesel, ethanol, natural gas, etc.

Sun

Nuclear fusion in the sun produces vast amounts of energy.

Prop & Action

Radiant Energy Prop & Action

Chemical Energy Prop & Action

Stored Chemical Energy Prop & Action

Coal

Nuclear energy in the sun is transformed to radiant energy and travels through space to Earth. Radiant energy travels in WAVES. Long pieces of yellow ribbon, several students wave in the air Radiant energy is absorbed by green plants and through photosynthesis converts radiant energy to chemical energy. Green plants or silk plants, students bring up from floor Green plants die and are compressed under extreme pressure over a LONG period of TIME and become COAL. Chemical energy is stored in the coal. Green plants or silk plants, students step on leaves Coal is mined and taken to a power plant. (Additional details may be added if desired.)

Prop & Action

Thermal Energy Prop & Action

Steam

Pieces of coal OR wads of black construction paper, students pick up coal from ground Coal is burned in the furnace. Stored chemical energy produces thermal energy. Empty box, coal is put into "furnace" box The thermal energy heats the water. Water becomes steam. Hot pot or bottled water, student lifts up hot pot Steam travels down pipes (plastic tubing) to the turbine.

Prop & Action

Motion/Mechanical Energy Prop & Action

Electrical Energy Prop & Action

Variations

Yellow ball

Plastic hose or tubing, connect tube to hot pot used above Steam causes the turbine blades to spin. Student arms, student stands with arms outstretched and bent upwards at the elbow, student spins as steam touches them The turbine is connected to the generator causing the magnets to spin around the copper coils producing electrical energy. Bar magnets, copper ribbons, three students hold bar magnets, one student is ‘wrapped’ in copper colored ribbon or wire, students with magnets ‘spin’ around copper wire Electrical energy travels down the power lines to our homes. Twisted rope, start with twisted rope then pull away the smaller pieces to designate the low voltage lines that come into our homes Electrical energy powers our homes. ‘Magic’ light bulb, and extension cord, student pulls chain on light bulb or switches it on Other energy flows can be demonstrated, substituting other sources for the coal (corn to ethanol; soybeans to biodiesel; decomposing garbage to methane, etc.)

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MASTER

A Cool Coal Story A long, long time ago before even the dinosaurs roamed the Earth, the sun shone in the sky and giant plants grew in swampy forests. Like all living things, these plants died. And more plants grew and died. This happened over and over for millions of years—plants grew and died and fell into the swamp. The plants on the bottom got squished—really, really squished. After millions of years of being really squished those plants turned into COAL. Now the coal is buried in the ground. Big machines—giant bulldozers and steam shovels— dig it up. The machines load the coal onto trains and barges to take it to the power plant. Inside the power plant there is a giant tub of water with a big furnance in the middle. The coal is put into the big furnance and burned. The smoke from the fire is cleaned with big scrubbers before it goes up the smokestack and into the air. Inside the furnance it gets really hot. So hot, the water in the tub boils and turns into steam. The oven is called a boiler because it boils the water and turns it into steam. That steam comes roaring through a big pipe and turns a giant machine, called a turbine. The turbine is attached to a generator that has coils of wire and big magnets. When the magnets spin around the wire, it makes electricity. That is amazing! Now, we can’t go down to the power plant to buy a bag of electricity. So, the electricity comes to us. Wires run out of the power plant and up a tall, tall pole. The electricity flows up the wire to the top of the pole. It flows through high-power lines from pole to pole until it gets to our town. CONTINUED ON NEXT PAGE ©2019 The NEED Project

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MASTER

Then it flows into lots of small wires to our houses. Inside our houses—hidden in the walls— are lots of wires. They go to all the switches and all the outlets all over our house and the electricity flows through them. When we flip on a light switch, the electricity flows into the light bulb and makes light. When we plug a phone into an outlet, it is charged. The electricity flows through the cord to make it work. Electricity runs our washers and dryers, TVs, and video games. Lots of the electricity in our country is made by burning coal. The energy in the coal came from the sun.

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Cool Coal Assessment 1

4 6

TRANSMISSION LINES

HIGH-PRESSURE STEAM BOILER

GENERATOR TURBINE

FEED WATER CONDENSER

8 9

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Land Development Worksheet Follow these steps to build your plot of land. Check off each step in the box on the left as you do it.

