JA Careers in Energy

JA Careers in Energy ® Guide for Volunteers and Teachers Junior Achievement would like to thank the following sponsors who made the development an...
Author: Merryl Ferguson
56 downloads 2 Views 4MB Size
JA Careers in Energy

®

Guide for Volunteers and Teachers

Junior Achievement would like to thank the following sponsors who made the development and delivery of this curriculum possible.

Platinum

Gold

Silver

Bronze RIVER AVENUE

McKEES ROCKS, PA 15136 Insulation Distributor & Contractor

Southwestern Pennsylvania Oil & Gas Industry Partnership

JA Careers in Energy

®

Guide for Volunteers and Teachers

Copyright © 2013 JA USA all rights reserved. Any text of this publication, or any part thereof, may not be reported or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, storing in an information-retrieval system or otherwise, except in the course of conducting a registered JA USA curriculum or with the permission of the publisher.

The JA Careers in Energy program contains materials printed on recycled paper.

Acknowledgements Founding Consultants Junior Achievement expresses its gratitude to the writers and the consultants who contributed to the development of JA Careers in Energy. Their expertise in work-readiness skills, social studies, literacy, curriculum development and pedagogy as well as the natural gas and energy industries has significantly enhanced the quality of this program. Abbey Flick* Curriculum Developer

Hon. Timothy J. Solobay* Pennsylvania State Senator

Laural Ziemba CONSOL Energy Inc.

Alice S. Justice* Curriculum Developer

Jane Clements Chesapeake Energy Corporation

Paul M. King Pennsylvania Environmental Council/RiverQuest

Stacey Brodak Chesapeake Energy Corporation

Larry L. Michael ShaleTEC

Joy M. Ruff, AICP * Marcellus Shale Coalition Andrew L. Murphy EQT Corporation Robert L. Furman, Ph.D. Duquesne University James Blue* Office of Rep. Brandon P. Neuman Pat Milioto Office of Rep. Brandon P. Neuman

Robert W. Garland Universal Well Services, Inc.

Byron C. Kohut* Marcellus ShaleNET Westmoreland County Community College

George E. Stark Cabot Oil & Gas Corporation Jack Farster* Department of John Edmonds Environmental Protection Cabot Oil & Gas Corporation Rebecca Reichert, P.G. Allison Farr Pennsylvania Department Junior Achievement USA™ of Environmental Protection Oil and Gas Management

Jeannette (Fraser) Carter, Ph.D. Pennsylvania College of Technology Lorie Jackson XTO Energy Dan Weaver Pennsylvania Independent Oil & Gas Association William G. Lucas* Junior Achievement of Western Pennsylvania Amanda J. Laichak Junior Achievement of Western Pennsylvania Furman Educational Associates

Revisions Committee Lisa Neil Southwest Training Services, Inc. Andrea Cooper Range Resources Dawn Fuchs Weavertown Environmental Group Sheana Bergman California University of PA

William desRosiers Jeff Jordan Cabot Oil & Gas Corporation RiverQuest

Ralph Deer EQT

Jamie M. Bracey, Ph.D. Temple University

Jennifer Vieweg Energy Corporation of America

Sylvie Tran Shell Exploration and Production

Bert Bankovic LANXESS Corporation

Krista Wentworth Junior Achievement of Western Pennsylvania

Leigh A. McIntosh, CEcD Williams Danielle Stump RiverQuest Janine Surmick RiverQuest

Jane Wieland W. W. Grainger

*Founding Consultant who also participated in the Revisions Committee.

Sources Junior Achievement is committed to the development and implementation of programs designed to help students become entrepreneurial thinkers and work ready. JA Careers in Energy is an interdisciplinary program that supports the attainment of academic standards in work readiness with a secondary focus on social studies, business, reading, writing, financial literacy and STEM (science, technology, engineering, mathematics). Sources of information for the JA Careers in Energy program materials include: t U.S. Department of Labor, Bureau of Labor Statistics, www.bls.gov t The Occupational Information Network (O*NET), online.onetcenter.org t U.S. Energy Information Administration. (2010). Energy Explained. http://205.254.135.24/energyexplained/index.cfm

Contents Introduction Foreword ...................................................................................................... 1 Course Objective .......................................................................................... 1 Program Materials ........................................................................................ 2 Preparing for Sessions ................................................................................... 4 Volunteer Conduct Standards....................................................................... 5 Guide to Working with Students .................................................................. 6

Session Plans Session One.................................................................................................. 9 Session Two ................................................................................................ 18 Session Three .............................................................................................. 35 Session Four ............................................................................................... 45 Session Five ................................................................................................ 55 Session Six .................................................................................................. 67 Session Seven.............................................................................................. 71 Included in each session are additional activities that can be utilized as homework and/or extension activities. These activities are listed at the end of each main activity.

Facts and Figures Verification Due to the ever-changing nature of the industry, it is important that the facilitators of JA Careers in Energy must recognize that many of the facts and figures noted within these pages are changing almost daily. The numbers presented were accurate when the documents were authored, but it is strongly suggested that facilitators verify those statistics and update them as necessary upon delivering the sessions by utilizing the following web sites: www.marcelluscoalition.org www.shalenet.org www.depweb.state.pa.us www.msetc.org www.bls.gov www.onetonline.org www.eia.gov

Foreword With the incredible opportunities presented by the Natural Gas Industry in Pennsylvania, we need to better prepare our young people for the careers in this industry and educate them about the industry’s impacts, both economically and environmentally. Through a partnership between the Marcellus Shale Coalition and Junior Achievement (JA), and with guidance from educational, governmental, environmental and industry stakeholders, the following has been created as a supplemental educational program for middle school students throughout Pennsylvania. This curriculum explores the workforce, educational, economic and environmental impacts of this industry in Pennsylvania, how we can efficiently and responsibly take advantage of these resources and what our children need to do to be successful in this new economic driver. This curriculum supports JA’s three pillars of financial literacy, workforce readiness and entrepreneurship while introducing students to concepts in science, technology, engineering and mathematics (STEM).

Course Objective The objective of the JA Careers in Energy program is to teach middle school students about different types of energy and the careers available in the energy industry. Students will learn what types of energy work best in different areas and the environmental impacts of each. In Western PA, the Marcellus Shale natural gas deposits will be used as an example of a local, natural energy source that provides many opportunities through the local economy, employment and development of the region.

Thank You, Volunteers and Teachers! Junior Achievement appreciates the commitment you have made to the success of this program. We are certain you and your students will find JA Careers in Energy to be an informative, worthwhile and enjoyable experience.

JA Careers in Energy Goals JA Careers in Energy provides fact-based information about the energy industry and the importance of identifying education and career goals based on a student’s skills, interests and values. The following key topics will be discussed: t Types of Energy t Energy Production t Jobs in the Energy Industry t Economic Impact of the Energy Industry t Environmental Concerns of Energy Exploration Following participation in the program, students will be able to: t Explore their skills, interests and values and the world of work to make informed education, career and life decisions.

1

Program Materials The kit contains the materials you will need to successfully conduct the program. Please review all materials. If your kit is incomplete, contact your local JA office.

Guide for Volunteers and Teachers The kit contains two copies of the Guide for Volunteers and Teachers, one each for the volunteer and the teacher. The Guide’s features are designed to minimize your preparation time and maximize your effectiveness in delivering each program session.

Session Plans Session Plans are designed to help you organize and deliver the sessions. Sessions include the following: t Overview — Summarizes each session for the volunteer and teacher. t Objectives — Identifies the knowledge students will gain from each session. t Pre-Session Activities — Provides advice for planning ahead for each session. t Materials — Lists materials needed for each session. Supplementary materials are not provided. t Presentation — Guides the volunteer through sessions and discussions, ensuring smooth content presentation. Margin notes suggest alternative teaching strategies and define key terms. t Volunteer Scripts — Offers scripts for volunteers to follow for delivery of sessions. t Extended Learning Opportunity — Provides optional activities that the volunteer and teacher are encouraged to implement, when appropriate.

Student Workbooks The kit contains one Student Workbook for each student. Student Workbooks should be given to the teacher and kept in the classroom between your visits.

Table Tents The kit contains one Table Tent for each student to write his or her name on. Table Tents allow you to call on the students by name. They should be given to the teacher and kept in the classroom between your visits. MASTER LIST OF MATERIALS QUANTITY

ITEM

CODE

2

Guides for Volunteers and Teachers

30

SESSION 1

2

3

4

5

6

7

CIE001















Student Workbook

CIE002

30

Table Tents

CIE003

 

 

 

 

 

 

1

Ball of Yarn

CIE004

1

Impact Cards

CIE005

   

1

Energy Pyramid Poster

CIE006



1

Energy Pyramid Game Score Card

CIE007



1

Energy Pyramid Cards — The Kinetics

CIE008



1

Energy Pyramid Cards — The Potentials

CIE009



3

Town Council Ballots

CIE010



2

Certificates of Achievement To recognize participation in the program, a Certificate of Achievement for each student is included in the kit. You will need to obtain an up-to-date class roster from the teacher to complete the Certificates. Be sure to sign each Certificate and correctly spell each student’s name. Work with the teacher to plan the most effective way to distribute the Certificates at the program’s conclusion. Encourage students to show the Certificates to their families and include them in their educational portfolios.

Teacher Materials The kit includes a Guide for Volunteers and Teachers. Be sure to give the Guide to the teacher during your class visit/planning session.

Junior Achievement Banner The kit contains one Junior Achievement Banner. The Banner can remain in the classroom as a reminder of the students’ JA experience. During the final session, the students can sign it for you to keep as a souvenir.

Statistics Disclaimer The energy industry is an exciting and dynamic one, with a variety of trends and issues having major implications for the U.S. energy market. At any given time, energy market forecasts and projections are ripe with uncertainties. Legal and regulatory guidelines on both the federal and state levels are continually evolving, as well. Consequently, facts, figures and statistics can change at a moment’s notice. The data and information provided within this program are based on a particular snapshot in time. However, if you would prefer to access the most current statistics available, please utilize the web-based resources listed. Also remember to adjust answer keys accordingly, to reflect any changes made to facts and figures. Resources for Acquiring Energy Statistics and Information t Energy from Shale http://www.energyfromshale.org/media t PA Marcellus Shale Fast Facts http://www.portal.state.pa.us/portal/server.pt?open=514&objID=1222103&mode=2 t Energy Information Administration (EIA) Annual Energy Outlook http://www.eia.gov/forecasts/aeo/ t Institute for Energy Research http://www.instituteforenergyresearch.org/energy/natural-gas/ t Penn State Marcellus Center for Outreach & Research (MCOR) http://www.marcellus.psu.edu/ t The Institute for Energy & Environmental Research - Wilkes University http://energy.wilkes.edu/pages/1.asp

Digital Learning Applications At the end of each lesson a suggested Digital Learning Application will be listed. These offer opportunities to enhance and expand upon content addressed within the JA Careers in Energy sessions, as well as general science lessons associated with energy. Many of the apps can be utilized with tablet devices (as specified), smart phones, etc. Others require only Internet access. All applications listed are interactive and engaging tools to deepen and extend students’ understanding. An appendix is provided with additional compatibility information and further details.

3

Preparing for Sessions Meeting with the Teacher Before your first presentation, it is important to schedule a meeting with the teacher to review each session’s overview and objectives, and inquire about the students’ general abilities. If possible, meet a few minutes before students arrive to avoid interrupting the class. Once class begins, schedule sufficient time to observe the interaction between the students and teacher. Although you have the primary responsibility for the program’s presentation, the teacher’s involvement is crucial to its success. Below is a checklist to help streamline your visit. Ask the teacher to: t Provide you with a school calendar to avoid potential conflicts with your session schedule. Be sure to exchange contact information to communicate any schedule changes. t Offer suggestions for classroom management and how best to deliver the sessions to the class. t Assist with any accommodations required for special-needs students. t Help you acquire any necessary technological equipment. t Provide feedback to help you communicate effectively with the class. t Review or introduce concepts to prepare the students for your visits. t Stay in the classroom at all times during your presentations to assist you and the students.

Observing the Students When you visit the classroom, take note of the following: t How many students are there? Knowing this will help you decide how to separate the class into groups or pairs. t How does the teacher encourage orderly participation? For example, do students raise their hands? t How does the teacher handle interruptions? t What does the teacher do to make each student feel important and at ease? t Does the classroom have a wall clock? Will you need to bring a watch? t Where can you display posters and visuals? Will you need tape or pushpins for displays? t Will you need a flip chart? Does the teacher prefer that you display posters and other visuals in a specific place? t How is the room arranged? Will you need to move desks or chairs for any part of your presentation? t How can you engage the teacher in your presentation? t Do you see any potential problems with managing the class? Discuss your observations with the teacher.

4

Presenting the Sessions

Volunteer Conduct Standards

Meeting with the teacher and observing the students provide the background knowledge needed for your class visits. The following steps may help you efficiently plan your presentation time.

Junior Achievement volunteers teach valuable lessons to young people and can make a lasting impression on their lives. Any adult misconduct with students carries serious consequences. The following standards are designed to help volunteers understand the conduct expected of them prior to visiting the classroom. Each year, Junior Achievement staff will convey the standards verbally and in writing to returning volunteers and those volunteering for the first time.

Prior to each session: t Consider bringing to class only the materials required for the session. t Review the overview, objectives and volunteer script. t Review the preparation and presentation plans and the activity instructions. t Become familiar with the Key Terms listed at the beginning of each lesson. t Review the Teaching Tips. t Check the materials list to be sure you have sufficient time to gather any necessary items that may not be included in the kit. t Plan thoroughly, but know that you can modify your presentation. The session may take more or less time than recommended, depending on your teaching style and students’ interests and abilities. Please note: No two classrooms are alike, and no single session will meet the needs of all the students. With the teacher’s guidance, adapt sessions as necessary, while staying focused on the stated objectives. You can greatly enrich your time in the classroom by drawing on your own experiences. Develop examples that are relevant to each session. The most striking aspect of the class will be the variation in the students’ abilities, maturity levels and interests. You will discover that students have unique social, personal and academic needs. Approach them with sincerity and respect. Learn their names and compliment them to encourage their participation. Connect the sessions to the students’ current and future needs; personalize everything. Review the above tips often, but know that you’ll be remembered because you cared about, prepared for, shared with and respected the students.

t Young people look to adults for examples of appropriate behavior. JA volunteers must use appropriate language and model honorable behavior, such as respect, integrity, honesty and excellence. Use of profanity and sexualized language or jokes is inappropriate. Violation of state laws regarding interactions with youth (e.g., providing them with alcohol or legal or illegal drugs) is forbidden. t Volunteers must take particular care when touching students and must understand the difference between appropriate touching, such as a handshake or pat on the back, and touching that is sexual or disrespectful. Volunteers also must be aware of how any physical contact may be perceived. t Interactions with students must be appropriate and appear to be appropriate. Volunteers typically work with groups of students, though occasionally a one-to-one situation may occur. Prior to any one-to-one interaction, a JA volunteer must ensure that another adult is present. Favoritism or the appearance of favoritism should be avoided in all interactions with students. t Volunteers are responsible for the quality of their interactions with young people. Students often find it difficult to state discomfort or voice objections. Volunteers must be especially sensitive to students’ physical and verbal cues. These standards do not constitute a comprehensive list. Other actions considered inappropriate could result in a volunteer’s suspension or dismissal. JA volunteers also must read and comply with JA’s Social Media Policy. Junior Achievement takes seriously all complaints of misconduct. The appropriate authorities will promptly investigate credible allegations of misconduct. During any such investigation, the JA volunteer will be placed on leave. If it is determined that misconduct has occurred, it will result in the immediate and permanent dismissal of the volunteer. Any suspected misconduct by a volunteer must be reported immediately to the local JA office. JA volunteers are required to sign a Volunteer Conduct Standards Form. If you have not done so, please contact your local JA office before presenting your first session.

5

Social Media Policy Social media (e.g., Facebook) is a powerful communications tool. Junior Achievement USA (“JA”) expects all employees and volunteers to abide by its social media policy in all their communications on any social media site.

Guide to Working with Students General Tips

JA employees and volunteers must communicate on social media sites professionally and respectfully, just as JA would expect them to communicate were they present in person. All communications with young people must be appropriate, both in terms of the student’s age and the relationship between the adult and student. Profanity, sexualized language or jokes, images of a sexual nature, or similar communications involving adult topics, drugs or alcohol, are never appropriate around students, no matter if they occur in person, in an email or text message, or on a social media site.

t Know the school’s policies regarding visitors; most require checking in at the office.

JA employees and volunteers must keep separate any social media communications that implicate JA from their own personal communications. Young people may have difficulty distinguishing among an adult’s different roles. Therefore, JA employees and volunteers must presume that any communications with a JA student will be perceived by the student as relating to JA business and must act accordingly.

t In any contact with a student, the teacher, another school-sanctioned adult or the student’s parent or guardian must be present.

t Seek the teacher’s advice; respect the teacher’s authority and expertise in the classroom. t Leave student discipline to the teacher.

JA employees and volunteers should carefully consider the implications of becoming “friends” with JA students on social media sites. This is strongly discouraged, due to how dynamic social media sites are and the different maturity levels of adults and youth. If a volunteer must engage with students via social media or other online channels to facilitate delivery of a JA program, it will be in accordance with the rules and privacy policies of those sites and only during his or her participation in JA programs which contain a component of direct volunteer-student interaction, such as JA Company Program® and only if the student is in 8th grade or above. After the JA program concludes, the volunteer will “unfriend” the student. The following applies to JA employees and volunteers who post on or manage “Official JA Profiles” as outlined below: Any social media profile used by JA volunteers, employees, students or supporters that is used professionally, for promotion of JA or for regular communications is an “Official JA Profile”. All Official JA Profiles belong to JA and not to any employee or volunteer. As the exclusive property of JA all Official JA Profiles will be retained by JA when the employee or volunteer associated with the profile ends his or her relationship with JA for any reason. JA retains full rights to all Official JA Profiles, regardless of the wishes of a current or departing employee or volunteer who has operated or maintained the profile while working at JA. Two or more JA employees or volunteers must have access to “admin” status on each Official JA Profile. Each JA employee or volunteer who manages or has access to Official JA Profiles will provide the username and password to the social media profiles to his or her immediate supervisor. At all times during employment and after termination, JA employees and volunteers agree to cooperate in good faith with JA to ensure that JA has the ability to access and control all Official JA Profiles. Any JA employee or volunteer who reasonably suspects misconduct related to social media or any violation of this policy must report these suspicions immediately to the appropriate JA supervisor.

