Oil, Oil Everywhere: to drill or not to drill that is the question

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Oil, Oil Everywhere to drill or not to drill
that is the question

• Yvette Jaquish
• Ecology
• jaquishy_at_k12tn.net

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Developer Page

• Developer Materials
• Background
• Rules of Conduct
• Overview
• Resources Credits
• Student Materials
• Introduction
• Websites and Print Materials
• Round One
• Round Two
• Round Three

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Resources Credits

• Student Articles
• US Department of Energy oil
• Gulf of Mexico - Offshore information
• Offshore drilling is good for the environment
  for drilling
• Offshore drilling the debate USA today
• 10 Reasons why offshore drilling is bad
  Greenpeace

• Teacher resources
• Atlas of literacy
• Tennessee Department of education
• National science and education standards
• Benchmarks

Developer Page
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Rules of Conduct

• The purpose of a structured debate is not to beat
  the opposing team but to achieve consensus
  through compromise.
• Be critical of peoples ideas not the people
  themselves.
• During large group forums, only one person can
  speak at a time.
• No interruptions are permitted when arguments are
  being presented.
• Paraphrase when you want to be sure that you
  clearly understand something.
• All time limits must be strictly followed.
• Every person on the team should speak during the
  debate.

Developer Page
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Overview

• STANDARDS
• CLE 3255.4.4  Summarize the human impact on
  ecosystems

• ASSESSMENT
• Students will write an essay describing the
  environmental, economical and social implications
  of offshore drilling.
• Rubric

• IMPLEMENTATION
• Students that agree with Xander will form the
  pro-drilling team.
• Student that agree with Kimmy will form the
  anti-drilling team.

Developer Page
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Student Materials

• Introduction
• Websites and Materials
• Round One
• Round Two
• Round Three

Developer Page
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Oil, Oil Everywhere

• Overview
• Oil is a major non renewable energy source. Much
  of Earths oil is under the ocean floor. Many
  people believe we should drill for this oil in
  the ocean, while other believe we should not.
• Learning Goals/Expectations
• You will explore the pros and cons of drilling
  for oil in the ocean. You will understand the
  ecological impact as well as the social and
  economical implications for their small island
  county.
• Assessment
• You will write a proposal, students will vote on
  proposal.
• Grouping
• Each student will be responsible for presenting
  one of the following aspects for their team
  environmental, economical and social
  implications.

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Offshore drilling is clean and good for our
county as long as there are not oil spills.
Offshore drilling is a dirty business and bad for
the environment, regardless of oil spills.
Who do you agree with most? Why?
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Oil, Oil Everywhere to drill or not to drill,
that is the question

• South-Doyle is a small county with a large
  coastline. It is located in the South Seas.
  Current economic climate has caused citizens to
  become concerned with imported oil prices. To
  ease the stress oil lobbyist have pushed to have
  the ban on offshore drilling lifted.
  Environmental groups severally oppose this action
  and are shoving back. As government officials,
  you must decide if your county will lift the
  current ban on offshore drilling.

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Student Websites

• US Dept of Energy Oil
• Gulf of Mexico - Offshore information
• Offshore drilling is good for the environment
  for drilling
• Offshore drilling the debate USA today
• 10 Reasons why offshore drilling is bad
  Greenpeace

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Offshore drilling, is it the answer?

• Round One
• 1. Understand the Position 15-20 minutes.
• Each team reviews the information package and
  prepares compelling arguments that support the
  position to which they have been assigned.
• 2. Present the Position 6-10 minutes.
• Each team offers its opinions and arguments. The
  other team listens carefully without
  interruption.
• 3. Open Discussion Forum 5 minutes.
• During this stage students ask clarifying
  questions, look for evidence, and search for
  meaning.

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Offshore drilling, the saga continues

• Round Two
• 1. Switch Positions 5 minutes.
• Students physically shift into the seats formerly
  occupied
• by the other team.
• Teams develop an argument for the opposite
  perspective.
• 2. Present the Position 6 minutes.
• Each team offers opinions and arguments while the
  other team listens carefully without
  interruption.
• 3. Open Discussion Forum 2 minutes.
• Students ask clarifying questions, look for
  evidence, and search for meaning.

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Offshore drilling, our proposal

• Round Three
• Reach Consensus 5 minutes.
• Both teams meet to reach a single, mutually
  acceptable position.
• Write the compromise position on the board or on
  chart paper.