Get a lump of clay about the size of your fist or a bit smaller. Flatten the clay into the bottom of your bowl. This represents a layer of clay underground. Place 1 spoonful of coal in any area of the clay and spread it flat. This represents a layer of coal underground. Spread 6 spoonfuls of gray pebbles over the coal, making a small hill. This represents a layer of shale underground. Spread 7 spoonfuls of white pebbles evenly into the container. This represents a layer of limestone underground. Spread 8 spoonfuls of gray pebbles evenly into the container. This represents a layer of shale underground. Spread 10 spoonfuls of sand evenly into the container. This represents a layer of sandy, rocky soil underground. Spread 12 spoonfuls of topsoil evenly into the container. This represents a layer of topsoil underground. Use cut grass, leaves, and twigs to make fields and forests on the top.

This is what your plot of land should look like:

grass & twigs topsoil sand gray pebbles white pebbles grey pebbles coal clay 46

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TODAY IN ENERGY CARDS

Today in Energy 1

Winter: Cool House (sweatshirt) or Summer: Cool House (fans)

Winter: Warm House (t-shirt) or Summer: Cool House (air conditioner)

Today in Energy 2

Wake Up Early Walk or Ride Bike to School

Sleep Late Get a Ride to School

Today in Energy 3

Eat Cereal for Breakfast

Eat Eggs and Toast for Breakfast

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TODAY IN ENERGY CARDS

Today in Energy 4

Eat a Cold Sandwich for Lunch

Eat Spaghetti for Lunch

Today in Energy 5

Meet with a Team or Club After School

Play Video Games After School

Today in Energy 6

Walk Home From School

Get a Ride Home From School

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TODAY IN ENERGY CARDS

Today in Energy 7

Eat a Granola Bar After School

Eat a Microwave Pizza After School

Today in Energy 8

Study in Daylight Play Later

Watch TV Study Later with Lights

Today in Energy 9

Read a Book

Watch a Movie

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TODAY IN ENERGY CARDS

Today in Energy 10

Make and Eat a Microwave Dinner

Make and Eat a Roasted Turkey Dinner

Today in Energy 11

Play Baseball

Watch TV

Today in Energy 12

Hot Bath

Long, Hot Shower

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TODAY IN ENERGY CARDS

Today in Energy 13

Winter: Go to Bed with Blankets or

Winter: Go to Bed with Electric Blanket or

Summer: Ceiling Fan

Summer: Air Conditioning

Today in Energy

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Today in Energy Chart Write the choices you made on the correct side of the chart. USES LESS ENERGY

USES MORE ENERGY

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Coal Careers DRAGLINE OPERATOR Works with engineer and truck driver Separates coal and other rock Loads coal into large trucks

MINE OPERATOR Operates equipment on the ground or underground Communicates with engineers and operators above and below ground Monitors the environment closely

HEAVY DUTY TRUCK DRIVER Works with dragline operator Loads coal in the mine and unloads it in the facility Communicates with processors, engineers, and operators Must know the rules of the road

COAL PROCESSING FACILITY WORKER Cleans coal or separates it from other unwanted materials Coordinates train arrival, loading, and unloading of coal Monitors amounts of coal coming in and out Makes sure coal is ready to be moved or used

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BARGE OPERATOR Loads and unloads coal Transports coal on waterways Communicates with many facilities

POWER PLANT FOREMAN Controls the burning of coal Decides how many generators will run Delivers electricity to the grid Monitors equipment and computers

GEOLOGIST Searches for coal Tests rock samples Tells miners where to dig Plans for land use after mining

MINE ENGINEER Works with geologists Decides how to dig Decides what the mine will look like Decides when to stop and start mining

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SAFETY INSPECTOR Works with all employees Inspects equipment Trains workers Makes sure rules are followed and people are safe

ELECTRICIAN Makes sure all parts of the mine have lights and power Runs wires and fixes equipment

EXPLOSIVES TECHNICIAN Works with engineers and miners Carefully sets up controlled explosions to blast coal and rock into pieces Takes measurements and records data for safety Makes sure no one is working while explosions are happening

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Trading Card Template

NAME:

At work I am responsible for:

I am good at:

Fun facts about me:

JOB TITLE: I work as a:

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Coal Energy Live! Sample Introduction (The scene is a band stage. The host of the show addresses the audience.) PAULY POWER: It’s my pleasure to introduce our next energy group. This is the group that fueled the nation’s industrial revolution. A group that’s been producing two-thirds of its songs in surface studios and one-third of them in underground studios. Let’s give a big welcome to Coal and the Gang singing their new hit single, “I’ve Been Working on the Railroad” from their latest album, “Coal Train.” (Coal and the Gang perform their song to the tune of “I’ve Been Working on the Railroad.”)