6

Creating Expectations t Arrive early, but don’t interrupt if the class is in session. t Wear business attire; look like an “expert.” t Greet the students in a friendly, yet professional manner. t Smile, shake hands (if appropriate) and maintain eye contact. t Give your name, and ask each student for his or her name. Use the Table Tents provided to help you learn the students’ names. t Be yourself. Talk about your early aspirations, your current job and how you got it. t Determine what the students already know about a concept or topic. What knowledge and experiences do they bring to the class?

Teaching Strategies Although the teacher is responsible for all instruction and discipline within the class, the following suggestions can help you work with the students: t Tailor your presentation to meet the needs of the teacher and the students. Use language, examples and analogies that the students can understand, but don’t talk down to them. Avoid any use of gender, racial or ethnic stereotypes. t Discuss with the teacher the best way to work with students with special needs, those who have limited English language skills or those who have difficulty reading. t Limit lectures to no more than 5 to 10 minutes; lecture usually is the least effective of all teaching strategies. t Define or review the main points and/or key terms on the chalkboard, an overhead transparency, flip chart or other visible place; keep the key terms posted as reminders for students. t Wait at least 5 seconds for an answer after calling on a student. Use as many open-ended questions as possible. t Don’t answer your own questions, and avoid criticizing or rejecting wrong answers from the students. t When particular skills are required, such as mathematical calculations, provide an example or demonstration of the process before asking the students to solve a problem. t Frequently check for understanding by asking relevant questions. t During the first session, explain to the students that they must live up to the group expectations to ensure the success of program activities. Share the following expectations; remind the students when necessary: — Students in each group must work together at all times. — Everyone participates and shares her or his knowledge. — Everyone listens with respect.

7

Managing the Class t Ask the teacher for suggestions on grouping or pairing the students. Pairing requires that both students participate. Groups of three or more students should have prior experience working in groups. t Give general directions before separating the class into groups. t Assign roles in a group. It often is effective to immediately ask the students to number off, beginning with one, and to remember their numbers. Use the count to assign roles. After an activity, call on a student by number to report on the group’s experience. t Save time by using the same groups for each session. However, it sometimes becomes necessary to change group membership. Ask the teacher to assist in assigning group work. Circulate among small groups to answer questions and help keep the students on task. Encourage the students to help one another. t Distinguish between active learning and genuine engagement and disruptive/inattentive behavior. A quiet class isn’t necessarily good, nor is a talkative class necessarily bad. Rigorous discussions or active simulations often are noisy indicators that the students are learning.

After-School or Alternative Setting If you deliver this program in an after-school or alternative setting, talk to the classroom teacher, site coordinator or JA staff member about program differences, such as program setting, class length, available equipment and number of students.

8

1

Session One Overview

Suggested “Timing”

Students are introduced to the different types of energy and their sources. Students will also learn why we use different sources of energy.

Intro: 15 minutes Activity 1: 15 minutes Activity 2: 15 minutes

Objectives

Session 1 Key Words

t Define energy and explain associated energy concepts t Differentiate between types of energy, their sources and potential uses t Identify renewable vs. nonrenewable energy sources and begin to recognize that both types of energy have pros and cons t Explain how energy is transformed and the impact that transformation can have on efficiency

Materials t Student Workbooks

t Table Tents

Energy, Oil, Coal, Natural Gas, Nuclear, Wind, Solar, Geothermal, Water, Biomass, Renewable, NonRenewable, Primary Source, Secondary Source, Electricity, Hydrogen

Pre-Session Activities

Energy Sources

Pre-Session Facilitator Responsibility Oil

Coal

Natural Gas

Nuclear

Wind

Crude Oil is formed from millions of years of heat and pressure being applied to layers of sand and silt on top of the remains of animals and plants. Geologists are able to locate these reserves. A drilled well will bring a steady flow of oil to the surface. After crude oil is removed from the ground, it is sent to a refinery by pipeline, ship, or barge. At a refinery, different parts of the crude oil are separated into usable petroleum products. These liquids are stored in large tanks on a tank farm near the refinery. Pipelines then carry the final products from the tank farm to other tanks all across the country. One of the final products is heating oil, which is often used to heat people’s homes. Crude oil is largely refined for gasoline, in addition to use in home heating. Coal is a combustible black or brownish-black sedimentary rock that was formed over millions of years. It started with a layer of dead plants at the bottom of the swamps being covered by layers of water and dirt. The heat and pressure from these layers helped the plant remains turn into coal. Geologists locate these reserves. Coal miners use giant machines to remove coal from the ground through surface or underground mining. The coal is taken to a preparation plant that cleans and processes coal. Coal can be transported by train, barge, ship, truck and even pipeline. Coal is most often burned to make electric power. It is also often used in industries making steel, paper and cement. Natural Gas, Just like oil and coal, is methane that was created over millions of years due to heat and pressure on layers of earth pressing down upon the remains of animals and plants. Natural gas is odorless. The search for natural gas begins with geologists, who study the structure and processes of the Earth. They locate the types of rock that are likely to contain gas and oil deposits. Promising sites are drilled for gas. Once the gas is found, it flows up through the drill well to the surface of the ground and into large pipelines. Butane and propane are by-products of this process. Natural gas is moved by pipelines from the producing fields to consumers. One of the major uses of natural gas is as a heating fuel in homes. Natural gas is used to make many products, including steel, glass, paper, clothing, brick, electricity, paints, fertilizer, plastics, antifreeze, dyes, photographic film, medicines and explosives. Nuclear Energy is energy in the nucleus (core) of an atom. Atoms are tiny particles that make up every object in the universe. Enormous amounts of energy hold atoms together. Energy can be released using nuclear fission or nuclear fusion. In nuclear fission, atoms are split apart to form smaller atoms, releasing energy. Nuclear power plants use this energy to produce electricity. The fuel most widely used by nuclear plants for nuclear fission is uranium. Uranium is a common metal found in rocks all over the world. In nuclear fusion, energy is released when atoms are combined or fused together to form a larger atom, but fusion is not used commercially yet for electricity production. U.S. Energy Information Administration. (2010). Energy Explained. http://205.254.135.24/energyexplained/index.cfm

9

Solar

Geothermal

Water

Biomass

Wind is air in motion caused by the uneven heating of the Earth’s surface by the sun. During the day, the air above the land heats up more quickly than the air over water. The warm air over the land expands and rises, and the heavier, cooler air rushes in to take its place, creating wind. At night, the winds are reversed because the air cools more rapidly over land than over water. Wind turbines are set up by the dozens over a wide area known as a wind power plant or wind farm. Their blades are used to collect the wind’s energy. The wind flows over the blades creating lift, which causes them to turn. The blades are connected to a drive shaft that turns an electric generator to produce electricity. Solar Energy is the sun’s rays that reach the Earth. It is not available at all times, but it is still the world’s most available source of energy. When converted to heat energy, solar energy can be used to heat water spaces, and fluids. Heated fluids can operate turbines that generate electricity. Solar energy can also be converted to electricity by using solar cells. These cells change sunlight directly into electricity. They can be grouped into panels to power things like batteries, homes or even large power plants. Geothermal Energy is heat generated in the Earth’s core. This heat is made by the slow decay of radioactive particles, a process that happens naturally in all rocks. The temperature of this process is hotter than the surface of the sun. Geothermal reserves are usually found near plate boundaries where earthquakes or volcanoes occur. People recover this heat as steam or hot water and use it to heat buildings directly or to generate electricity through turbines. Geothermal heat pumps can be used to collect stable ground or water temperatures near the Earth’s surface to control building temperatures above ground. Water can generate energy when it’s moving. The amount of available energy in moving water is determined by its flow or fall. The faster the flow or the higher the fall of the water increases the amount of energy that can be harnessed. The water flows through a pipe, then pushes against and turns blades in a turbine to spin a generator used to produce electricity. There are two types of hydropower systems. In a run-of-theriver system, the force of the current applies the needed pressure. In a storage system, water is accumulated in reservoirs created by dams, then released as needed to generate electricity. Biomass is organic material made from plants and animals that contains stored energy from the sun. When burned, the chemical energy in biomass is released as heat. If you have a fireplace, the wood you burn in it is a biomass fuel. It can be burned in waste-to-energy plants to produce steam for making electricity or to provide heat to industries and homes. It can also be converted to other usable forms of energy like methane gas. Crops like corn and sugar cane can be fermented to produce ethanol. Biodiesel, a transportation fuel, can be produced from leftover food products like vegetable oils and animal fats.

Familiarize yourself with the script. It currently is written as a 45-minute lesson plan. It will need to be amended in order to meet shorter/longer time frames (an extension activity is included at the end of Session 1). Pre-Session Student Activity Students will come with varying levels of understanding of energy concepts. You may choose to ask classroom teachers to do a pre-reading activity with students prior to delivering the first lesson. Students would simply be asked to review the Reference Section entitled “Energy Sources” of Session 1. Classroom teachers might have students read this material for homework and/or may have them take approximately 15–20 minutes of class time prior to the first lesson to read and discuss those nine sources.

Presentation Introduction Greet the students. Tell them your name, and briefly describe your job and background.

Volunteer Script Hi, my name is . I work at (company), as (title or job description). Today I am here on behalf of Junior Achievement, an organization that is dedicated to educating students about the workforce and the economy. We hope our hands-on lessons help prepare you for your future and give you the information you need to decide things like what to do after high school and what career to choose based on job availability. JA’s activities also help students learn how to consider income and finances in making these important decisions. I became involved with Junior Achievement because .

Activities Distribute the Table Tents and Student Workbooks. Ask students to write their names on both. Introduce the Student Workbook and explain to students that they will be using a combination of materials during each session. The Workbook is needed to complete many of the program activities.

Volunteer Script One work-force sector with great, potentially lucrative careers is the Energy Sector, particularly the Natural Gas Industry. How many of you have heard of Marcellus Shale? Great! Eventually we will be looking at exactly what Marcellus Shale is and how it contributes to our area workforce and local economy. But before we do, we need to understand a bit about energy. So today we are going to review basic energy concepts and then learn about the different types of energy sources available to us. We will begin to think about how the different energy sources might be used and we will conclude by looking at how energy is transformed from potential energy into kinetic energy. In addition, you will be given some things to think about prior to Session 2, where we will be identifying the pros and cons of the various energy sources and how important it is to consider these issues when making smart decisions about energy use. Let’s begin by turning to the introduction in your student workbook entitled, “What Is Energy?”. Then, with the help of a classmate, decide on what you think is a good definition for “energy”. Ask the students to pair up with another classmate for the next exercise, or ask the teacher to assist.

Energy Graphic Organizer Have students share definitions and then review the definition provided in the student workbook. Explain to students that energy comes in two forms, stored energy (POTENTIAL ENERGY) and energy in motion (KINETIC ENERGY). Ask students what some potential energy sources are. You can direct them to their pre-reading activity, “Energy Sources”. As students generate a list, write them on the board. If they do not include all nine sources, add the additional ones to the list. Then ask them to take a minute to look at pages 2 & 3 of their student workbook, shown here.

10

WHAT IS ENERGY? An Overview

Energy is the ability to do work. We use energy for everything we do! Energy cannot be created or destroyed, but it can be stored or transferred.

Energy comes in different forms. Energy forms are either kinetic or potential. Kinetic energy is energy of motion or when work is actually being done. Objects that are moving have kinetic energy. Potential energy is when the work is waiting to be done or being stored. In other words, there is the “potential” for work to be done.

There are nine primary energy sources (see graphic organizer on page 3 of student handbook). These sources can be classified into two groups, renewable and nonrenewable. Nonrenewable sources cannot be replenished in a short period of time. Renewable sources can be replenished naturally.

ENERGY

Secondary sources of energy also exist (see graphic organizer on page 3 of student handbook). Most primary sources of energy cannot be used directly in raw form. Consequently, secondary sources are used to store, move and deliver energy in a more usable form.

RENEWABLE

Electricity Wind

ONDARY ARY SECONDARY S ECON OND RESOU ESOURC RCES ES RESO RESOURCES

Nuclear

Water

Natural Gas

Geothermal

Hydrogen Oil

Biomass

11

NONRENEWABLE

Coal

ELBAWENERNON

Solar

Session 1 Activities Activity 1 — Volunteer Script Now, turn to Activity 1 on page 4 in your workbook, and let’s review what we know about energy. Using the “Energy” graphic organizer on page 3 of your student workbook, complete the following activity. This “check for understanding” activity will serve as a note-taking activity for students. They can complete this alone, in small groups or as a large group. Make sure you review correct answers with students. When students have finished Activity 1, ask the following question:

Is one type of energy better than another? Answers will vary. Do not let this become a big debate, but it is important that they understand that deciding on an energy source is really dependent upon a number of different factors such as cost, locality, particular use, etc. All energy sources are important contributors to our energy supply.

Follow-up questions: For instance, why might hydroelectric power not be a good choice as an energy source in the desert? Why might natural gas be a better choice in northeastern Pennsylvania than southern Florida?

What Is Energy? Activity 1 Directions: Open your student booklet to pages 2 & 3. Take a moment to review the key energy information and corresponding graphic organizer found on page 3. Most of you have already learned much of the information presented, but let’s take a minute to review the key concepts associated with energy. Then, respond to the questions below. 1.

In what two forms can we find energy? Kinetic and potential

2.

What is the difference between the two forms? Explain. Kinetic energy is energy of motion or when work is actually being done. Objects that are moving have kinetic energy. Potential energy is when the work is waiting to be done or being stored. In other words, there is the “potential” for work to be done.

3.

What primary energy sources or energy are available to us? Solar, wind, water, geothermal, biomass, coal, nuclear, natural gas, oil.

4.

What are two secondary energy sources? Electricity and hydrogen. We need secondary energy sources so that we can store, move and use energy.

5.

Explain how the nine primary energy sources are classified. The sources are classified into two groups, renewable and nonrenewable, based on how easily they are replenished.

6.

Describe the difference between the two groups. Nonrenewable sources cannot be replenished in a short period of time. They are finite. Consequently, consumers can “use up” nonrenewable fuels. Renewable sources can be easily made or “renewed”. We can never use up renewable fuels; however, they are not always available or cost effective.

Extended Thinking Activity: If energy is neither created nor destroyed, then why do you think we have to pay for it? There is often a significant cost involved in the processes of capturing the energy and/or converting the energy into a more usable form (ex: converting wind energy into electricity).

12

Volunteer Script Take a look at Activity 2 on the next page of your student workbook. The nine primary energy sources are listed with a box below each. In the area above the energy sources, you will see 15 different uses of energy, all coded with a letter. Match the different uses of energy with the appropriate energy source. Identify all that apply. Students should recognize that all of the primary energy sources can be utilized to generate electricity (C), which is a secondary source of energy. You and your partner are going to take about 5 minutes to identify which type of primary energy source (even if it is converted into electricity) might be an ideal source for the listed use. In many cases, there is more than one possible energy source. Make sure you can defend your choice(s). When students are finished, review answers. Have students share their choices and defend them.

Activity 2

Can You ID the Ideal Source?

When Activity 2 is complete, you are going to begin to summarize what they have learned today about energy, provide them with some information about the next lesson and introduce them to some potential careers associated with the energy sector.

(Identify all that apply for each source)

Activity 2 A) Heating/cooling of a senior living center in the Southwest B) Use of hot water springs near Earth’s surface to heat a home C) Generation of electricity D) Machine operation of an auto manufacturing plant in the Midwest E) Urban bus transportation system F)

Heating/cooling of an arena along the Gulf Coast

G) Heating/cooling of an inner city high rise H) Incineration of crop remnants to heat a large barn I)

Furnace operation of a steel manufacturing plant in the Northeast

J)

Use of south-facing windows to directly heat a home in the Northeast

Water

K) Heating/cooling of a school along the Mississippi River L)

Heating and appliance operation of an apartment complex in central Texas

M) Turbine-powered power plant on the Pacific Coast C, A, D, F, L, M, O

N) Incineration of compressed wood pellets to heat a school O) Construction of a new home along the Florida Coast

13

Biomass

Coal

Geothermal

Natural Gas

C, D, H, I, N

C, D, I

C, B, O

C, A, D, F, G, I, L, O

Nuclear

Oil

Solar

Wind

C, M

C, D, E, G, I, L, O

C, A, F, J, M, O

C, A, D, F, L, M, O

Session 1 — Where Are the Jobs? Volunteer Script Today we have reviewed some important information about energy and its sources. Choose one of the nine energy sources from the “Energy Sources” at the beginning of your workbook and identify the following: Is it renewable or non-renewable? To what secondary energy source might it be transformed? Where might that energy source be used? Have students share a few of their answers, making sure they accurately identify whether it is renewable or nonrenewable, the secondary energy source (electricity), and choose a reasonable place where the source might be used. Before we get together the next time, I would like you to read page 6 in Session 1 entitled, “Where Are the Jobs?” Part of the reason we are completing this program is to help students become familiar with potential careers for your future. The “Where Are the Jobs?” documents, which you will find throughout your workbooks, will provide you with interesting facts about careers in the energy sector. I look forward to our next meeting! Thank you for your attention!

Where Are the Jobs?

An Interesting Thought! The energy industry is so wide and varied and so critical to our everyday lives that it offers an interesting career choice to anyone, whether your interest is in the arts or the sciences. A job in the energy industry can cater to everyone. The Energy Zone

Growing Opportunities! U.S. Energy Sector Employment and Trends — During 2011, the Bureau of Labor Statistics reported the energy industry boomed and added roughly 10,000 jobs a month. Headwaters Economics

An Artist in Energy? Artists and architects can find job opportunities in the Green Energy Sector. They work on a variety of solutions, in a diverse range of capacities, to design buildings and create art utilizing green energy concepts. U.S. Green Building Council

14

Session 1 Post-Lesson Activities Get ENERGIZED! Activity 3 — Extension Included in Session 1 are several additional activities that can be utilized as homework and/or extension activities. The first extension activity (Activity 3) is entitled, “Get ENERGIZED!” It is a short activity that can be used by the classroom teacher after the first lesson has been introduced. It serves as a review for the nine energy sources that were introduced.

