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In a variation of this lesson, lentil beans are used mixed in with pinto beans, and the learner has to remove only the lentils and can't pull out any pintos or else there's a penalty.
And if there's a "spill" they are assessed three lentils (profit) for each lentil spilled.
The OP might prefer kids watch "Gasland" over and over and never actually learn anything that isn't biased.
public school teachers as a conduit to indoctrinate children.
Should we protect teachers from learning how things in the real world are done?
I pray that your profession is somewhere far outside of education.
and I pray YOU have nothing to do with education.
did you read the NRDC piece about the study conducted by Brown and University of Colorado Public health scientists?
You know, those radical ecoterrorist types at NRDC and Brown University.
Education is pretty much what I do, cali.
Again, you totally miss the point that I'm making, which is that knowledge is power and preventing people from learning the facts and to only be exposed to biased materials with an agenda is a fool's mission that does our teachers and our students a disservice.
Thanks for absolutely nothing.
Because I'm looking at their website and the agenda, and don't see anything that concerns me.
Thousands are employed in these industries, and practically everyone uses fossil fuels based energy and products.
Why shouldn't kids learn more about the facts of production?
What do they gain by being kept in the dark?
Facts are empowering, I say bring it on. If the workshops are filled with lies then I trust teachers to call them on it.
http://oogeep.org/teachers-students/
The goal of the workshop is to help foster energy education by connecting science education to the energy industry.
During the workshop, each teacher will receive resource materials, classroom supplies, lesson plans, poster, DVDs,
maps, documentation for CEU CREDITS, optional
ASHLAND UNIVERSITY GRADUATE CREDITS, Science Standards,
Benchmark Connections, Internet Links and activities, plus a few other special surprises! Six learning stations will include
hands-on experiments, background information, industry guest speakers, graphic organizer ideas, internet activities
and career connections. The free teacher workshop includes: overnight accommodations, meals, curriculum, classroom
supplies, material kits, “hands-on” sessions, evening social gathering, a special oilfield tour, CEU credit documentation
and optional Ashland University graduate credits, plus much more!
SCHEDULE
DAY ONE OF WORKSHOP
8:00 AM - Registration / Continental Breakfast
8:30 AM - Workshop Begins
Special industry guest speakers, experiments and internet activities conducted throughout the day.
Formation
: Are fossil fuels renewable or non-renewable?
Experiments show how the earth “cooked” (heat and pressure) ancient plant
and animal life to create fossil fuels. Create info graphics about geologic
time and the rock cycle.
Migrating & Trapping
: Is crude oil and natural gas found in large lakes underneath the earth’s surface?
Experiments show how crude oil and natural gas are trapped in porous rocks.
Create 2D and 3D rock models to demonstrate porosity and permeability.
Exploration
: How do we find these valuable fossil fuels?
Use contour mapping to look below the earth’s surface and “see” rock formations. Create models and
calibrate measurements using blank grids.
Drilling & Well Stimulation
: How do we recover crude oil and natural gas?
Use engineering design to create two models: a weight-bearing derrick and a
working oil well applying principles related to porosity, permeability and
flow of fluids to the surface.
Producing
: What happens to crude oil and natural gas once it is produced? How is it transported?
Create a model pipeline and pipeline “pig” and apply principles of force,
motion, velocity and engineering design.
Refining
: How are crude oil and natural gas liquids (NGLs) transformed into useful products?
Use the chemistry distillation procedure to demonstrate the refining process. Follow lab safety
procedures, collect data and understand the industry applications.
Products
: What other products besides transportation fuels are made from crude oil?
Explore a few of the 6,000 petroleum-based products. Design and implement a materials test for
different petrochemical-based fabrics.
4:30 PM - Adjourn
6:00 PM - Join us for a relaxing social gathering.
Great time to network with other educators and industry representatives!
DAY TWO OF WORKSHOP
8:30 AM - Hands-On Activities / Ashland University Graduate Credit Session
10:00 AM - Oilfield Tour
Transportation and lunch will be provided
IMPORTANT! Hard hats will be provided for all teachers, however, please wear sturdy boots or
shoes--absolutely NO open toe shoes, sandals or flip-flops will be permitted.
4:30 PM - Return
ATTENTION:
All teachers MUST attend the Teacher Workshop prior to attending the social gathering
or field trip. Certificates will be presented at the conclusion of the events
All I said is that we should arm teachers with facts and not fears.
Teaching them the process allows them to ask INTELLIGENT questions instead of looking like fools if they encounter someone in the industry.
That you should suggest that my support for educational materials is somehow supportive of industry practices is ridiculous.
I don't really care for it, I'm big on solar and wind and think we should scale down by 90% our extraction levels, ASAP, with an eye toward only using fossil fuels for a limited number of products and medicines, but never as fuel.
As you indicate, however, some may not be and bias isn't exclusively the domain of the industry side of things.
Sometimes, curriculum is prepared in collaboration with public agencies and universities, and these seem to be more trustworthy.
I'm not familiar with the particular program in the OP, but I am with many others, most of which are objective.