Original Lyrics

Parody Lyrics

I’ve been working on the railroad All the livelong day I’ve been working on the railroad Just to pass the time away

I’ve been working on the railroad Moving coal all day From the mine site to the power plant Where coal’s burned a clean way

Can’t you hear the whistle blowing Rise up so early in the morn Can’t you hear the whistle blowing Dinah, blow your horn

Coal to light the nation’s buildings Transported by trains Coal to make electric power From ancient plant remains

Interview PAULY POWER: That was great, guys. Step right over here and let me ask you a few questions. First of all, Digger, I know that Coal and the Gang is the third most popular energy group in the nation right now, just after petroleum and natural gas. Can you tell me who buys most of your energy albums? DIGGER: Well, Pauly, about 91 percent of our albums are bought by electric power plants. They think we generate some really powerful tunes, we are number two on the electric tunes charts! We’re popular overseas, too. About thirteen percent of our shows are outside the United States. PAULY POWER: How do you answer your critics who say your energy music is dirty and pollutes the airwaves? SHAFT: That may be true, Pauly, but we’ve really cleaned up our act. Now we try to remove all the sulfur from our songs, before, during, and after our concerts. We’ve recently developed some new technologies in our studio to become an even cleaner energy band. Now even our old critics admit we’re pretty clean. PAULY POWER: I know you guys are an all-American band. Can you tell me what states the members of the band come from? SCRUBBER: We are from Wyoming, West Virginia, Pennsylvania, Illinois, and Kentucky. PAULY POWER: One last question. You guys have been around for a long time now. How long do you think your popularity will last, considering you’re a nonrenewable energy band? DIGGER: Depending how fast people buy our energy albums, we’ll be around for another 300 years or so.

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Coal Energy Live! Student Guide Write and Perform a Song About an Energy Source A  by a set of instructions means there is an assignment that must be completed and then checked by your teacher. Write all of the assignments neatly, and check them for spelling, punctuation, and grammar. Here is a checklist of your assignments: List facts about your energy source/topic. Write a song. Write a group introduction. Write an interview. Design album art.

Let’s Go! Step One—Learn About Your Energy Source Working as a group, read your infosheet and underline the most important facts in each section. You will use these facts in your group’s name, song, and interview. Try to find 10–20 facts and write them down on a piece of paper.

Step Two—Name That Group! Select a name for your musical group, using the information you have learned. Be clever, creative, and original!

Step Three—Pick That Tune! Think about songs you can use as a guide. You can use a rock song, rap, folk tune, nursery rhyme, or theme from a television show or commercial, fo rexample. Take the first lines from a few songs and try to make up lyrics of your own. Pick the tune that is the easiest to use.

Step Four—Write That Tune! Using your list of facts, begin writing your group’s song and name it. Your energy song must tell at least five facts about your energy source.

Step Five—Write the Group Introduction Write a three to four sentence introduction that the host will read to the audience before your grand entrance. Your introduction should present several important facts about your energy source, as well as the name of your song and album.

Step Six—Write a Four-Question/Answer Interview Working as a group, write four questions and answers for the interview. Keep in mind that both the questions and answers should say something about your energy source. If you need help, look at the sample interview or your list of facts.

Step Seven—Design Album Art Using the name of your group and your hit single, brainstorm cover designs for your album. Assign one member of your group to bring the sketch to life. Use a poster for your final album art.

Step Eight—Props, Costumes, and Scenery Create a look for your group. Props, costumes, and simple scenery will help get your point across to your audience. For example, members of a solar group could wear yellow clothing and sunglasses. Brainstorm ideas for props and costumes. Once you’ve settled on a plan, assign various jobs to group members.