Get ENERGIZED! Activity 3 Use the list to the right to match the source of energy with its description. 1. I take mechanical energy and turn it into electricity with no cost for the fuel! I occur because of uneven heating of the Earth’s surface. I may produce a little noise pollution and can disrupt animal habitats and the migration patterns of flying animals and insects. I emit no air pollution! I AM? Wind

Biomass

Coal

Geothermal

Nuclear

Natural Gas

Solar

Water

Oil

2. I provide about 25% of the world’s electricity! In the USA, I can be found in the mountainous areas of states where there are lakes and reservoirs and along rivers. Wildlife and fish may be disrupted when my production facility is built. I AM? Water (Hydropower) 3. I am a hard, black rock-like substance. I am America’s most abundant source of energy to date. Companies in West Virginia are famous for digging for me in mines. I release emissions such as carbon dioxide into the air when burned for energy. I AM? Coal 4. I am also known as Methane. I am colorless and odorless, but companies add an odor to me as a safety precaution before they sell me to their customers. Of all of the fossil fuels, I am the cleanest burning. I AM? Natural Gas 5. Some people see me just as garbage, but burning me can produce electricity. You can also make ethanol out of me. When I burn, I can cause air pollution. I AM? Biomass 6. I start as energy trapped inside of an atom. There are two forms of me: fission and fusion. Waste products are created from my use that must be carefully stored. I AM? Nuclear 7. Companies drill through the Earth to find deposits of me deep below the surface. I am often refined into gasoline. Americans import more than half of what they consume of me from other countries, particularly from the Middle East. Greenhouse gases are emitted when I am used. I AM? Oil (Petroleum) 8. Hot water and steam I create from radioactive decay can be turned into electricity in a power plant. With today’s plant, I can create enough electricity for over 2 million homes in California alone! I AM? Geothermal 9. I may not be available at all hours of the day. I can be used for heating homes and water. I can be converted into electricity by using photovoltaic cells. I AM? Solar

Wind

15

Session 1 Post-Lesson Activities Nonrenewable vs. Renewable Activity 4 — Extension The second extension activity (Activity 4) entitled, “Nonrenewable vs. Renewable,” provides students with an opportunity to recognize the complexity involved in choosing between nonrenewable and renewable energy sources.

Nonrenewable vs. Renewable Activity 4 Directions Using the template below on the LEFT, create a circle graph that provides a visual representation of your hypothesis as to what percentage of energy used in the United States is Nonrenewable and what percentage is Renewable. Then, using the template below on the RIGHT, create an additional circle graph that reflects the actual data given to you by the teacher. Be prepared to respond to the questions located below each graph.

Nonrenewable VS. Renewable Resources used in the USA: Actual Data

Nonrenewable vs. Renewable Resources used in the USA: Student Guess

8% Renewable (Student answers will vary)

92% Nonrenewable

Why did you make the prediction you did?

Why do you think the results are like they are?

(Student answers will vary)

Some ideas may include: Nonrenewable sources are more concentrated forms of energy. To release the energy, many just have to be heated/burned. Consequently, a lot of energy can be released from a relatively small volume of the resource. They also, often, do not have to be processed where they are found, and they can be rather easily transported. Renewable resources, however, are not very concentrated, and to get a useful amount of energy requires that a large amount of the resource is gathered, usually with special techniques. Consequently, it is more expensive to produce renewable energy. Also, for many years, many people did not give thought to these resources running out. However, with our current knowledge and advances in technology, renewable resources are becoming much more appealing to many.

16

Session 1 Post-Lesson Activities Cover Letter Activity 5 — Extension The final extension activity (Activity 5) requires students to write a cover letter for a job application.

Cover Letter Activity 5 A cover letter is always the first page a job seeker should provide to a potential employer. For our next session, you will assume the identity of Natural Gas. As Natural Gas, you will generate a cover letter in order to apply to be your school’s next energy provider. Below, you will find background information and a template to utilize to create this cover letter. Natural Gas, just like oil and coal, is methane that was created over millions of years due to heat and pressure on layers of earth pressing down upon the fossils of animals and plants. Natural gas is odorless. The search for natural gas begins with geologists who study the structure and processes of the Earth. They locate the types of rock that are likely to contain gas and oil deposits. Promising sites are drilled for gas. Once the gas is found, it flows up through the drill well to the surface of the ground and into large pipelines. Butane and propane are by-products of this process. Natural gas is moved by pipelines from the producing fields to consumers. Natural gas is used to make many products including steel, glass, paper, clothing, brick, electricity, paints, fertilizer, plastics, antifreeze, dyes, photographic film, medicines and explosives.

Your Street or Box Number

______________________________

City________________State_________________Zip_________ Date________________ Teacher´s Name________________________________________ School’s Name_________________________________________

Digital Learning Application

Street Address_________________________________________

APP-ortunity

City________________State_________________Zip_________ Dear Mr. or Ms. (teacher´s last name only) ________________________ _ :

__

This letter is to express my interest in becoming your energy provider, as posted on the ________________________________ (School District) web site. The opportunity presented in this listing is very appealing, and I believe that my experience and qualifications will make me a competitive candidate for this position. (Write three sentences here describing NATURAL GAS. The goal is to let the school district know about Natural Gas and what it can offer the school district.) ___________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ __________ I would love to meet with you personally to further discuss this opportunity. I can be contacted at (412) 555-1234 or by e-mail at [email protected]. Thank you for your attention, and I look forward to meeting with you sometime in the near future. Sincerely,

Natural Gas

17

Session 1 App Living Energy

Platform/ Operating System Android Devices

Description Access a magazine about the world’s power supply, including extra features and audiovisual resources. Learn about current and future energy developments and technological innovations worldwide and connect with experts from the energy sector. Reference the appendix for additional compatibility information and details.

2

Session Two

Overview Students will learn about the forms of kinetic and potential energy and how energy is transformed from one form to the other. We will also spend some time looking at the pros and cons of the various energy sources and our own “energy footprint.” Finally, students will take a closer look at energy-related career options. Students will work individually for the lesson introduction and activities 1 and 3. They will be working in cooperative groups for activity 2.

Objectives t Identify different forms of kinetic and potential energy and explain how energy is transformed and the impact that transformation can have on efficiency t Recognize that each energy source has both positive and negative aspects and that these must be carefully considered when making energy choices t Calculate a portion of their “energy footprint” t Recognize that each energy source plays an important role in our lives

Materials

Suggested “Timing” Intro and Activity 1: 15 minutes Activity 2: 15 minutes Activity 3, Activity 3 Extension and Activity 4 Extension: would be completed outside of class Activity 4: 15 minutes

Session 2 Key Words Kinetic Energy, Potential Energy, Chemical Energy, Stored Mechanical Energy, Nuclear Energy, Gravitational Energy, Electrical Energy, Radiant Energy, Thermal Energy, Motion, Sound

t Student Workbooks t Calculators (optional) t Table Tents

Pre-Session Activities Pre-Session Facilitator Responsibility Familiarize yourself with the lesson/script. It currently is written as a 45-minute lesson plan. It will need to be amended in order to meet shorter/longer time-frames (several potential extension activities are included in Session 2 and are located at the end of each activity page). Pre-Session Student Activity Classroom teachers may ask students to familiarize themselves with the Reference Section of Session 2, entitled “Facts about Energy Sources.” (Located at the end of Session 2 in the teacher/volunteer guide as well as the student workbook.) This document will be utilized by cooperative groups for Session 2, in order for students to begin to recognize the pros and cons of each of the nine energy sources. Classroom teachers might have students read this material for homework and/or may have them take approximately 15–20 minutes in a class prior to the second session to read and discuss those nine sources and the related information.

Session 2 Activities Volunteer Script Hello, ladies and gentleman. I am excited to be back with you today to continue learning about energy and all of the exciting opportunities that exist in the related job sector. We are going to begin with a quick review. Please take a minute to talk with your neighbor to complete the following task: Name one renewable and one nonrenewable primary energy source and describe what must take place in order for that energy source to become a secondary energy source, such as electricity.

18

Have students share their answers. It is important to monitor that they correctly identify the source as renewable/nonrenewable. This bell-ringer will also provide you with some sense of the degree to which they understand the “transformation of energy,” the concept you will begin with today. After students have shared several of their examples, continue with the lesson. We have already learned about different energy sources, and we know that energy can either be stored (potential) or working (kinetic). But now we need to understand that energy can take many different forms and that in order to use energy, we need to be able to transform energy from one form to another. Take a look at page 10 of your student workbooks. The graphic organizer provides you with an overview of the different forms of kinetic and potential energy. Today we are going to examine how energy is transformed from one form to another. A minute ago, I asked you to think about how different energy sources become electricity, one form of kinetic energy. The way that this occurs is very important to understand because it impacts the decisions we make about which energy source is best in a particular factory, home or form of transportation. Let’s begin by looking at the forms of potential energy. Will someone volunteer to read that list out-loud?

FORMS OF ENERGY POTENTIAL ENERGY

Kinetic energy is the energy of motion…the movement of waves, electrons, atoms, molecules or substances.

Chemical Energy — Energy stored in the bonds of atoms and molecules. Biomass, petroleum, natural gas, propane and coal are examples. Stored Mechanical Energy — Energy stored in objects by the application of force. Compressed springs and stretched rubber bands are examples.

Gravitational Energy

Gravitational Energy — Energy of place or position. Water in a reservoir behind a hydropower dam is an example.

KINETIC ENERGY

Motion: the motion of waves, electrons, atoms, molecules and substances Electrical Energy — The movement of electrons. Lightning and electricity are examples. Radiant Energy — Electromagnetic energy that travels in transverse waves. Solar energy is an example. Thermal Energy (heat) — The internal energy in substances; the vibration or movement of atoms and molecules in substances. Geothermal is an example. Motion — The movement of a substance from one place to another. Wind and hydropower are examples. Sound — The movement of energy through substances in longitudinal waves.

19

Potential energy is stored energy. It is sitting there ready to do work. I need another volunteer to tell me what the forms of kinetic energy are. Have student(s) read info under “Kinetic”.

Stored energy and the energy of position (gravitational)

Nuclear Energy — Energy stored in the nucleus of an atom, which holds the nucleus together. The nucleus of a uranium atom is an example.

Have student(s) read info under “Potential”.

Thermal Energy

To accommodate visual learners, write words on chalkboard.

Session 2 Activities Activity 1 — Volunteer Script In order to understand how this all fits together, let’s answer some questions about that diagram. You have already studied nine SOURCES of energy. Let’s look at how they fit in to the different FORMS of potential and kinetic energy. Let’s take one of our nonrenewable resources, natural gas for instance. What form of energy is natural gas when it is being stored? (Chemical) What form of energy is natural gas when it is being burned? (Thermal) Let’s look at another source and see where it fits. Hydroelectric energy is one of our renewable resources. What form of energy is it in when it is stored? (Gravitational) What form of energy is it when it is released to do work? (Motion) This transformation of energy is necessary in order to turn energy sources into more usable forms. Sometimes more than one transformation needs to occur before that energy can be used. Now take a look at Session 2, Activity 1 on page 11 of your workbook. The graphic shows how energy is transformed from natural gas into electricity that can be utilized to run some very important objects in your life/home. Look carefully at the graphic and the processes pictured. Then, take 5 minutes to answer the questions that follow the diagram. When students are finished writing their answers, have individual students share answers, asking other students to add additional information that may be missing. Now that we understand a little bit more about the forms of energy and how they are transformed from one form to another, let’s take a look at what happens during each transformation. That means we have to go back to something we learned about energy in Session 1, and that is “ENERGY IS NEITHER CREATED NOR DESTROYED.” But when energy is transformed, some can be lost in forms that we cannot harness. Look at your diagram. As we transform natural gas into electricity, where are areas some energy might be lost in a form that we can’t use to do work? The biggest loss during this transformation is when the natural gas is burned. Some of that heat is lost in the air. Once students provide this answer, you will continue with the dialogue below. When you lose energy like that to a form that cannot be harnessed to do work, this can really impact the efficiency of your energy, which eventually will impact what? (cost) So the cost of an energy source is just one of the things you need to consider when deciding what source to use. What are some other things you might want to consider? Students will likely target areas such as: environmental impact, access, etc. It is unlikely that they will note global impact and/or safety, but you will introduce those as you introduce the next activity.

20

Transformation of Energy. Activity 1

Pump Condenser

Steam Turbine

ameniC y grenE ?y grenE si tahW :gniyalP woN

Boiler Heat Exchanger Electric Generators

Popcorn Machine

Movie Theater

Gas Turbine

Home

MP3 Player

Combined Cycle Gas Power Plant (process for converting natural gas into electricity global-greenhouse-warming.com)

What are the energy transformations that must occur before natural gas is turned into electricity? 1:

Natural gas is burned, creating heat energy.

2:

Heat energy is used to turn water into steam.

3:

Steam turns a generator and changes heat into mechanical energy.

4:

Mechanical energy is used by the generator to make electricity.

What happens to some of the energy during each transformation? Energy isn’t created or destroyed in this process but some of it is “lost” to forms that we can’t use. For instance, some of the heat energy is released into the atmosphere through the steam that is produced.

What role does efficiency play in making decisions about what energy source to choose? How much energy is “lost” impacts how much a particular energy source will cost consumers.

21

Session 2 Activities Activity 2 — Volunteer Script Let’s take a look at Activity 2 in your student booklets on page 12. For this next activity, you will be working in groups of three to examine the following characteristics of our energy sources: cost, availability, safety, environmental impact and global impact. Each group of students will review information about two energy sources. Group 1 will analyze Oil and Bio Mass. Group 2 will analyze Coal and Hydropower. Group 3 will analyze Natural Gas and Geothermal Power. Group 4 will analyze Nuclear Power and Solar Power. If the formation of additional groups is necessary due to class size, assign more than one group to each set of energy sources. Before we start, we will all work together on analyzing Wind Power so you understand how to complete your analyses. Let’s begin with cost. Using the “Facts About Energy Sources” document on pages 17–21, look at the cost of Wind Power as well as the cost of the other eight sources. Based on what you see, do you think cost is an advantage (meaning the cost is relatively low compared to the others) or do you think cost is a disadvantage (meaning the cost is relatively high compared to some of the others)? Who thinks that cost is an advantage? Who thinks cost is a disadvantage? Have students place a (+) in the column for cost. Explain to students that this cost was determined using a specific formula and that there are several formulas (if not more) to determine the cost of energy that use different factors. You can reference the following website: http://extension.psu.edu/natural-resources/energy/energy-use/resources/making-decisions/ energy-cost-calculator which is an Energy Cost Calculator. Now let’s look at availability. Do the same thing…look at the availability of Wind Power and compare it to the availability of the other sources. It is readily available because it is a renewable resource BUT is it always available? Why or why not? You need students to recognize that this is not necessarily an “on demand” resource because we have no control over when the wind blows! Have students place a (–) in the availability column. Now let’s look at safety. This is a hard category to compare. We do not have any information or statistics on how many injuries occur within each resource, so you need to review the potential types of injuries and make a judgment based on that. We may not all agree on this one. You want students to begin to see that sometimes it is difficult to make a definitive judgment about whether this is an advantage or disadvantage. You may want to reference recent news that has highlighted side effects that may be arising from wind turbines in Cape Cod. News media references can be made using websites such as: http://abcnews.go.com/Health/windturbine-syndrome-blamed-mysterious-symptoms-cape-cod/story?id=20591168. Make an advantage or disadvantage judgment for each, and put a + or – in the corresponding column based on what you believe. Now let’s look at environmental impact. This is another area where we may not always agree. For instance, if I am an ornithologist and feel very strongly about birds, I may indicate that the environmental impacts are significant, and I might place a – in this column. But, if I compare the loss of birds with the potential loss of water quality that could occur with some of the other sources, I may consider this to be “the best alternative”, and put a + there. Most likely students will decide that comparatively speaking this is an advantage, but again you are getting them to begin to understand that personal values can change how sources of energy are viewed and consequently used. Finally, let’s look at global impact. Notice that the world is still generating only 1% of its power from wind in 2009. Do you think that means this would be a + or a – ? Most students will conclude that this does not have a significant impact at this time, so therefore it is a – .

22

OK, now we are going to assemble our groups. You will have approximately 5 minutes to complete the areas of the chart for the two energy sources to which you were assigned. Remember that you may not always have a clear-cut answer and it may depend on where you live, your values, etc. Consider any factors you think may have an impact on your decision. Assign students to groups and assign each group two energy sources to analyze. Give students 5 minutes to complete their comparisons. Make sure you are checking to see that they are considering important aspects. For instance, the group analyzing solar power may see the availability is limitless, but focus them in on the fact that the Gobi Desert is not in the United States and what impact might that have on jobs for the U.S. When students are finished, have each group report their decisions by filling in their +’s and –’s on a grid you have recreated on the board/overhead/etc. When all decisions have been recorded and discussion on decisions has concluded, instruct students to copy the cumulative class data into their individual grids.

Analyzing Energy Sources Activity 2 Identify one possible solution for each energy source. One possible solution to the matrix (answers can vary due to limited info/time). ENERGY SOURCE

COSTS Anything over 10 cents -

AVAILABILITY Renewable + Non-Renewable -

OIL

+

-

-

COAL

+

-

-

NATURAL GAS

+

-

-

NUCLEAR POWER

+

-

-

WIND POWER

+

+

-

+

+

+

-

Except wind is not available everywhere.

ENVIRONMENTAL IMPACTS Are there potential negative environmental impacts?

GLOBAL IMPACTS How this impacts our economy

-

Much of this source is located in other countries.

-

Expected increases are in third-world nations.

+ -

We must rely on other countries for some of our uranium.

COMMENTS DECISION

Cost continues to make this a viable energy source.

