Innovation Fuels for the Future...from the crayola

Innovation Fuels for the Future...from the crayola site which was taken down. Go figure. This lesson plan is geared for 9-12

Research on innovation and the cutting edge technology that turns plastic
waste into fuel inspires students as they create visuals and an informative
presentation on the topic.

1.
Review the scientific inquiry process of finding new solutions to problems and
testing a hypothesis. Discuss how careers in the sciences are often based in
inquiry and innovation solutions. Urge students to discuss current global problems
created by waste disposal as well as the growing demand for environmentally
friendly energy sources.
2.
Introduce students to an innovative process that transforms used plastic into fuel.
Urge students to consider how curiosity and using the scientific inquiry process
led to this innovative solution.
3.
Divide the class into smaller groups that will each prepare a well researched
presentation on the process of turning plastics into oil and the ColorCycle
program. In addition to the facts they will be learning, ask them to consider how
these explorations raise their awareness of environmental issues and inspire them
to be innovators who will use scientific inquiry to solve problems.
4.
Divide the class into student groups which will research content and plan their
presentations. Urge them to think of innovative ways of presenting. Effective
presentations take into consideration who the intended audience will be, what the
audience members’ prior knowledge is, and what aspects of the presentation
would likely be most relevant. Remind students that visuals will be as important
as text. What kinds of information will they need to gather to prepare charts,
graphs, diagrams, models, etc.? For example, they may want to use markers to
express ideas visually in a process flow chart, or they may want to create a threedimensional
model of hydrocarbon molecule chains using Model Magic.
5.
Student study groups might gather information about: What happens to plastic
when it is disposed of in waste landfills? How rapidly is the earth or the nation’s
growing need for more energy and what sources have different impact on the
planet. What are the advantages and disadvantages of various energy sources
(wood, coal, oil, gas, solar, and nuclear power)? What contaminants are within
various energy sources? How can innovative solutions like transforming plastic
waste into fuel be powerful alternatives to burying plastic in landfills? Show a
model of how the hydrocarbon molecule chains in plastic can be changed from
solid matter to liquid to gas and become fuel that is a clean energy source. Why is
fuel derived from this process “cleaner” than traditionally processed petroleum or
other fossil fuels? How does the level of sulphur in a fuel affect how “clean the
energy” is?)

6.
Once research is complete, urge students to work collaboratively, determining
what findings fit into a cohesive presentation. How will they organize the
presentation? What might make the best opening? What things do they feel most
passionate about? How will they integrate visuals? What do they hope to
accomplish with their presentation? Do they have any proposals of their own for
alleviating some of the problems they have been studying? Remind them of the
importance of a memorable conclusion. Help them make arrangements to present
the information to other classmates, classes, or schools. Following the
presentation, provide time for reflective writing and discussion about how things
went.
LA: By the end of grade 12, read and comprehend literary nonfiction at the
high end of the grades 11–CCR text complexity band independently and
proficiently.
LA: Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
LA: Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.
MATH: Use units as a way to understand problems and to guide the
solution of multi-step problems; choose and interpret units consistently in
formulas; choose and interpret the scale and the origin in graphs and data
displays.
MATH: Create equations and inequalities in one variable and use them to
solve problems.
MATH: Understand statistics as a process for making inferences about
population parameters based on a random sample from that population.
SCI: Generate and revise qualitative explanations from data for the impacts
on Earth’s systems that result from increases in human population and rates
of consumption.
SCI: Design engineering solutions for stabilizing changes to communities
by: (1) using water efficiently, (2) minimizing human impacts on
environments and local landscapes by reducing pollution, and (3) reducing
the release of greenhouse gases.
SCI: Ask questions to refine and develop an explanation for the way
technological monitoring of Earth’s systems can provide the means of
informing the public of ways to modify human impacts on Earth’s systems.
SS: Explore causes, consequences, and possible solutions to persistent,
contemporary, and emerging global issues, such as pollution and
endangered species.
SS: Examine the interaction of human beings and their physical
environment, the use of land, building of cities, and ecosystem changes in
selected locales and regions.