Petrolium Engineering

Teacher(s): Danielle Duffin Date: October 2018

Materials Needed:

Layers of clay
Cupcakes
Straws, cut in half
Plastic knives
Pen and Paper
Worksheet

Lesson Objective(s):Students will be able to identifyhow a Petrolum drill works and

the process of drigging for oil with a 90% accurancy by completing a worksheet.
Standard/Benchmark/Indicator: CCSS.ELA-LITERACY.RST.6-8.3
Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical
tasks.

Anticipatory Set:

Lay all materials students will be using out on the table for them to see. Have students guess what they will be
doing with the straws and cupcakes. Ask the students what they remember about about yesterdays lesson and
explain how Petrolium Engineers work with Mechanical Engineers inorder to find oil in the earth.

Lesson:

Brainstorm ideas for finding out what’s under the earth’s surface without
digging. Have guest speaker talk about how Petroleum Engineering works
and why it is important to take samples. Have guest speaker discuss
different layers of the earth.
Ask students what Petroleum Means. (oil) Ask students what Petroleum is
used for( cars, lanterns,etc.)
Explain that the different layers of the earth are represented by colors in
each of the cupcakes. Explain that the green color is oil. Explain to the
students that now we will be “digging” for oil.
Each student will get a cupcake and a straw to do some core sampling.
Students use the straws to “drill” in three spots across the middle of the
cupcake (the holes need to be made in a line across the cupcake, not a
triangle). After the sample’s been drilled, gently blow the sample out of
the straw. Students draw their observations of each sample. (By the way,
I've never had the core samples fall apart as badly as they did this time -
the cupcakes didn't sit for as long as they usually do and I think that
made the difference). After taking and recording three samples, students
make a hypothesis about what the cross-section of the cupcake looks like.

Students use a plastic knife to cut through the cupcake (through the 3
holes) to view the cross-section.

Afterwards ask who reached oil.

Group work :

Have students work with a partner to discuss why they thought the pattern was what it was and if it turned out to
be what they drew. Then have students stand up and walk around the classroom to look at everyone elses
samples and cupcakes.

Individual practice:

Have students review how drilling works and write down why they feel it is important to to do samples before
drilling into the soil for oil.

Closing/Exit Ticket/Golden Nugget: Students will turn in their pictures at the close of class.
 Geometry Lesson 2 Plan
Teacher(s): Danielle Duffin Ashlie Garner Date: Dec. 1,2017

Materials Needed:

Pre-made pictures of different shapes, pre-made worksheet

Students will be able to identify two dimensional figures based

Lesson Objective(s):
on the presence or absence of parallel or perpendicular lines, or the presence
or absence of angles of a specified size with at least 80 percent accuracy by
demonstrating their knowledge on worksheets.
Standard/Benchmark/Indicator: CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based on the presence or absence of parallel
or perpendicular lines, or the presence or absence of angles of a specified
size. Recognize right triangles as a category, and identify right triangles.

Anticipatory Set:

Give students a blank sheet of paper and tell them to draw a picture using only rectangles, triangles, and squares.

Lesson:

Explain what is a parallel line and what is a perpendicular line. Explain that shapes are created by these lines.
Have students look at their picture that they drew in the anticipatory set. Have tem identify which shapes have
these types of times.

Cut a rectangle in half and ask them what kind of shape it creates as well. Explain how two triangles can create a
square or rectangle. Continue on with the group work.

Teach by using the team teaching strategy

Group work :

Separate students into two different groups. Give each student a different shape. Have them stand up with the
shape and have students all name a different characteristic about the shape, if it has parallel sides, perpendicular
sides, the different angles, etc.

Individual practice:

Have students work on the worksheet that have them draw parallel lines and perpendicular lines. Have them fill
out the worksheet individually and walk around looking for understanding.

Closing/Exit Ticket/Golden Nugget: Students will turn in their classwork at the end of class.
 Geometry Lesson 3 Plan
Teacher(s): Danielle Duffin Ashlie Garner Date: Dec. 4,2017

Materials Needed:

Construction paper, paint, scissors, pencils, wet wipes

 Students will be able to identify points, lines, line segments,
Lesson Objective(s):
rays, angles, perpendicular and parallel lines with at least 80 percent accuracy by
demonstrating their knowledge on worksheets.
Standard/Benchmark/Indicator: CCSS.MATH.CONTENT.4.G.A.3
Recognize a line of symmetry for a two-dimensional figure as a line across the
figure such that the figure can be folded along the line into matching parts.
Identify line-symmetric figures and draw lines of symmetry.

Anticipatory Set:

Have students write out their names big on a piece of paper folded hot-dog style. Set it aside for later on during
the lesson.

Lesson:

Teach students about lines of symmetry and how you can tell what a true line of symmetry is by folding it and
having the other sides match up.

Teach in a parallel teaching style

Group work :

Hand out big letters that are pre-made. Divide the students into two groups and give them a stack of letters, each
group having the same letters. They will fold the letters to show where the lines of symmetry are.

Individual practice:

Have students paint half a picture of a butterfly or a soccer ball. Then while the paint is still wet have them fold
the paper hot dog style to complete the picture.

Closing/Exit Ticket/Golden Nugget: students will be turning in their classwork as an exit ticket.