Cost continues to make this a viable energy source.

Cost and the multiple shale formations make this a viable energy resource.

Cost continues to make this a viable energy source.

Cost, availability and how this can impact our economy makes this a viable energy source. While this source is expensive, the unlimited availability and less serious environmental dangers make this a viable energy source.

SOLAR POWER

-

Except some places have better solar access than others (southern exposure /deserts).

GEOTHERMAL POWER

-

+

-

?

The availability of this resource makes it a viable energy source.

HYDRO POWER

+

+

-

?

Cost and availability make this a viable energy source.

BIOMASS POWER

-

+

-

?

Availability makes this a viable energy source.

KEY: ( + ) = ADVANTAGE ( – ) = DISADVANTAGE

23

SAFETY Difficult to gauge

While there are potentially negative impacts, they are far less than some other sources.

Many of the best settings for generation are outside of the U.S.

Activity 2 — Volunteer Script (continued) Now that you have all of the data on your chart, are there any columns that you had a more difficult time deciding if it was a + or – ? Students will probably identify things like safety/global impact because there is no easy way to compare those based on the information provided. Because those comparisons are harder to make, should we give them equal consideration when we try to decide which is the best energy source? Students should answer “no”. OK, based on the grid before you, circle the three energy sources you see as the best options. Poll students and record numbers beside each source (i.e., if 10 students pick natural gas as one of their sources, list a 10 to the left of natural gas on the grid). If I were polling New York City regarding the best energy source, why is it likely they would not select biomass? You want students to recognize that biomass would have to come from “some place else” because there are very few, if any, places in the city to gather such sources. If I were polling a group of adults who were unemployed in northeastern or southwestern PA, what energy source might they choose and why? You want students to recognize that natural gas would be a likely choice because of its availability as well as the potential jobs it could provide in that area. You all did a great job with this activity. I hope that you have learned some additional information about energy sources, but I also hope you are beginning to recognize that all energy sources are important contributors to the world’s energy needs. If there were one perfect energy source that provided lots of energy, was readily available all over the world and had little to no adverse effects on the environment, that would certainly be our primary source of energy. It is important to realize that decisions about what sources of energy to use require careful consideration of many variables in order to make informed decisions.

24

Session 2 Activities Activity 3 — Volunteer Script Renewable or nonrenewable, natural gas or wind power, one of the other important aspects of energy is that it is important for everyone to take an active role in using energy wisely. An important part of becoming motivated to do so is understanding exactly how much energy you use. Let’s take a look at Activity 3, “Energy Footprint.” Turn to the “Energy Footprint” worksheet in your student booklet on page 12. On this page, record your address in the designated area. Read the directions to yourself while I read them aloud. Read the directions to the students and then go over first example, laptop computer. You will be completing this page at home with your parents. When I return for Session 3, we will begin by looking at a snapshot of how much energy your household consumes per day. Do you have any questions?

ENERGY FOOTPRINT Activity 3

(For your address)

Directions What is your “energy footprint”? Use the chart provided to calculate an estimate of the daily energy consumption of your household. Listed vertically in column one are examples of common household appliances. In the second column, the approximate wattage per hour for a single device of that type is listed. For each appliance utilized by you and/or members of your household, enter the appropriate usage data. First, place the number of hours per day each device is used in your home (example: refrigerator, 24 hours/day). Then, complete the calculations as indicated. An example is shown below. Finally, add all of the totals shown in the last column to get a grand total of your household’s daily energy consumption. EXAMPLE: APPLIANCE

WATTAGE PER HOUR

x

HOURS USED PER DAY

x

(# OF DEVICES USED)

=

TOTAL (WATTS)

Laptop Computer

50

x

4

x

2

=

400

WATTAGE PER HOUR

x

HOURS USED PER DAY

x

(# OF DEVICES USED)

=

TOTAL (WATTS)

ACTIVITY APPLIANCE Video Games

9

x

x

=

Telephone (Land Line)

6

x

x

=

Hair Dryer

1200

x

x

=

Laptop Computer

50

x

x

=

DVD or Blu-ray Player

40

x

x

=

TV (25")

150

x

x

=

100-Watt Bulb

100

x

x

=

Microwave

1500

x

x

=

Washer

500

x

x

=

Dryer

4000

x

x

=

Refrigerator

540

x

x

= GRAND TOTAL

This grand total does not reflect all of your household energy use per day. Consider the countless other devices in your home that utilize energy. We could add many other devices to the table above. Further consider that this energy use takes place in households throughout the United States and around the world! You can quickly see why it is so important to choose your source of energy carefully, and use it wisely. Reducing your individual energy consumption can make a difference. Small changes can collectively make a BIG impact!

25

Session 2 Post-Lesson Activities Activity 3 Extension — Volunteer Script Session 2 includes three extension questions that I would like you to also complete on page 14.

ENERGY FOOTPRINT Activity 3 — Extension Directions 1.

List three additional appliances your family uses frequently that are not listed within the table below.

APPLIANCE

WATTAGE PER HOUR

1. 2.

3.

2.

Investigate how many watts per hour it requires to operate each device.

3.

Does the energy source impact the cost of using a particular appliance? Compare an electric clothes dryer with a natural gas clothes dryer. Which do you think costs more to operate? Why? Explain.

26

Session 2 — Where Are the Jobs? Activity 4 — Volunteer Script Before we leave today, I want to spend a few minutes reviewing the last activity in the Session 2 student booklet entitled, “Where Are the Jobs?” on page 15. This activity highlights six different careers that are associated with the production, capture and/or storage of energy. The six careers are listed at the top of the sheet. I would like you to review the task descriptions below and decide which career corresponds with which description. Even though you may not know much about the jobs listed, reading the descriptions carefully will provide clues that to assist you in completing this task accurately. Take 5 minutes to complete this task.

Where Are the Jobs? Activity 4 Directions Match each of the six jobs listed with the description that best identifies the tasks associated with each career path.

Green Marketer

Solar Energy Systems Engineer

Energy Broker

Energy Engineer

Energy Auditor

Geologist

JOB TITLE

TASK DESCRIPTIONS r$PMMFDUBOEBOBMZ[FEBUBWJBUFTUTBOEJOTQFDUJPOTUPBTTFTTUIFFGàDJFODZPGCVJMEJOHT and building systems

Energy Auditor

r*EFOUJGZNFBTVSFTUIBUDBOTBWFPSDVUUIFDPTUPGFOFSHZ r$BMDVMBUFQPUFOUJBMFOFSHZTBWJOHT r&EVDBUJPO‡NPTUQPTJUJPOTSFRVJSFWPDBUJPOBMPSPOUIFKPCFYQFSJFODFPSBOBTTPDJBUFTEFHSFF r5BSHFUBOEPWFSTFFUIFQSPDFTTFTJOWPMWFEJOFOFSHZSFMBUFEDPOTUSVDUJPOQSPKFDUT (designing, remodeling, building)

Energy Engineer

r'PDVTPONFBTVSJOH NPOJUPSJOHBOEBOBMZ[JOHFOFSHZDPOTVNQUJPOEBUBUPNBLFSFDPNNFOEBUJPOT UIBUDBOSFEVDFFOFSHZDPTUT JNQSPWFFGàDJFODZBOEDPOTFSWFFOFSHZ r&WBMVBUFDPOTUSVDUJPOQSPKFDUT FOTVSJOHBEIFSFODFUPCVEHFUT UJNFMJOFT TUBUFMBXTBOETQFDJàDBUJPOT

r8PSLPOSFTJEFOUJBMPSDPNNFSDJBMDMJFOUTUPCVZPSTFMMFOFSHZQSPEVDUT

Energy Broker

r&EVDBUFDVTUPNFSTBOEFYQMBJOFOFSHZDPOUSBDUTEPDVNFOUTBOEBMUFSOBUJWFFOFSHZTPVSDFT r$POUBDUQSPTQFDUJWFCVZFSTBOETFMMFSTPGFOFSHZBOEOFHPUJBUFFOFSHZUSBOTBDUJPOT r$POEVDUFOHJOFFSJOHBOBMZTFTBOEFWBMVBUFTPMBSQSPKFDUT

Solar Energy Systems Engineer

r%FTJHOTPMBSQPXFSTZTUFNTGPSOFXBOEFYJTUJOHTUSVDUVSFTVTJOHLOPXMFEHFPGFOFSHZ DMJNBUFT  solar technology and thermodynamics r1SPWJEFUFDIOJDBMEJSFDUJPOBOETVQQPSUEVSJOHJOTUBMMBUJPO UFTUJOHBOEQFSGPSNBODFNPOJUPSJOH of solar systems r6TFTQFDJBMJ[FETPGUXBSF $"% UPDSFBUFEFUBJMFEEJBHSBNT r$POEVDUSFTFBSDIBOEBOBMZ[FPQJOJPOT CVZJOHIBCJUTBOEUSFOETPGDPOTVNFST r"OBMZ[FFDPGSJFOEMZNBSLFUJOHBOETBMFTUSFOET

Green Marketer

r%FWFMPQDPNQSFIFOTJWFBOEFGGFDUJWFTUSBUFHJFTUPCSBOEBOETFMMFDPGSJFOEMZQSPEVDUT  technologies and services r$SFBUFNBUFSJBMTBOEXSJUFNBSLFUJOHDPOUFOUUPBEWFSUJTFBOEQSPNPUFHSFFOQSPEVDUT and technologies using a variety of media r"OBMZ[FBOEJOUFSQSFUUIFDPNQPTJUJPO TUSVDUVSFBOEIJTUPSZPGUIFFBSUIBOEDPNNVOJDBUF àOEJOHTWJBSFTFBSDISFQPSUTBOEPSDPOGFSFODFT

Geologist

r-PDBUFBOEBTTFTTTPVSDFTPGOBUVSBMHBT PJMBOENJOFSBMEFQPTJUT r"TTFTTHSPVOEBOETVSGBDFXBUFSTPVSDFTBOENPWFNFOUJOPSEFSUPQSPWJEFBEWJDFSFHBSEJOH waste management, site selection and contaminated sites r1MBOBOEDPOEVDUàFMETUVEJFT TVSWFZT TBNQMFDPMMFDUJPOBOEESJMMJOHPSUFTUJOHQSPHSBNT

27

Volunteer Script When students are finished, have them share their answers and then have them answer the following questions. 1. Based on the job descriptions and the career titles, which three jobs might be held by individuals who attended college and majored in business? 2. Based on the job descriptions and career titles, which three jobs might be held by individuals who attended college and majored in math and science? 3. One of the careers listed would be the best fit for someone who is very creative. Which one might it be? The “Where Are the Jobs?” document also contains some extension questions that can be used as part of the regular lesson or the follow-up lesson. Today we did a great job of finalizing our understanding of energy concepts and we began to analyze the pros and cons of different energy sources. Remember that a very critical part of our energy future is how we make energy decisions, including how we use energy ourselves. Just a reminder, for next week, you will need to calculate your “energy footprint”. When we get together again, we will review the information you have gathered and begin to more closely examine one particular energy source, natural gas. We will also explore how the natural gas resources of the Marcellus Shale region can positively impact our community, directly and indirectly.

28

Session 2 Post-Lesson Activities Where Are the Jobs? — Extension Activity

Where Are the Jobs? Activity 4 —Extension Directions Interested in learning even more about exciting careers in the energy sector? O*Net online can help you do just that! Visit www.onetonline.org to find additional information for the following careers and many others.

Energy Engineer Median Wage (National):

$43.40

IPVSMZ $90,270

annually

Median Wage (Pennsylvania):

$44.11

IPVSMZ $91,700

annually

1SPKFDUFE+PC0QFOJOHT

7%

3FRVJSFE&EVDBUJPO

4-Year Degree Minimum

Energy Auditor Median Wage (National):

$30.02

IPVSMZ $62,450

annually

Median Wage (Pennsylvania):

$32.39

IPVSMZ $67,400

annually

1SPKFDUFE+PC0QFOJOHT

12%

3FRVJSFE&EVDBUJPO

Vocational Degree or Associate’s Degree

If both jobs listed above have an average 3% yearly salary increase (nationally), calculate the average salary for each after 5 years on the job. ENERGY ENGINEER YEARS ON THE JOB

ENERGY AUDITOR SALARY (see median annual wage above)

0

YEARS ON THE JOB

SALARY (see median annual wage above)

0

1

$94,445

1

$69,422

2

$97,279

2

$71,505

3

$100,197

3

$73,650

4

$103,203

4

$75,859

5

$106,299

5

$78,135

Does education pay? Based on the table above, do you believe education pays? Support your answer. Education does pay. A person with a B.S. degree at the end of 5 years has made $501,423 while someone with an associate’s degree has only made $368,571.

Below are some alarming statistics about college graduates. How do you need to factor this information in to the statement you made above? A college degree alone is not a key to success. It is important that the education you secure is highly specialized and is connected to high-priority occupations…occupations with a bright outlook for the future. An energy auditor, for instance, has an average salary that is more than twice as much as the average for college graduates, and that career only requires an associate’s degree or vocational training.

A quarter of a million college graduates were unemployed in 2011.* The median salary for college graduates in 2010 was $27,000.* * Bureau of Labor Statistics

29

Facts about Energy Sources — I Session 2 — Volunteer Reference Oil Cost: 1In 2008, U.S. electricity generation by source and weighted average cost per kWh for petroleum was 10 cents. Availability: Petroleum is a nonrenewable resource. 2In 2010, the U.S. imported about 49% of the crude oil and refined petroleum products that it used. About 100 countries produce crude oil. The top five producing countries in 2010 and their share of total world production are Saudi Arabia (13%), Russia (12%), United States (9%), Iran (5%) and China (5%). Safety: 3Under U.S. Occupational Safety and Health Administration (OSHA) hazard communication requirements, employers are required to: have a written hazard communication plan that is available to all employees; maintain a hazardous chemical inventory; maintain an MSDS for every hazardous chemical on site and make MSDSs accessible to all shifts; ensure that all containers of chemicals are labeled with the identity of the material and its hazard warnings; and provide employees with information and training on the hazards of materials in their workplace.

Environmental Impact: 4Emissions and by-products are produced from burning petroleum products. Petroleum products give off the following emissions when they are burned as fuel: carbon dioxide (CO2), carbon monoxide (CO), sulfur dioxide (SO2), nitrogen oxides (NOx) and volatile organic compounds (VOC), particulate matter (PM), lead and various air toxics. Over the years, new technologies and laws have helped to reduce problems related to petroleum products. 7In the past 25 years, the industry has produced six progressively cleaner-burning fuels required by the government, including lead-free gasoline and new reformulated gasolines. Global Impact: 5Governments of oil-rich countries have a major influence on the world supply of oil through ownership of national oil companies.

Coal Cost: 1In 2008, U.S. electricity generation by source and weighted average cost per kWh for coal was 4 cents. Availability: Coal is a nonrenewable resource. In 2010, the amount of coal produced at U.S. coal mines was 1,085.3 million short tons. Coal is mined in 26 states. Wyoming mines the most coal, followed by West Virginia, Kentucky, Pennsylvania and Montana. More than one-third of the coal produced in the United States comes from the Appalachian coal region. 2

Safety: 6Coal mining deep underground involves a higher safety risk than coal mined in opencast pits, due primarily to problems associated with mine ventilation and the potential for mining collapse. Mining explosions are a particularly prevalent safety risk in underground mining. Methane released from the coal seam and surrounding rock strata during the process of mining can present a high risk of explosion at concentrations in air of 5-15%. Techniques have been developed to eliminate and/or dilute methane emissions both prior to and during mining and this has helped to significantly reduce methane-related explosions in underground mines. Modern coal mines have rigorous safety procedures, health and safety standards and worker education and training, which have led to significant improvements in safety levels in both underground and opencast mining.

Environmental Impact: 2The principal emissions resulting from coal combustion are: sulfur dioxide (SO2), nitrogen oxides (NOx), particulates, carbon dioxide (CO2), mercury and other heavy metals, and fly ash and bottom ash. Strip mines are the source of about 70% of the coal that is mined in the U.S. These mining operations remove the soil and rock above coal deposits, or “seams,” disturbing land at its surface. 7Today, we have ways to capture the pollutants trapped in coal before they escape into the atmosphere. We have technologies that can filter out 99% of the particulate matter, remove more than 95% of acid rain pollutants and reduce the release of CO2 to near zero by using coal more efficiently and capturing and sequestering the CO2 that is produced. Global Impact: 6Coal currently supplies 29.6% of primary energy and 41% of electricity generation. Coal use is forecasted to rise over 50% by 2030, with developing countries responsible for 97% of this increase, primarily to meet electrification rates.

30

Facts about Energy Sources — II Session 2 — Volunteer Reference Natural Gas Cost: 1In 2008, U.S. electricity generation by source and weighted average cost per kWh for natural gas was 10 cents. Availability: Natural gas is a nonrenewable resource. 2Most of the natural gas consumed in the United States comes from domestic production. 9World proved natural gas reserves are estimated to be around 6,609 trillion cubic feet. Most of these reserves are located in the Middle East with 2,658 TCF, or 40% of the world total, and Europe and the former U.S.S.R. with 2,331, or 35% of total world reserves. The United States, by this calculation, possesses slightly over 4% of the world total natural gas reserves, but as new deposits are found that may increase. Safety: 2Because a natural gas leak can cause an explosion, there are very strict government regulations and industry standards in place to ensure the safe transportation, storing, distribution and use of natural gas. Because natural gas has no odor, natural gas companies add a strong-smelling substance called mercaptan to it so that people will know if there is a leak.

Environmental Impact: 2Burning natural gas for energy results in much fewer emissions of nearly all types of air pollutants and carbon dioxide (CO2) per unit of heat produced than coal or refined petroleum products. Water has to be properly handled, stored and treated so that it does not pollute land and water. Natural gas flaring produces carbon dioxide (CO2), carbon monoxide (CO), sulfur dioxide (SO2), nitrogen oxides (NOx) and many other compounds depending on the chemical composition of the natural gas and how well the gas burns in the flare. Natural gas wells and pipelines often have engines to run equipment and compressors, which produce additional air pollutants and noise. Global Impact: 8Demand for natural gas is expected to continue to increase and will account for nearly 24% of global energy supplies by 2020. 2The United States has exported increased volumes of natural gas in recent years to its trading partners, especially to Mexico and Canada. Overall U.S. pipeline exports in North America increased in 2010 to approximately 1.1 trillion cubic feet.