Step Nine—Rehearse Again and Again and ... Rehearse your performance as many times as possible. Things to consider: Is the group loud enough so everyone can hear and understand the song? Are the costumes and props appropriate? Do they make sense for your source and song? Are you enthusiastic in your delivery? Can you add dance steps or arm movements? Does everyone know his or her part? Do not read the lyrics during your performance!

The Final Step—Your Performance The big day is here! Your group’s performance is next. When it’s your turn to perform, the host will introduce you using the introduction that your group wrote. You should display your album art, name your hit song, and perform your song. After your performance, the host will ask you the interview questions that your group wrote. Have a great time!

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Glossary

apprentice

a worker in training who is learning a skill from one with experience

barge

electricity

a flat-bottomed boat that can haul large amounts of materials on waterways a device that stores chemical energy that can later be transformed into electrical energy a fossil fuel formed by the breakdown of plant material millions to hundreds of millions of years ago electrons in motion

energy

the ability to do work, produce change, or move an object

fossil fuel

fuels (coal, oil, natural gas, etc.) that formed millions to hundreds of millions of years ago from heat and pressure on plant and animal remains a fuel made from petroleum that runs many vehicles

battery coal

gasoline mine

photosynthesis

to dig or remove resources from the ground; a tunnel dug deep into the ground to carry miners and machines to the coal fuels that cannot be easily made or replenished; we can use up nonrenewable fuels; oil, natural gas, propane, uranium, and coal are nonrenewable fuels when plants make food (sugar) using the energy in sunlight

reclamation

restoring and reusing land that was once used for mining or industry

renewable

surface mining

fuels that can be quickly replenished; wind, solar, hydropower, biomass, and geothermal are renewable fuels devices that control pollution by scrubbing and removing dirt and waste from power plant emissions a tunnel dug deep into the ground to carry miners and machines to the coal when rocks are removed from close to the Earthâ&#x20AC;&#x2122;s surface

swamp

wet, soggy land where water collects and does not move swiftly

underground mining

coal mining that takes place below the surface of the Earth

nonrenewable

scrubbers shaft

ÂŠ2019 The NEED Project

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Awesome Extras! Our Awesome Extras page contains PowerPoints, animations, and other great resources to compliment what you are teaching! This page is available at www.NEED.org/educators/awesome-extras/.

Knows the average cost per kilowatt-hour of electricity for residential customers

Can name two renewable energy sources

Has an ENERGY STAR® appliance at home

Can name two ways to save energy at home

Has taken the ENERGY STAR® change a light pledge

Can explain the concept of energy efficiency

Uses two CFLs at home

Knows the perfector/patent holder of the incandescent light bulb Can name two reasons to use an ENERGY STAR® CFL or LED

N. Knows how much energy an incandescent bulb converts to wasted heat

ME ME NA

ME NA

NA E

1.800.875.5029

NA M

E NA M

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ME E NA M

E NA M

Knows the significance of the ENERGY STAR® rating on appliances Knows what CFL stands for

Knows which energy source generates the most electricity in the U.S. H. Knows how electricity is generated

Knows a greenhouse gas produced by the burning of fossil fuels

NA M

M. Knows what a lumen is

BINGO

NA M

CHANGE A LIGHT

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ORDER MATERIALS AND CURRICULUM ONLINE! Anemometers and solar cells and light meters — oh my! Getting your guides and kits (or refills) has never been easier! Check out NEED’s official online store at shop.need.org.

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Games, Puzzles, and Activities Looking for some fun energy activities? There are plenty of fun games, puzzles, and activities available at www.NEED.org/games.

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All About Coal Evaluation Form State: ___________

Grade Level: ___________

Number of Students: __________

1. Did you conduct the entire unit?



Yes



2. Were the instructions clear and easy to follow?



Yes



3. Did the activities meet your academic objectives?



Yes



4. Were the activities age appropriate?



Yes



5. Were the allotted times sufficient to conduct the activities?



Yes



6. Were the activities easy to use?



Yes



7. Was the preparation required acceptable for the activities?



Yes



8. Were the students interested and motivated?



Yes



9. Was the energy knowledge content age appropriate?



Yes



10. Would you teach this unit again? Please explain any ‘no’ statement below



Yes



How would you rate the unit overall?



excellent 

good



fair



poor

How would your students rate the unit overall?



excellent 

good



fair



poor

What would make the unit more useful to you?

Other Comments:

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