Nuclear Power Cost: 1In 2008, U.S. electricity generation by source and weighted average cost per kWh for nuclear power was 4 cents. Availability: 2The fuel most widely used by nuclear plants for nuclear fission is uranium. Uranium is nonrenewable, though it is a common metal found in rocks all over the world. Nuclear plants use a certain kind of uranium, referred to as U-235. This kind of uranium is used as fuel because its atoms are easily split apart. Though uranium is quite common, about 100 times more common than silver, U-235 is relatively rare. Safety: 2The U.S. Nuclear Regulatory Commission regulates the operation of nuclear power plants. Radioactive wastes generated from nuclear power are subject to special regulations that govern their handling, transportation, storage and disposal to protect human health and the environment. A large area surrounding nuclear power plants is restricted and guarded by armed security teams. U.S. reactors have containment vessels that are designed to withstand extreme weather events and earthquakes.

31

Environmental Impact: 2The main environmental concerns for nuclear power are radioactive wastes such as uranium mill tailings, spent (used) reactor fuel and other radioactive wastes. These materials can remain radioactive and dangerous to human health for thousands of years. Global Impact: 2Owners and operators of U.S. civilian nuclear power reactors purchased the equivalent of 47 million pounds of uranium during 2010. Uranium delivered to U.S. reactors in 2010 came from six continents. 8% of delivered uranium came from the United States; 92% of delivered uranium was of foreign origin. 41% originated in Kazakhstan, Russia and Uzbekistan; 37% was from Australia and Canada; 14% came from Namibia, Niger and other countries.

Facts about Energy Sources — III Session 2 — Volunteer Reference Geothermal Power Cost: 1In 2008, U.S. electricity generation by source and weighted average cost per kWh for geothermal power was 15 cents. Availability: Geothermal energy is a renewable resource. 10Geothermal energy generated 14,885 gigawatt-hours (GWh) of electricity in 2007, which accounted for 4% of renewable energy-based electricity consumption in the U.S. (including large hydropower). The U.S. continues to produce more geothermal electricity than any other country, comprising approximately 30% of the world total. Safety: 11The hazards associated with this growing industry include trenching and excavations, silica, personal protective equipment, electrical, welding and cutting and fall protection.

Environmental Impact: 10Geothermal power plants release small amounts of emissions (less than 1% of the carbon dioxide emissions of a fossil fuel plant.) Geothermal plants use scrubber systems to clean the air of hydrogen sulfide that is naturally found in the steam and hot water. Some geothermal plants do produce some solid materials, or sludges, that require disposal in approved sites. Global Impact: 2Twenty countries including the United States had geothermal power plants in 2008, which generated a total of about 60.4 billion kWh. The Philippines was the second largest geothermal power producer after the United States at 9.8 billion kWh, which equaled about 17% of the country’s total power generation. Geothermal power plants in El Salvador and Iceland produced about 1.4 and 3.8 billion kWh respectively, which was equal to about 25% of the total power generated in those countries.

Wind Power Cost: 1In 2008, U.S. electricity generation by source and weighted average cost per kWh for wind power was 8 cents. Availability: Wind energy is a renewable energy source. 12The amount of electricity generated from wind has grown significantly in recent years. Generation from wind in the United States increased from about 6 billion kilowatt hours in 2000 to about 95 billion kilowatt hours in 2010. Safety: 13Wind energy employers need to protect their workers from workplace hazards and workers should be engaged in workplace safety and health and need to understand how to protect themselves from these hazards. These workers should be aware of the following topics: falls, confined spaces, fires, lockout/tagout, medical and first aid, crane, derrick and hoist safety, electrical, machine guarding and respiratory protection. Environmental Impact: 13Adverse effects of wind turbines have been documented: a recent Final Programmatic Environmental Impact Statement (BLM 2005a) lists the following: use of geologic and water resources; creation or increase of geologic hazards or soil erosion; localized generation of airborne dust; noise generation; alteration or degradation of wildlife habitat or sensitive or unique habitat; interference with resident or migratory fish or wildlife species, including protected species; alteration or degradation of plant communities, including occurrence of invasive vegetation; land-use changes; alteration of

visual resources; release of hazardous materials or wastes; increased traffic; increased humanhealth and safety hazards; and destruction or loss of paleontological or cultural resources. Beneficial environmental effects result from the reduction of adverse impacts of other sources of energy generation, to the degree that wind energy allows the reduction of energy generation by other sources. The killing of bats and birds has been an objectively quantifiable effect. Birds can be electrocuted along transmission and distribution lines or killed by flying into them. Several species of bats in North America also have been reported killed by collisions with wind-energy installations. Global Impact: 14Worldwide wind power generation exceeded 250 billion kilowatt hours in 2009, which is equivalent to the annual electricity consumption of over 22 million average households in the United States. Wind generation increased by about 20% from 2008 to 2009, and has more than tripled since 2004. This growth is mostly due to capacity increases in the United States, China, India and Western Europe. Despite this growth, the world still generated only 1% of its total electricity from wind power in 2009.

32

Facts about Energy Sources — IV Session 2 — Volunteer Reference Hydro Power Cost: 1In 2008, U.S. electricity generation by source and weighted average cost per kWh for hydropower was 3 cents. Water is free, so the cost is related to expensive dams and power plants that have to be built to harness the water’s energy. Availability: Hydropower is a renewable resource. 15U.S. Department of Energy Secretary Steven Chu noted a key benefit of hydropower: potential hydro energy can be stored behind dams and released when it is most needed. Safety: 16Hydropower is one of the project types in which the Federal Energy Regulatory Commission regulates both the construction and operational phase of a project. Dam safety is a critical part of the commission’s hydropower program and receives top priority. Before projects are constructed, the commission staff reviews and approves the designs, plans and specifications of dams, powerhouses and other structures. During construction, commission staff engineers frequently inspect a project, and once construction is complete, commission engineers continue to inspect it on a regular basis. Environmental Impact: 2While hydropower (hydroelectric) generators do not directly produce emissions of air

pollutants, hydropower dams, reservoirs and the operation of generators can have environmental impacts. A dam to create a reservoir may obstruct migration of fish to their upstream spawning areas. A reservoir and operation of the dam can also change the natural water temperatures, chemistry, flow characteristics and silt loads, all of which can lead to significant changes in the ecology (living organisms and the environment) and rocks and land forms of the river upstream and downstream. These changes may have negative impacts on native plants and animals in and next to the river, and in the deltas that form where rivers empty into the ocean. Greenhouse gases, carbon dioxide and methane, may also form in reservoirs and be emitted to the atmosphere. The exact amount of greenhouse gases produced from hydropower plant reservoirs is uncertain. Hydro turbines kill and injure some of the fish that pass through the turbine. Global Impact: 17Between 2007 to 2030, The World Energy Outlook projects hydropower consumption will drop from 16% to 14%. 2The west coasts of the United States and Europe and the coasts of Japan and New Zealand are good sites for harnessing wave energy.

Biomass Power Cost: 1In 2008, U.S. electricity generation by source and weighted average cost per kWh for biomass power was 15 cents. Availability: Biomass is a renewable resource. 18 EIA’s estimation of biomass resources shows that there are 590 million wet tons (equivalent to 413 million dry tons) of biomass available in the United States on an annual basis. Safety: 19Potential hazards in biofuels production and handling include: fire and explosion hazards of biofuels, chemical reactivity hazards in biofuel manufacturing and toxicity hazards in biofuel manufacturing. 21 In 2009, The American Lung Association urged that legislation not promote the combustion of biomass. Burning biomass could lead to significant increases in emissions of nitrogen oxides, particulate matter and sulfur dioxide and have severe impacts on the health of children, older adults and people with lung diseases. Environmental Impact: 20Burning biomass emits toxic pollutants like lead, carbon monoxide, nitrogen oxides and particulate matter. 21The level of GHG emissions associated with a particular biofuel depends

33

on the energy used in growing and harvesting the feedstock, as well as the energy used to produce the fuel (e.g., coal, natural gas, biomass). On a full fuel-cycle basis, corn ethanol has the potential to reduce greenhouse gas emissions by as much as 52% over petroleum-based fuels. Even better, ethanol made from cellulosic feedstocks, such as switchgrass, or agricultural residues, such as corn stover, has the potential to reduce greenhouse gas emissions by as much as 86%, compared to gasoline. Biofuels have the added benefit of providing a “carbon sink.” As crops grow to produce the feedstocks for making the biofuel, they absorb carbon dioxide from the atmosphere. Global Impact: 2Wood continues to be a major source of energy in much of the developing world. 22Global biofuel production has tripled from 4.8 billion gallons in 2000 to about 16.0 billion in 2007, but still accounts for less than 3% of the global transportation fuel supply. About 90% of production is concentrated in the United States, Brazil and the European Union (EU). Production could become more dispersed if development programs in other countries, such as Malaysia and China, are successful.

Facts about Energy Sources — V Session 2 — Volunteer Reference Solar Power Cost: 1In 2008, U.S. electricity generation by source and weighted average cost per kWh for solar energy was 22 cents. Availability: Solar power is a renewable resource. 2The amount of sunlight that arrives at the Earth’s surface is not constant. It varies depending on location, time of day, time of year and weather conditions. As the sun doesn’t deliver that much energy to any one place at any one time, a large surface area is required to collect the energy at a useful rate. California has the world’s biggest solar thermal power plants. Safety: 23Workers in the solar energy industry are potentially exposed to a variety of serious hazards, such as arc flashes (which include arc flash burn and blast hazards), electric shock, falls and thermal burn hazards that can cause injury and death. Solar energy employers are covered by the electric power generation, transmission and distribution standards and therefore may be required to implement the safe work practices and worker training requirements of OSHA’s Electric Power Generation, Transmission and Distribution Standard, 29 CFR 1910.269. Environmental Impact: 2There are some toxic materials and chemicals, and various solvents and alcohols, that are used in the manufacturing process of photovoltaic cells

(PV), which convert sunlight into electricity. Small amounts of these waste materials are produced. Solar thermal power plants can harm desert ecosystems if not properly managed. Birds and insects can be killed if they fly into a concentrated beam of sunlight, such as that created by a “solar power tower.” Some solar thermal systems use potentially hazardous fluids that require proper handling and disposal. Concentrating solar systems may require water for regular cleaning of the concentrators and receivers and for cooling the turbine-generator. Using water from underground wells may affect the ecosystem in some arid locations. 24Some of the best sites for a solar power plant are fragile ecosystems where building new facilities can disrupt animal migration patterns or change the landscape. Power plant construction also adds to the cost, since some of the most efficient sites with high levels of sunlight are located in remote deserts. This also requires power plant builders to add high-capacity power lines to carry the energy to distant population centers, furthering the impact of construction and adding to the cost even more.

Digital Learning Application

Global Impact: 25Covering 4% of the world’s desert area with photovoltaics could supply the equivalent of all of the world’s electricity. The Gobi Desert alone could supply almost all of the world’s total electricity demand.

Description

1

Morgan, J. ( 2010, April 2). Comparing Energy Costs of Nuclear, Coal, Gas, Wind and Solar. Retrieved on October 10, 2011 from http://nuclearfissionary.com/2010/04/02/comparing-energy-costs-ofnuclear-coal-gas-wind-and-solar/

10

Blodgett, L & Slack, K. (2009, February 15). Geothermal 101: Basics of Geothermal Energy Production and Use. Retrieved on November 8, 2011 from http://smu.edu/smunews/geothermal/ Geo101_Final_Feb_15.pdf

2

US Energy Information Administration. (2010). Energy Kids. Retrieved July 7, 2011 from http://www.eia.gov/kids/energy. cfm?page=2

11

United States Department of Labor. (2011) Green Job Hazards: Wind Energy. Retrieved on October 15 from http://www.osha.gov/ dep/greenjobs/windenergy.html

3

American Petroleum Institute. (2009, February). Safety Data Sheets: Petroleum Industry Practices. Retrieved on November 3, 2011 from http://www.americanpetroleuminstitute.com/ehs/health/ upload/SDS_Petroleum_Industry_Practices_Feb2009.pdf

12

The National Academies Press. (2007). Environmental Impacts of Wind-Energy Projects. Retrieved on November 8, 2011 from http://www.nap.edu/catalog.php?record_id=11935

13

4

US Energy Information Administration. (2011). Petroleum and Other Liquids. Retrieved November 5, 2011 from http://www.eia. gov/petroleum/

United States Department of Labor. (2011) Green Job Hazards: Wind Energy. Retrieved on October 15 from http://www.osha.gov/ dep/greenjobs/windenergy.html

14

5

Wakim, P. (1996). Petroleum Industry Environmental Performance Sixth Annual Report. Retrieved on November 7, 2011 from http://www.eia.gov/emeu/finance/usi&to/downstream/ piep98.pdf

US Energy Information Administration. (2011, August 2). How much of the world’s electricity supply is generated from wind and who are the leading generators? Retrieved on November 10, 2011 from http://www.eia.gov/energy_in_brief/wind_power.cfm

15

US Department of Energy. (2009, June 30). Recovery Act Announcement: Obama Administration Announces up to $32 Million Initiative to Expand Hydropower. Retrieved on October 8, 2011 from http://apps1.eere.energy.gov/news/progress_alerts.cfm/ pa_id=195

6

7

World Coal Association. (2011). Coal & Society The global energy system faces many challenges. Retrieved on November 5, 2011 from http://www.worldcoal.org/coal-society/ National Energy Technology Laboratory . (2008, December). Clean Coal Demonstration and Deployment: A Vital Step on the Path to a Cleaner Energy Future Retrieved on November 8, 2011 from http://www.netl.doe.gov/newsroom/features/12-2008.html

8

MarketResearch.com. (2011, February 1). Global Shale Gas Technologies and Markets. Retrieved November 6, 2011 from http://www.marketresearch.com/SBI-v775/Global-Shale-GasTechnologies-6071853/

9

NaturalGas.org. (2011). How much Natural Gas is there? Retrieved on November 5, 2011 from http://naturalgas.org/ overview/resources.asp

APP-ortunity Session 2 App Energy Planet

Platform/ Operating System Android Devices

See how day-to-day choices make an impact on your carbon footprint. Personalize your “app world” to make it mirror your own. Take a quiz to see how clean and green you really are and receive helpful tips to minimize your impact on the planet. Reference the appendix for additional compatibility information and details.

19

United States Department of Labor. (2011) Green Job Hazards: Biofuels Energy. Retrieved on October 15 from http://www.osha. gov/dep/greenjobs/biofuels.html

20

Mainville, N. (2011, October). Fueling a Biomess. Retrieved on November 4, 2011 from http://www.greenpeace.org/canada/ Global/canada/report/2011/10/ForestBiomess_Eng.pdf

21

US Department of Energy. (2010, October 26). Environmental Benefits. Retrieved on November 4 from http://www1.eere.energy. gov/biomass/environmental.html

22

Coyle, W. (2007, November). The Future of Biofuels: A Global Perspective. Retrieved on November 4 from http://www.ers.usda. gov/AmberWaves/November07/Features/Biofuels.htm

16

Federal Energy Regulatory Commission. (2011, October 3). Dam Safety and Inspectioner. Retrieved on October 8, 2011 from https://www.ferc.gov/industries/hydropower/safety.asp

23

United States Department of Labor. (2011) Green Job Hazards: Geo-thermal Energy. Retrieved on October 15 from http://www. osha.gov/dep/greenjobs/geothermal.html

17

International Energy Agency. (2009).World Energy Outlook. Retrieved on October 8, 2011 from http://www. worldenergyoutlook.org/docs/weo2009/WEO2009_es_english.pdf

24

Pros & Cons of Solar Power Plants | eHow.com http://www. ehow.com/list_7162168_pros-cons-solar-power-plants. html#ixzz1ld20AXRD

18

US Energy Information Administration. (2010). Biomass for Electricity Generation Retrieved July 7, 2011 from http://www. eia.gov/oiaf/analysispaper/biomass/

25

US Energy Information Administration. (2011). Solar Explained. Retrieved on October 15 from http://www.eia.gov/ energyexplained/index.cfm?page=solar_where

To better understand comparisons between various measurements for different energy sources, please visit http://www4.uwsp.edu/CNR/wcee/keep/Mod1/Whatis/energyresourcetables.htm.

34

3

Session Three Overview In this session, students will begin to understand why natural gas is so important to Pennsylvania and the country, and they will begin to learn about the jobs in this industry.

Objectives t Recognize how dependent we are upon energy t Explore shale and how its vast natural gas resources are tapped t Describe the process of drilling a horizontal well t Explain the steps taken to protect the environment from the drilling activity t Identify Marcellus Shale deposits and other shale plays on a map t Recognize the job potential associated with the drilling of a well t Differentiate between the upstream, midstream and downstream sectors of the natural gas industry

Materials t Student Workbooks t Calculators (optional) t Table Tents t Internet Access

Pre-Session Activities Pre-Session Facilitator Responsibility Familiarize yourself with the lesson/script. It is written as a 45-minute lesson plan. It will need to be amended in order to meet shorter/longer time frames. This session includes one extension activity and should be assigned for students to complete prior to session 4. Pre-Session Student Activity Classroom teachers may ask students to familiarize themselves with the Reference Section of Session 3 entitled, “Unlocking the Treasure Within: Shale Gas”. These documents will serve as reference resources for activities during Session 3. Classroom teachers might have students read this material for homework and/or may have them take approximately 15-20 minutes in a class prior to the third session to review the documents.

35

Suggested “Timing” Intro and Energy Foot print Review: 10 minutes Video and Activity 2: 15 minutes Activity 3: 10 minutes Activity 4: 10 minutes

Session 3 Key Words Marcellus Shale, Hydraulic Fracturing (Fracking), SDW, Methane, Super-Giant

Session 3 Activities Activity 1 — Volunteer Script Today we are going to begin by looking at your energy footprint documents. You are going to work with a partner to answer a series of questions. Please look at “Activity 1 (Energy Footprint Review)” on page 22 of your workbook. You will also need to utilize “Activity 3 Energy Footprint” (page 13) to complete this activity. Find your grand total value of watts per hour on page 13 and transfer that number to the first blank on the “Energy Footprint Review” page. Next, divide that number by 1000 in order to calculate the kilowatt hours (kWh’s) for your usage. Next you will record that value on the next line “Your calculated kWh’s”. Finally, we are going to look at how much your energy use cost would be utilizing each of our nine energy sources and estimated cost per kWh (2008). When you are finished, you will then compare your energy costs with a partner to examine who is using more energy. Then, take a moment to answer the question at the bottom of the activity sheet. You will want students to recognize that energy use varies among individuals and can be impacted by things like the number of TVs, lamps, etc. You also want students to recognize that the energy source can significantly impact cost. Finally, you also want them to recognize that there is no single energy source. For instance, while hydropower is inexpensive, we do not have enough hydroelectric power plants to serve all of our energy needs. Likewise, coal is inexpensive but has some environmental impacts and it is nonrenewable (meaning it is only available in a finite amount).

Energy Footprint Review Activity 1 How much does your energy use cost? In order to determine how much energy costs, you have to take the total number of watts (Grand Total from Energy Footprint Worksheet) and divide that by 1000 in order to determine how many kWh of energy is necessary. (kWh is how electricity is purchased.) After you know your kWh usage, then you can determine your energy footprint. GRAND TOTAL FROM SESSION 2 HOMEWORK

÷

GRAND TOTAL

1,000

=

kWh

YOUR CALCULATED kWh’s = ENERGY SOURCE

x PRICE PER kWh

0JM

.10

Coal

.04

Natural Gas

.10

Nuclear Power

.04

Wind Power

.08

Solar Power

.22

Geothermal Power

.15

Hydro Power

.03

BioMass Power

.15

COST OF YOUR DAILY ENERGY USE

Obviously Hydro Power would cost the least, but it isn’t just about final cost. When you are making decisions about energy sources, you need to also think about things like availability over time, environmental impact, etc. What would be some reasons why we don’t use Hydro Power as our exclusive energy source? Unfortunately, there is not enough “flowing water”/dams to create the amount of energy that is required daily in the United States.

36

Session 3 Activities Activity 1 — Volunteer Script Today we will be focusing in on one source of energy that is making news in the Pennsylvania region, natural gas associated with Marcellus Shale. What do you know about natural gas and Marcellus Shale? (Allow students to provide what they know, correct anything that is not accurate.) Take a minute to look at the two documents located at the end of your Session 3 section. One provides an overview of Marcellus Shale, including what it is and how it was formed. The other provides some facts associated with the harvesting of this valuable resource. Shale is a black, low-density, organic rich rock that is found in the subsurface of the earth. One of these shale plays is called the Marcellus Shale and is found beneath much of Ohio, West Virginia, Pennsylvania and New York. It was formed during the Middle Devonian Age, which was around 416 to 359 million years ago. Organic matter was deposited along with sediment, which eroded from an ancient mountain range, and was compressed over a long period of time. Geologists discovered Marcellus Shale because its black color made it easy to spot in the field and its slightly radioactive signature made it easy to identify on a geophysical well log, which is a log based on samples brought to the surface during the drilling process. If fully developed, the Marcellus Shale has the potential to be the second largest natural gas field in the world, behind only the field shared between the nations of Iran and Qatar. Despite its abundance, Marcellus Shale has been left virtually untouched until recently for two reasons. First, the original estimates of the amount of gas that it could produce were very low. The other reason was that traditional vertical well drilling would not efficiently collect the gas distributed in the shale. Consequently, economically, it was not worth it. However, with advanced technologies, including the introduction of horizontal well drilling, the potential to efficiently collect these vast reserves was realized. Advances in technology also helped scientists to realize that the Marcellus Shale formation likely contained considerably higher amounts of natural gas than was originally suspected.

37

UNLOCKING THE TREASURE WITHIN

SHALE GAS What Is Shale Gas? The term shale refers to rich, organic black rock located beneath the Earth’s subsurface. It is within this fine-grained sedimentary rock that some of the world’s most valuable and plentiful oil and natural gas deposits can be found. In addition to wondering how to tap these deposits, many question how this incredibly valuable energy source got “locked” deep within the layers of the sedimentary rock we call shale. Millions of years ago, relatively shallow bodies of water covered much of the areas where we now find shale gas. As erosion of the earth took place over millions of years, tiny rock particles and rich, organic matter such as algae and small organisms sank to the floor of these sea basins, where they were deposited and compressed. Layer upon layer, these materials accumulated in the slow-moving waters of low-lying areas. The carbon-rich organic matter became encased in multiple layers of compressed sediment and mineral fragments. Over time, the enormous pressure of the upper layers contributed to compaction and solidification of the lower layers. As millions of years passed, the organic matter locked within the tightly packed layers of sediment decomposed, releasing the main component of natural gas, methane. Larger pockets of organic matter resulted in larger reserves of natural gas. But, due to the tightly packed sediments that compose this shale, only small pores and tiny, naturally occurring fractures within the rock provided areas or “pockets” where natural gas could collect. The layers of shale that eventually formed above have served as a cap, locking vast amounts of natural gas deep within this geological formation for millions of years. In some instances, as a result of natural processes, oil and natural gas were able to travel through the cracks, crevices and tiny pores that existed between the particles, and migrate toward Earth’s surface. However, due to the largely impermeable nature of shale, often this is not the case. Enormous deposits of oil and natural gas remain trapped within the miniscule pores that are a naturally occurring characteristic of the shale rock that makes up formations found across the United States.

Where Is It Found?

Shale formations, also known as ‘shale plays’, are geographic areas where oil and natural gas deposits are actively being pursued. These plays can be found throughout the United States, although they are largely concentrated in the Mountain West, the South and throughout the Northeast. The major plays number over twenty, and spread through at least twenty states. SOME MAJOR U.S. SHALE PLAYS Antrim

.JDIJHBO *MMJOPJT 0IJP

Bakken

North Dakota, Wyoming

Barnett

Texas

Eagle Ford

Texas

Fayetteville

"SLBOTBT

Haynesville

Texas, Louisiana

Marcellus

1FOOTZMWBOJB /FX:PSL 0IJP 8FTU7JSHJOJB ,FOUVDLZ

Woodford

0LMBIPNB

38

UNLOCKING THE TREASURE WITHIN

SHALE GAS

Source: Energy Information Administration based on data from various published studies. Updated: March 10, 2010

39

Where Is It Found? (continued)

Releasing the Reserves

Many shale plays are so expansive, that only portions have thus far been tapped for production. As shale plays emerge and exploration continues at a swift pace, companies focus on tapping reserves in what they refer to as “sweet spots” — those areas known to have the highest rates of production. The production of each shale play varies, and although one particular shale play may be smaller than another, size is not necessarily indicative of the formation’s productivity. Companies try to estimate how much recoverable shale gas can be found in a particular area. However, those estimates change as new technologies and techniques continue to evolve. New reserves are being discovered at such a rapid pace that maintaining an accurate map can be a challenge for both industry and government.

Although scientists had known of the existence of gas within many shale formations throughout the U.S. and in other parts of the world, it was not until recently that technological advances have provided more efficient, cost effective ways of tapping these natural gas reservoirs. For years, conventional, vertical wells rarely yielded large volumes of natural gas, and were expensive to establish and maintain. Today, more advanced, cost effective horizontal drilling techniques and accompanying engineering technologies have allowed greater access to the reservoirs of gas found deep within the earth. Although the newer wells initially appear to be created vertically, they take a noticeable turn, resulting in a horizontal formation. Once drilled, the process of using highly pressurized fluids to create additional fractures or fissures within the rock, called hydraulic fracturing (often referred to as “fracing” or “fracking”) is used. This process has further served to increase the permeability of the gas reservoirs, allowing for greater flow of gas into the horizontal well (see diagram). In addition, due to their shape, horizontal wells offer accessibility to a larger area of rock, while at the same time minimizing the environmental impact on the surrounding land.

UNLOCKING THE TREASURE WITHIN

The Importance of Water

SHALE GAS

As strange as it may initially sound, you may often hear water ater and a natural natu gas mentioned ment within the same conversation. This is because in order to tap the vast natural gas resources locked deep within the layers of the earth, millions of gallons of water are essential for the establishment and maintenance of a natural gas well. Consequently, this large volume of water must be carefully handled and specially treated so as to minimize or eliminate any adverse effects on local water resources and the surrounding environment. Regulations and guidelines ensure that natural gas companies must safely handle and dispose of any potentially contaminated fluids from their wells. During the initial well drilling, water mixed with clay or mud, helps to lower the temperature of the drill bit and helps to carry rock cuttings out of the borehole and to the surface. This initial process requires approximately 100,000 gallons of water. Once the well has been drilled, the hydraulic fracturing process takes place. This process requires the use of over 5 million gallons of water. This often leads many to wonder where the water will come from and how it will be managed when the drilling and fracturing processes cease. Sometimes, local water supplies may provide what is needed, other times the water is trucked in from other areas. And, although this may sound like a lot of water, deep shale natural gas is actually one of the most water efficient fuel sources, using five times less water than is used for coal and 1000 times less than what is used for ethanol production. During the hydraulic fracturing process, a mixture of water, sand and other special purpose additives are pumped underground using special trucks and other machinery. Water constitutes approximately 99% of this mixture, with the other additives making up the remaining 1%. Each additive performs a special function in the process. The mixture is self-contained, and not exposed to the surface environment. However, because of the water’s close contact with the underground rock layers during the natural gas production process, the recovered or “produced water” may contain a variety of materials such as salt, hydrocarbons and suspended solids. Trace amounts of additives used during the production process may also still be present. Special separators separate the water from the gas, and produced fluids travel from separators to special containment tanks made of heavy materials, which are continually monitored electronically. Safe management and disposal of these large quantities of contaminated fluids from each well can lead many to be concerned, especially with regard to surface and groundwater resources. The federal Environmental Protection Agency (EPA) provides standards for the industry, and oversees and inspects the wastewater management and disposal processes. A commonly used traditional approach for managing the produced water includes saltwater disposal wells (SDWs). With SDWs, produced water is trucked to areas where it is injected deep beneath the ground into layers of porous rock, separated by thousands of feet of nonporous or impermeable rock, and deep beneath groundwater sources. However, with continual advances in technology, many companies now opt for other state-of-the-art ways of managing the produced water with advanced, energy efficient filtration systems. Some companies are now able to process, purify and recycle between 60–100% of the produced water at a single job site! After testing, this recycled water can even be reused at subsequent drilling sites.

Tapping the Opportunities With such a massive, natural resource beneath much of Pennsylvania and surrounding states, opportunities continue to grow as companies establish drilling operations throughout the region. Employment opportunities in a variety of sectors, requiring varying levels of education and training, provide a range of options for individuals with a vast array of skills and interests. Finding enough skilled, qualified workers to meet the need has proven difficult, however. Demand has consistently been greater than supply, thus forcing companies to look for employees who reside out-of-state, although a skilled, local workforce is preferable to most. And, as development and drilling operations continue to flourish throughout the Marcellus Shale region and the demand for clean energy continues to increase worldwide, the demand for qualified individuals will no doubt exist for years to come.

40

Session 3 Activities Activity 2 — Volunteer Script Please turn to Activity 2, “The Drilling Process” on page 26 of your workbook. We are going to watch a short video that provides an overview of the well drilling process. Please use Activity 2, “The Drilling Process”, to place in chronological order the events in drilling a horizontal well. When the video is complete, have students volunteer answers to the order of events. The video for Session 3, Activity 2, can be found at the following addresses: YouTube — http://www.youtube. com/watch?v=Dw75sxAG8xw or at the PIOGA (Pennsylvania Independent Oil & Gas Association) website — http://www.pioga.org/news/new-video-posted-of-horizontal-drilling-animation/.

Session 3 Activities

The Drilling Process Activity 2

Activity 3 — Volunteer Script

Instructions After viewing the Marcellus Shale drilling process video, place the following steps in the drilling process in chronological order (1-12). The first step has been completed for you.

ORDER

3 10

The drilling of the vertical section then continues to approximately 500 feet above UIFIPSJ[POUBMTFDUJPO5IJTJTLOPXOBTUIF,JDL0GG1PJOU ,01 

The frac plugs are drilled out and the gas can flow up the well bore.

1

"ESJMMCJUJTNPVOUFEPOUIFFOEPGBESJMMQJQFBOEDPNQSFTTFEBJSJTQVNQFEEPXOUIFESJMM pipe to flush rock cutting from the hole to the surface.

6

"UFNQPSBSZXFMMIFBEJTJOTUBMMFE

7

1FSGPSBUJOHPGUIFDBTJOHOPXPDDVST"QFSGPSBUJOHHVOJTJOTFSUFECZBXJSFMJOF"OFMFDUSJDBM current is sent through the line to the gun, setting off a charge that shoots small holes through the cement casing into the shale formation.

11

"QFSNBOFOUXFMMIFBEBOEPUIFSTVSGBDFFRVJQNFOUJTJOTUBMMFE5IJTXFMMIFBEJTBMTPLOPXO as a Christmas tree.

4 12

41

DESCRIPTION

"EPXOIPMFESJMMJOHNPUPSESJMMTUIFBOHMFEPSDVSWFEQPSUJPOPGUIFIPMFVOUJMJUSFBDIFTUIFTUBSU PGUIFIPSJ[POUBMTFDUJPO BMTPLOPXOBTUIFMBUFSBM

"QJQFMJOFJTCVJMUUPUSBOTQPSUUIFHBTUPUIFQJQFMJOFOFUXPSL

2

5IFIPMFJTESJMMFEUPKVTUVOEFSUIFEFFQFTUGSFTIXBUFSOFBSUIFTVSGBDF5IFESJMMQJQFBOECJUBSF removed so that surface casing and a layer of cement can be inserted to isolate the hole from the fresh water.

8

)ZESBVMJDGSBDUVSJOHJTVTFEOPX1SFTTVSJ[FEXBUFS TBOEBOEMVCSJDBOUTBSFGPSDFEUISPVHI the perforations, which causes the shale to fracture.

5

When the targeted distance of the entire well bore is reached, production casing is inserted and cement is once again used to secure the well bore and to prevent hydrocarbons and other fluids from seeping out.

9

'SBDQMVHTBSFVTFEUPTFQBSBUFTFDUJPOTPGUIFXFMMCPSFTPUIBUUIFQSPDFTTPGQFSGPSBUJOH and hydraulic fracturing can be repeated to cover the entire distance of the well bore.

Now that we have a sense of how the natural gas is harvested, it is important that you understand there are different types of gas found within the Marcellus Shale formation. There is dry gas in the northeastern part of the state. It is mostly methane. In the western part of the state, there is wet gas. It has natural gas liquids including ethane, butane (lighters), propane (on your grill) and pentane. They can be separated and used to make other products. Wet gas is therefore considered to be more valuable in the marketplace, as the natural gas liquids can also be sold as a commodity. Now we are going to take a closer look at where these resources are found in our state. Please turn to Activity 3 on page 27 of your workbook, “The Marcellus Shale Formation: Where Is This ‘Super Giant’?” Please use the county map on the next page to label the counties where the Marcellus Shale formation exists. The icon next to the map documents where the natural gas reserves are located. When you are finished, take a few minutes to answer the follow-up questions.

Activity 3 — Volunteer Script (continued) Circulate to assist students in completing their maps. Allow them to work in pairs to complete the follow-up questions. When they are finished, have students volunteer answers.

The Marcellus Shale Formation Where Is This “Super Giant”? Activity 3 Instructions The enormous Marcellus Shale formation can be found beneath a large portion of Pennsylvania and bordering states. In fact, the “Super Giant” can be found beneath a majority of the 67 Pennsylvania counties. But in which counties is it? Identify each of the PA counties where the Marcellus Formation occurs in subsurface or outcrop by writing their names in the correct locations on the map below. !

!

!

© Geo Geology.com eol ology o .com

!

Approximate Extent of Marcellus Formation in Pennsylvania

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

Erie

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

Tioga

!

!

Potter

!

!

McKean

Susquehanna

!

Bradford

!

Warren

!

!

!

!

!

!!

!

!

!

!

!

!

!

!

!

!

Crawford

! !

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!!

!

!

Wayne

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

! !

!

!

!

!

!

!

!

!

!

!

!

!

Pike

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

Lackawanna

!

Lycoming

!

!

!

!

Sullivan

!

!

!

!

Wyoming

!

!

!

!

!

!

!

Cameron

!

!!

!

!

Venango

!

Elk

!

!

!

!

!

!

!

! !

!

!

Mercer

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

Forest

! !

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

! !

!

!

!

!

!

!

!

!

!

!

! !

!

!

!

!

!

!

Monroe

!

!

!

!

!

!

!

Columbia

!

!

!

!

!

!

!

!

!

! !

! !

!

!

Luzerne

!

!

!

Clinton !

!

! !

!

!

Jefferson

!

Clarion

!!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

! !

!

!

!

!

!

!

!

!

! !

!

!

! !

!

!

! !

!

!

! !

!

!

!

!

ila

! !

a

hi

!

!

! !

de

!

! !

!

Ph

!

!

!

!

!

!

!

!

! ! !

!

! !

!

!

!

!

!

!

! !

! !

!

! !

lp

!

!

!

!

!

!

!

! !

! !

!

!

!

!

!

!

!

! !

!

!

!

! !! !

!

!

! !

!

!

!

!

!

!

!

!

!

!

!

!

De

!

!

!

!

!

Adams

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

are law

!

!

!

York

!

!

!

Chester

!

!

!

!

Lancaster

!

!

!

!

! !!

!

!

!

Greene

Franklin

! !

!

!

!

!

Fulton

!

!

!

!

Bedford

!

!

!

!

Somerset

!

Fayette

!

!

!

ery

!

!

!

!

!

Bucks !

om

!

!

!

!

!

!

!

!

!

!

!

!

!

! !

!

!

!

!

!!

!

!

!

!

!

!

Cumberland

!

!

!

!

!

!

ntg

! !

! !

!

!

!

Mo

!

! !

!

!

!

!

!

!

!

!

!

Lebanon

!

!

!

!

!

! !

!

Dauphin !

! !

!

!

!

!

Washington

Perry

!

!

Huntingdon

!

!

!

!

!

!

!

!

!

!

!!

!

!

!

Berks

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

! !

!

!!

!

! !

!

! !

! !! !

Blair

Marcellus Formation occurs in subsurface or outcrop

!

!

!

!

!

!

!

!

!

!!

!

!

!

Westmoreland

!

!

!!

!

!

!

!

Cambria

Lehigh

!

!

!

!

!

!

!

!

!

!

!

!

!

!

! !

!

! !

!

!

!

!

N

!

!!

!

Juniata

!

No

!

!

!

Schuylkill

!

!

! !!

!

!

!

!

!

!

!

!

n

pto

rth

!

! !

!

Mifflin

!

!

!

!

!

Indiana

!

!

!

!

!

um orth

!

!

!

!

!

!

!

! !

!

!

!

!

!

Allegheny

!

nd

berla

Snyder

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

! !

!

! !

!

!

!

am

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

Armstrong

!

!

!

!

!

! !

!

!

!

Beaver

!

Carbon

!

!

!

!!

!

Centre

!

!

!

!

!

!

! !

!

Union

!

!

!

!

!

!

!

! !

!

!

!

!

Clearfield

!

Butler

!

!

Montour

!

!

!

!

!

!

!

!

!

!

Lawrence

!

!

!

!

!

!

!

!

!

!

!

!

!

! !

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!!

!

!

!

!

!

!

!

!

!

-PDBUFUIFDPVOUZJOXIJDIZPVMJWF NBSLZPVSIPNFUPXOXJUIBTNBMM EBSLDJSDMF t BOEJODMVEFZPVS town’s name. 2. Is the Marcellus Shale formation found in your area? TYES TNO 3. Which would likely be the least profitable use of this land out of the following options: farming, developing housing or seeking a Marcellus Shale gas lease? Explain. Seeking a gas lease. The Marcellus Shale formation is not located in Lancaster County.

4. You are interested in purchasing a second parcel of land in Pennsylvania. You notice an advertisement for a 200-acre plot in Clearfield County. If you purchased the parcel, which would likely be the most profitable use of this land out of the following options: farming, timbering, seeking a Marcellus Shale gas lease or a combination? Explain. A gas lease for sure. Depending on the terrain, you could also consider timbering and farming.

42

!

Session 3 — Where Are the Jobs? Activity 4 — Volunteer Script Now I want you to take a look at the “Where Are the Jobs?” activity in your booklet on page 29. Rather than look at specific jobs associated with Marcellus Shale, we are going to look at the job potential associated with the drilling of a single well. Take a minute and read the introduction on that page. When students are finished check their figures against the key and have them answer the final question.

Session 3 Post-Lesson Activities

Where Are the Jobs? Activity 4

Activity 4 Extension — Volunteer Script

The drilling of a single well requires 400 people working in nearly 150 occupations. 47% of a well’s workforce consists of jobs that do not require a 4-year degree: general labor (20%), heavy equipment operators (17%) and on- and off-road truckers required to have a commercial driver’s license (10%). (shalenet.org)

Below is a chart listing the number of wells drilled in 2010 in several PA counties. Using the information above, complete the chart below. JOBS THAT DO NOT REQUIRE A BACHELOR’S DEGREE 30,644

WELLS DRILLED IN 2012

ESTIMATED JOBS

JOBS REQUIRING BACHELOR’S DEGREE

Bradford

163

65,200

34,556

McKean

5

2,000

1,060

940

Armstrong

44

17,600

9,328

8,272

Susquehanna

193

77,200

40,916

36,284

Tioga

122

48,800

25,864

22,936

Washington

194

77,600

41,128

36,472

Lycoming

202

80,800

42,824

37,976

COUNTY

Pennsylvania Department of Environmental Protection – Office of Oil and Gas Management

47% of the jobs at well sites don’t require a 4-year degree. These positions offer an important opportunity to re-train and assist low-wage, unemployed and dislocated workers for jobs that have significant career growth opportunity and offer family-sustaining wages. Take a minute to talk to your neighbor and make a list of individuals who might benefit from the positions that don’t require extensive training. Some individuals who might be interested in securing the low-skill jobs could include individuals who lost their jobs, college students, high school drop-outs or those returning from the military.

43

Who did you identify as potential job-seekers for the non-4-year degree jobs (people who have lost their jobs, college students, highschool drop-outs, individuals returning from the military, etc.)? Next week we will take a closer look at exactly what jobs are available and what types of experiences/training are required to secure those jobs.

Activity 4 — Volunteer Script (continued) Today we have analyzed our individual energy footprints, learned about the Marcellus Shale formation and analyzed how a horizontal well is drilled. We also took a closer look at where natural gas resources are found in our state and explored the job potential associated with the drilling of a well. Next week we will be exploring how this industry can impact a small town. It is important to understand that the economic and social impacts of the Marcellus Shale natural gas industry go beyond simply harvesting (upstream sector). There are two other sectors of this industry. In the midstream sector, they store, market and transport the natural gas and natural gas liquids. In the downstream sector, they process the natural gas which includes selling and distributing natural gas, natural gas liquids and their products such as fabrics, glass, steel, plastics and paint. All Activity 4 — Extension of these sectors can significantly impact the Instructions economics and dynamics Write the letter of the phrase under the appropriate category below: Upstream, Midstream or Downstream. of a community. Your assignment for next time is to complete the extension activity located A) Processing natural gas at the end of Session B) Searching for natural gas fields 3 on page 30 in your C) Distribution of natural gas workbook identifying D) Drilling of exploratory well which types of activities E) Operating the natural gas wells are associated with F) Marketing natural gas Upstream upstream, midstream G) Distributing ammonia and downstream and fertilizer sectors. Thank you B, D, I, K H) Transporting natural gas for your attention, I) Bringing the natural gas and I am looking to the surface forward to meeting J) Removing by-products of natural gas with you next time!

Upstream, Midstream, Downstream

K) Hydraulic fracturing of the shale L) Manufacturing of fabrics, glass, steel, plastics and paint

Midstream E, F, H, J

Digital Learning Application

APP-ortunity Session 3 App State Impact

Platform/ Operating System Android Devices

Description

Downstream A, C, G, L

The “boom” in the extraction of natural gas is changing the landscape of northeastern and southwestern PA. This PA shale play app shows every natural gas well, which operators are currently digging, and where. Locate active wells in your county or municipality. Reference the appendix for additional compatibility information and details.

44

4

Session Four Overview The activities in this lesson will review Upstream, Midstream and Downstream Activities in the natural gas industry and analyze the impact new industry can have on a small town. In addition, the lesson will introduce economic concepts associated with boom and bust and strategies for community members to protect themselves in times of difficulty. Finally, the lesson will begin to look at the job opportunities made available to community members when a “well comes to town.”

Objectives t

Discuss the direct and indirect effects that a new industry can have on a community

t

Consider the “life span” of economic and job potential given the non-renewable nature of natural gas

t

Evaluate the importance of a financial plan for the students’ future and consider how Marcellus Shale opportunities might impact that plan

Suggested “Timing” Intro Upstream, Midstream, Downstream Activity: 10 minutes Impact Card Activity: 10 minutes Activity 3: 10 minutes Activity 4: 15 minutes

Session 4 Key Words Upstream, Midstream, Downstream, Boom, Bust, Entrepreneur, Interest, Money Market, IRA, 401(k), 403(b), The Marcellus Multiplier

t Analyze current economic data regarding the Marcellus Shale industry and apply that data to predict possible positive outcomes for Pennsylvania t Review and analyze job potential associated with the Marcellus Shale industry

Materials t Student Workbooks t Ball of Yarn t Impact Cards t Table Tents

Pre-Session Activities Pre-Session Facilitator Responsibility Familiarize yourself with the lesson/script. You will need to separate the impact cards and shuffle them. The adapted set of cards are color coded into three groups, providing students with a hint for the activity (all green cards come first, blue cards next and orange cards at the end of the timeline). You and the teacher can determine whether or not to explain the color coding to the students. Pre-Session Student Activity Classroom teachers may ask students to view “The Marcellus: An American Renewal.” This eight-minute video provides a great overview of the potential of Marcellus Shale as it relates to our energy needs and our critical need for economic growth. News clips from across the states are highlighted. This video can be accessed via YouTube (http://www.youtube.com/watch?v=i0uMHdpSXKc).

45

Session 4 Activities Homework Review Session 3, Activity 4 — Volunteer Script Today we are going to start by looking at the activity you completed for homework. Let’s quickly review some key terms. Your assignment asked you to identify practices/ activities as Upstream, Midstream or Downstream. What do those terms mean?

Upstream, Midstream, Downstream Activity 4 — Extension Instructions Write the letter of the phrase under the appropriate category below: Upstream, Midstream or Downstream.

Students should identify Upstream activities as being associated with harvesting, Midstream activities as being associated with storing, marketing and transporting and Downstream activities as selling and distributing. Let’s quickly review your answers.

A) Processing natural gas B) Searching for natural gas fields C) Distribution of natural gas D) Drilling of exploratory well E) Operating the natural gas wells

Upstream B, D, I, K

Have students share answers. If some of the answers are not correct, have students discuss why the correct answer is better than the original answer. Today we are going to begin to take a look at how all of those processes can impact the economy of a small town. If students were assigned the pre-activity video clip, spend some time having them share what they viewed in the video.

F) Marketing natural gas G) Distributing ammonia and fertilizer H) Transporting natural gas I)

Bringing the natural gas to the surface

J)

Removing by-products of natural gas

K) Hydraulic fracturing of the shale L) Manufacturing of fabrics, glass, steel, plastics and paint

Midstream E, F, H, J

The video: t Shows how the natural gas discovery changes the energy playing field t States we currently have a natural gas surplus t Previews many new job opportunities and their future outlook

Downstream A, C, G, L

t Introduces the Marcellus Multiplier and how money spent generates money in other areas t Demonstrates how abandoned businesses now find new life

Activity 1 — Volunteer Script In addition to all of the direct economic impacts, there are also many other benefits that can occur as a result of a Marcellus Shale natural gas well. Today we are going to do a simulation so that you can get a sense of the ripple effect one well can have on a community. The example you will be using is that of a Marcellus Shale natural gas well being drilled in the town of Boomtown. A company has begun the process of exploration and extraction of a large amount of Marcellus Shale natural gas just outside of the town limits. It is your job to figure out the timeline of events that could occur as a result of this extraction. You will have made a decision about whether or not to explain that the color coding of the cards provides the students with a hint about which cards come first (green ones are in the timeline first, next come blue and finally orange). Take out the card with the title, “Start” on it. Shuffle the remaining Impact Cards so that they are no longer in order. Go around the room and distribute the cards to students until all of the cards have been handed out. If there are more cards than students, give some students more than one card. If there are more students than cards, ask those students to pair up with someone else.

46

Activity 1 — Volunteer Script (continued) Please go ahead and read your cards. The cards are a mixed-up timeline of events that could happen when a Marcellus Shale natural gas company comes to town. It is your job to listen closely and when you think your card is the next card in the time line, raise your hand and share your card’s information. If you choose to explain the color coding, include the following in your directions: All of your cards are color-coded. Here is a hint: all of the green cards are found at the beginning of the timeline, the blue cards are found in the middle of the timeline and the orange cards are found at the end of the timeline. Depending on your group of students, you may find it helpful to split up the class in groups by the color of their cards and then in their small group have them decide what order their cards go in. After they determine the order in small groups, you can proceed with the yarn activity. CODE: CIE005

IMPACT CARDS

START It is an exciting time in Boomtown. A geologist has come to our town and discovered that there is natural gas under a layer of Marcellus Shale right here in our area. Farmer Ponderosa has been offered BIG BUCKS a month to lease his land.

Farmer Ponderosa accepts their offer and takes his first check to the local bank, Piggy’s Bank. The first thing he does is put half of the money into a savings account. He will earn 2% interest on his money there.

Farmer Ponderosa takes the rest of the money and goes down to the local hardware store, John Dearmeat, and buys a beautiful new bright green tractor. Farmer Ponderosa couldn’t be any happier than he is right now.

Piggy’s Bank is really happy right now. It intends to put Farmer Ponderosa’s money to good use. A man came to the bank today interested in buying a house in the area because he is going to be the foreman at the new Marcellus Shale natural gas site on Farmer Ponderosa’s farm. The bank will be able to loan Mr. Doug Drillbit money for his new house.

There are many opportunities for men and women just like Mack Haulit. So many, in fact, that the local town is starting to become a bustling community filled with hundreds of working men and women coming into work on the drill site.

One local business really thriving from having all of those workers in town is Crazy Sally’s Sloppy Joe House. It had been a local favorite for years and the new workers fell in love with Crazy Sally’s Secret Super Sloppy Sauce just as much as the locals.

Crazy Sally’s Sloppy Joe House is doing so well that Sally decided to build a giant deck off of the back of the restaurant. Local contractor, Bill Durup, is to build Crazy Sally the deck of her dreams, complete with tiki torches for nighttime dining.

The other great thing about the workers eating at Crazy Sally’s Sloppy Joe House is that everyone is getting stains on their shirts and pants. Now, that may not seem like good news to you, but for Mr. Bo Sparkly of Sparkly Dry Cleaner and Laundromat, it sure is!

Doug Drillbit loves his new house in Boomtown, but he doesn’t have much time to decorate because he needs to hire workers to start working on the drill site. He puts an ad in several local and state papers for many different types of employment opportunities.

The first person to answer Mr. Drillbit’s ad is a local man, Don Tavajob, who has been unemployed since last year. He is hired as a lease hand and will complete general labor jobs.

The second person to answer Mr. Drillbit’s ad is a professional driller, Dwayne Pipe. Dwayne is going to have to relocate to this area, so he also answers an ad for an apartment listed with Ms. Lotta Sales.

Lotta Sales is really excited to hear from Dwayne Pipe. She has been trying to find a renter for Anita Tenant for almost six months now.

Anita Tenant is also really excited about Dwayne Pipe renting her upstairs apartment. Now she will have a live-in handyman and enough money to start going back to Bingo three nights a week.

When Mr. Sparkly couldn’t clean clothes or when clothes were just worn out, workers and residents alike turn to the local store, Tallmart, for all of their clothing needs. Tallmart is having a great year and is starting to carry some higher-priced items like Ned Tardy t-shirts and Couch purses.

Those Couch purses are really calling to Suzie Saver. Suzie has never paid more than $20.00 for a purse in her life. However, now that she and her husband are both working at the new drill site, she has some extra disposable cash. What to do?

Suzie Saver bought herself the expensive Couch purse. People all over town are also starting to spend their money a little more freely, and the local business people are talking.

Local businesses realize that customers with extra money in their pockets are more comfortable spending it. Now, if people have money and are less worried about spending it, they probably won’t care if businesses started charging a little bit more for their products. After all, shouldn’t everybody be benefiting from this new-found wealth?

So, prices are rising all over town, as is quite common in areas of flourishing economies. Mr. Manny Mizer complains that it reminds him of the days before the Big Crash of ’87. But will anyone listen to him? What could they do to avoid another crash if Mr. Mizer is right?

As Mack Haulit enjoys his morning paper, he sees an ad for drivers needed at the new drill site. He has just finished earning his degree at ICU Drive University. What an opportunity!

Ask for a volunteer to start the timeline. Hand that student the “Start” card and a ball of yarn. Have the student read the card and then ask who thinks their information should be read next. Have that second student read the card. If he or she is correct (see order above), have the first student hold onto one end of the string and pass the yarn to the second student. If a student is not in the correct order, explain that someone has a card that comes earlier. Have the last student who is in the correct order read his or her card aloud and then ask the other students to review their cards to see if they think they should be next. Prompt students with the first few words if at any point they seem completely stuck. When all the cards are added to the timeline, the room should be covered with interconnected yarn. All of these interconnections happened because of the introduction of the Marcellus Shale industry to the town. This is called a boom period. A boom is characterized by an economy working at full or near-full capacity, strong consumer demand, low rate of unemployment and a rising stock market, usually accompanied by rapidly increasing consumer prices (inflation). In our Boomtown scenario, the introduction of Marcellus Shale natural gas industry provided a boom period for Boomtown. This is one possible scenario as to what can happen when a new industry enters a town. However, as with all simulations, it cannot show every possible outcome and effect the introduction of a new industry may make. Are boom periods a good thing? Students will likely say yes because industries are flourishing. Warn them that boom periods with inflation, or rising prices, can be just as hard on an economy as is unemployment. Plus, Marcellus Shale natural gas is a fossil fuel. It is nonrenewable. That means that a drill site has a certain time limit associated with various stages of its development.

47

Activity 2 — Volunteer Script Open your books to Activity 2: Extraction Timeline on page 32. Read along while I read the instructions. Read the instructions and then give the students three to five minutes to answer the questions and then go over the answers together.

Extraction Timeline Analysis Activity 2 Directions Carefully analyze the sample timeline of a natural gas well’s development. Then use the chart provided to answer the questions that follow. Extraction Timeline Lifespan totaling approximately 30–50 years Pipeline Construction Construction time depends on pipeline length Permitting

Drilling

Natural Gas Production

Up to 2 months

30–45 days

Wells can be productive over a 30–50 year period

Drilling & Completion

Production/Reclamation

Pre-Drilling Geology Studies

Stacking Well

Fracking & Completion

Reclaiming

Up to 6 months

30–60 days

1–2 weeks

1 month +

Mineral Rights © 2009 Marcellus Shale Education & Training Center Phases and Timeline of Marcellus Shale Natural Gas Well Development

Brundage, T., Jacquet, J., Kelsey, T. W., Ladlee, J. R., Lorson, J.F., Michael, L.L., & Murphy, T.B. (2010, June). Southwest Pennsylvania Marcellus Shale Workforce Needs Assessment. Retrieved July 18, 2011 from http://www.msetc.org/docs/NeedsAssessmentwithcoverSW.pdf#zoom=75.

1.

How long does the Pre-Drilling Phase last? Up to 10 months.

2.

Describe the changes you think this phase will make on the local community and economy. Answers will vary. Possible answers may relate to changes in the local environment, community members selecting sides on the issue of drilling and an influx of workers to the community. About two months (45 days plus two weeks).

3.

How long does the Drilling & Completion phase last?

4.

Describe the changes you think this phase will make on the local community and economy. Answers will vary. Possible answers may relate to effects on the local environment due to the drilling and an influx of workers to the community. 30–50 years.

5.

How long does the Production/Reclamation Phase last?

6.

Which phase do you think is commonly referred to as the “bust”? Explain why. For the surrounding communities, the phase that takes place at the end of drilling is commonly referred to as the “bust”. It is identified as the production/reclamation phase. Once the well has been established and the wellhead installed, the number of workers needed is significantly reduced, since the infrastructure is now established and most of the labor-intensive tasks have taken place. This leads to a sudden decline in workers, and consequently it is therefore seen as the “bust”. Production/Reclamation.

7.

Which phase do you think provides the most predictable, long-term jobs and residency?

8.

What phase(s) do you think are the most labor-intensive, resulting in the active employment of the most individuals? Explain. The most labor-intensive phase is likely the Drilling & Completion phase, because the well is being drilled and a large pipeline infrastructure must be installed. A vast workforce is required to perform a wide variety of tasks associated with this phase.

9.

In what ways do you think the length of a pipeline could influence employment for a particular well? The longer the pipeline, the greater the amount of time required to complete the well, thus workers may be employed for a longer period of time. Furthermore, the longer the pipeline, it is likely that more workers may be needed to complete the job, thus increasing the number of workers needed.

48

Activity 2 — Volunteer Script (continued) In 2009, the Marcellus Shale Education and Training Center found that the workforce needed during the Pre-Drilling and Drilling phases constituted over 98% of the industry workforce needs. This means that only about 2% of the workforce will stay in the community during the Production phase. However, these jobs tend to be less labor intensive, with less risk involved, and require more specialized skills than Development phase occupations. However, these jobs retain excellent salaries and benefits. This change in needed workforce could possibly result in the other end of an economic cycle called a bust. At the end of our scenario on Boomtown, Mr. Mizer was warning the citizens of a potential bust in their future. During busts, an economy will see a fall in production and an increase in unemployment. Generations of economists have tried to figure out a way to avoid the bust stage of the economic cycle. What do you think these economists have discovered and what do you think the people of Boomtown should do to avoid the bust? Ask two or three students. Discuss their answers. Have you ever heard the saying, “An ounce of prevention is worth a pound of cure”? What do you think that means and how can it be applied here? Focus on responses that include being prepared/planning, etc. Many experts think that an individual’s and community’s best shot to avoid being traumatized by a bust is to have a plan for sustainability and savings. Sustainability refers the ability of an economy to support a defined level of economic production indefinitely. (In other words, the economy needs to be able to support its members after drilling is complete.) Sustainability also refers to providing for the needs of the present without compromising the ability of future generations to provide for their own needs. (So it is important that when the well drilling is over, the community doesn’t rely on credit or savings to continue to sustain its way of life.) Towns where Marcellus Shale natural gas wells are being dug must look to the future and figure out what product, service or resource will sustain them after the wells are gone. Savings refers to keeping some money in a safe economic institution for use at a later time or during times of trouble, both for citizens and the local governments. Both groups should have a solid investment and sustainability plan and stick to it!

Activity 3 — Volunteer Script Now turn to Activity 3 on page 33 of your booklet. Read along as I read the instructions aloud. Being the savvy entrepreneur (a person who starts his or her own business in hopes of a profit), you realize that even though you are still in school, you can make some money in Boomtown. So you open up your very own lemonade stand in front of the entrance to the Marcellus Shale natural gas drill site. The workers love your lemonade and you soon have steady customers buying it for 25¢ a glass. You now have $100.00 in your pocket and are faced with a decision: should you spend your money now on a video game or save it? If you choose to save it, consider putting your money in the bank. In return for depositing your money at the bank, the bank pays you money, also known as interest. Look below at the impact this savings could make for you in the future. Your bank pays 5% a year interest on the previous year’s balance, so you deposit your money at this bank. If you do not withdraw any money, finish filling in the chart on the right to see how much money you will end up with after five years. For Round #1, multiply each year’s beginning balance by the interest rate and then calculate the new total balance. Round each calculation to the nearest penny. For Round #2, add an additional $50.00 to each year’s total and see the difference it makes by adding to your savings account each year. Have students complete Round #2 and share their answers. Correct any incorrect answers. Then have students read aloud and answer the four questions that follow, reviewing answers and correcting as necessary.

49

Saving for Your Future

BANK

Activity 3 Being the savvy entrepreneur (a person who starts his or her own business in hopes of a profit), you realize that even though you are still in school, you can make some money in Boomtown. So, after saving up for initial expenses and costs like cups and ingredients, you open up your very own lemonade stand in front of the entrance to a natural gas drill site. The workers love your lemonade and you soon have steady customers buying it for 25¢ a glass. After subtracting your start-up costs and expenses, you now have $100.00 in your pocket and are faced with a decision: should you spend your money now on a video game or save it? If you choose to save it, consider putting your money in the bank. In return for depositing your money at the bank, the bank pays you money, also known as interest. Look below at the impact this savings could make for you in the future. One bank pays 5% a year interest on the previous year’s balance, so you deposit your money at this bank. If you do not withdraw any money, finish filling in the chart on the right to see how much money you will end up with after five years. For Round #1, multiply each year’s beginning balance by the interest rate and then calculate the new total balance. Round each calculation to the nearest penny. For Round #2, add an additional $50.00 to each year’s total and see the difference it makes by adding money to your savings account each year.

ROUND #1

ROUND #2 TBWJOHBOBEEJUJPOBMZFBS

Beginning Balance Interest Earned in Year 1

$100.00

$100.00

$5.00

$5.00

:FBS 505"-

$105.00

$ + $50.00 = $155.00

Interest Earned in Year 2

$ 5.25 _______________

7.75 $ _______________

:FBS 505"-

$ 110.25 _______________

212.75 $ + $50.00 = $________

Interest Earned in Year 3

$ 5.51 _______________

10.64 $ _______________

:FBS 505"-

$ 115.76 _______________

273.39 $ + $50.00 = $________

Interest Earned in Year 4

$ 5.79 _______________

13.67 $ _______________

:FBS 505"-

$ 121.55 _______________

337.06 $ + $50.00 = $________

Interest Earned in Year 5

$ 6.08 _______________

16.81 $ _______________

:FBS 505"-

$ 127.63 _______________

403.89 $ + $50.00 = $________

1.

In Round #1, what was the total interest earned in five years? $ 27.63

2.

In Round #2, where you saved an additional $50 each year, what was the total interest earned in five years? $ 53.89

3.

What is the difference between these two numbers? $ 26.26

4.

What lesson should that teach us in regards to saving money? You should add to your savings each year in order to take full advantage of interest rates.

50

Other Ways to Save Activity 3 (continued)

BANK

There are many ways to invest your money, in addition to having a savings account. For example, there are CDs, money market accounts, IRAs, 401(k) plans and 403(b) plans. Average bank rates for these opportunities vary greatly depending upon the current economic climate. Recently, the average rate of interest is less than 1 percent. Volkov, Simon. High Interest Savings Account and Online Banking, 2 June 2010. Retrieved November 5, 2011 from http://www.associatedcontent.com/article/5437088/high_interest_savings_account_and_online. html?cat=3.

r

Money market accounts — A money market account (MMA) is an interest-earning savings account with limited transaction privileges. You are usually limited to six transfers or withdrawals per month, with no more than three transactions as checks written against the account. The interest rate paid on a money market account is usually higher than that of a regular passbook savings rate. Money market accounts also have a minimum balance requirement.

r

Certificates of deposit (CDs) — These are accounts that allow you to put in a specific amount of money for a specific period of time. In exchange for a higher interest rate, you have to agree not to withdraw the money for the duration of the fixed time period. The interest rate changes based on the length of time you decide to leave the money in the account. You can’t write checks on certificates of deposit. This arrangement not only gives the bank money they can use for other purposes, but it also lets them know exactly how long they can use that money.

IRAs, 401(k) plans or 403(b) plans are ways to save for a person’s retirement years. r

Individual retirement accounts (IRAs) and education savings accounts (ESAs) — These types of accounts require that you keep your money in the bank until you reach a certain age or your child enters college. There can be penalties with these types of accounts, however, if you use the money for something other than education, or if you withdraw the money prior to retirement age. Obringer, Lee Ann. “How Banks Work”, 29 May 2002. HowStuffWorks.com. 13 November 2011.

r

401(k) — A 401(k) plan is a type of retirement plan in which an employee can elect to have the employer contribute a portion of his or her cash wages to the plan on a pretax basis. “ Topic 424-401(k) Plan” IRS. Retrieved November 5, 2011 from http://www.irs.gov/taxtopics/tc424.html.

r

403(b) — A 403(b) plan is like a 401(k), but it is a retirement plan for certain employees of public schools, employees of certain tax-exempt organizations and certain ministers. “ 403(B) Plan Basics” IRS. Retrieved November 5, 2011 from http://www.irs.gov/publications/p571/ch01.html#en_ US_2010_publink1000239614.

With all of these options in mind, where would you invest your money? Which way would you prefer? Or would you invest it in a combination of ways? Explain what you would do and why. Answers will vary based on student preference and perceived financial situation, as well as their wants and needs.

51

Activity 3 — Volunteer Script (continued) You can see from your calculations how “planning” can add up. However, there are many ways to invest your money in addition to having a savings account. For example, there are CDs, money market accounts, IRAs, 401(k) plans and 403(b) plans. Average bank rates for these opportunities vary greatly depending upon the current economic climate. Recently, the average rate of interest is less than 1 percent. Read or ask students to read each of the savings options out loud. Money market accounts — A money market account (MMA) is an interest-earning savings account with limited transaction privileges. You are usually limited to six transfers or withdrawals per month, with no more than three transactions as checks written against the account. The interest rate paid on a money market account is usually higher than that of a regular passbook savings rate. Money market accounts also have a minimum balance requirement. Certificates of deposit — These are accounts that allow you to put in a specific amount of money for a specific period of time. In exchange for a higher interest rate, you have to agree not to withdraw the money for the duration of the fixed time period. The interest rate changes based on the length of time you decide to leave the money in the account. You can’t write checks on certificates of deposit. This arrangement not only gives the bank money they can use for other purposes, but it also lets them know exactly how long they can use that money. IRAs, 401(k) plans or 401(b) plans are ways to save for a person’s retirement years. Individual retirement accounts (IRAs) and education savings accounts (ESAs) — These types of accounts require that you keep your money in the bank until you reach a certain age or your child enters college. There can be penalties with these types of accounts, however, if you use the money for something other than education, or if you withdraw the money prior to retirement age. 401(k) — A 401(k) plan is a type of retirement plan in which an employee can elect to have the employer contribute a portion of his or her cash wages to the plan on a pretax basis. 403(b) — A 403(b) plan is like a 401(k), but it is a retirement plan for certain employees of public schools, employees of certain tax-exempt organizations and certain ministers. After all savings options have been shared, ask them: With all of these options in mind, where would you invest your money? Why would you choose that option? You may want to provide them with some prompts to answer these questions. Ask them what kind of savings a state employee who is married and with several children might have compared to someone with his or her own business and having neither children nor a pension plan. (An ESA might make sense for the first person, and a IRA might make sense for the second person.)

52

Activity 4 — Volunteer Script The last thing we are going to do today is take a look at “Where Are the Jobs?” Please open your booklet to page 35 and take about five minutes to read the job-related information provided. After students have read the information, you will assign the questions on that page to them to complete before you get together the next time.

Where Are the Jobs? …And How Does It All Add Up? Activity 4 Please review the following employment information from the publication, Marcellus Shale FAST FACTS February 2012 Edition.

Marcellus Shale-Related Industries Employment: Summary Statistics Employment (2008 Q2 to 2011 Q2): t$PSFJOEVTUSJFTXFSFVQ  

t"ODJMMBSZJOEVTUSJFTXFSFEPXO 

t"MMJOEVTUSJFTEFDMJOFE  

t2.BSDFMMVT4IBMFSFMBUFEJOEVTUSJFT total employment was 229,000 Establishments (2008 Q2 to 2011 Q2): t.PSFUIBOFTUBCMJTINFOUTXFSFBEEFE (370 core, 460 ancillary) tɨJTSFQSFTFOUFEHSPXUIJOUIFDPSFJOEVTUSJFTBOE growth in the ancillary industries; over the same time period, Pennsylvania experienced 2.1% growth for all industries t.BSDFMMVT4IBMFSFMBUFEJOEVTUSJFTUPUBMFE  establishments in 2011 Q2 Wages (2010 Q3 through 2011 Q2): tɨFBWFSBHFXBHFBDSPTTBMMJOEVTUSJFTXBT  tɨFBWFSBHFXBHFJOUIFDPSFJOEVTUSJFTXBT  tɨFBWFSBHFXBHFJOBODJMMBSZJOEVTUSJFTXBT  1.

New Hires (2008 Q3 to 2011 Q3): t4UBUFXJEFOFXIJSFTJOUIFDPSFJOEVTUSJFTXFSF higher in 2011 Q3 than in 2008 Q3 t4UBUFXJEFOFXIJSFTJOUIFBODJMMBSZJOEVTUSJFTXFSF higher in 2011 Q3 than 2008 Q3 t4UBUFXJEFOFXIJSFTBDSPTTBMMJOEVTUSJFTXFSF lower in 2011 Q3 than 2008 Q3 Online Job Postings (December 2011): tɨFSFXFSF POMJOFKPCQPTUJOHTTUBUFXJEFJODPSF and ancillary industries Note: The purpose of this FAST FACTS Publication is to provide the most current available data on Marcellus Shale-related economic activity. While several data sources are utilized in this document, the primary source is the Quarterly Census of Employment and Wages (QCEW).

Core industry employment in Pennsylvania grew 131% from 2008 to 2011 (about 13,500 jobs). What percentage of current jobs in Marcellus Shale in 2011 can be attributed to jobs added during that time frame? 13,500 = 6% 229,000

2.

Assume that a person enters the industrial workforce in 2012. a. What is the difference in wages that he or she will earn in that first year in a core industry (Marcellus Shale) vs. all industries? $76,918–$46,559 = $30,359

b. Assume that the difference you calculate is consistent over a 30-year employment history. What will be the difference in lifetime earnings at retirement? $30,359 x 30 years = $910,000 (almost $1 million!)

3.

Even though ancillary industry employment was down from 2008–2011, identify two pieces of information from FAST FACTS that suggest that employment in ancillary industries is promising. 1. 460 ancillary establishments were added. 2. Average wages for ancillary industries exceed average wages for other industries by approximately $16,600.

53

Activity 4 — Volunteer Script (continued) You will be answering the questions on “Where Are the Jobs?” prior to Session Five. This will serve as a great starting point for next week’s lesson which will focus on specific job opportunities that are available in the Marcellus Shale natural gas industry. But before we go, let’s take a minute to review. What is a boom? What is a bust? How can a new industry in a small town impact community members? If busts are inevitable, how do citizens prepare and protect themselves? Students should define boom and bust, give examples similar to those played out with the Impact Cards relative to the impact an industry can have and talk about different ways to save money in preparation for a bust. After students have answered questions, collect materials and thank them for their attention. This session also includes an additional extension activity listed below.

You Do the Math! Activity 5 Directions The natural gas industry has the potential to make a great impact on the economy of Pennsylvania. To get an idea of how big an impact this may be, use this table to answer the questions that follow. Value Added means all of the additional positive impacts on a community and includes things like new infrastructure, new hospitals and community service.

Summary of Estimated, Planned and Forecasted Economic Impacts YEAR 2008 2009

VALUE ADDED

JOBS CREATED

$2,556,000,000 $3,877,000,000

30,137 44,098

2010 2011

$8,039,000,000 $10,129,000,000

PLANNED 88,588 111,413 FORECAST $14,415,000,000 160,205 $18,853,000,000 211,909 Source: Considine, T. J., Watson, R., & Blumsack, S. (2010, May 24). The Economic Impacts of the Pennsylvania Marcellus Shale Natural Gas Play: An Update. State College: The Pennsylvania State University College of Earth and Mineral Sciences Department of Energy and Mineral Engineering.

2015 2020

1.

The column labeled Value Added refers to the positive economic impacts made by companies associated with the Marcellus Shale industry, such as mining, construction and real estate companies. What is the difference between the Value Added in the year 2008 and the year 2020?

Digital Learning Application

APP-ortunity

$16,297,000,000

2.

A movie ticket on average costs $10.00. How many movie tickets could you buy with the answer to question #1? 1,629,700,000 tickets.

3.

A laptop computer on average costs approximately $500.00. How many laptop computers could you buy with the answer to question #1?

4.

How many jobs may be created between the years 2008 and 2020 as a result of the Marcellus Shale industry?

32,594,000 laptop computers.

181,772

KEY POINT: The Marcellus Multiplier! It has been discovered that for every $1.00 that the Marcellus Shale industry spends in the state, $1.90 of total economic output is generated! 1.

If the Marcellus Shale industry spends $9 million in the state this year, how much total economic output would be generated?

2.

Imagine if your school could benefit from such a multiplier! Say your school was planning a field trip and you raise $5,000 towards the cost of the trip. If you could apply the Marcellus Multiplier to that sum, how much money would you have raised?

$17,100,000

$9,500

Session 4 App Financial Calculator

Platform/ Operating System Android Devices

Description Plan for long-term financial goals, assess how much you should invest each month, calculate future loan payments, investment plan payments, etc. The Financial Calculator will help analyze and organize your current finances and plan for a successful future. Reference the appendix for additional compatibility information and details.

54

5

Session Five Overview The activities in this lesson will begin with an examination of the “Where Are The Jobs” activity from Session 4. This Session will then provide students with a more in-depth look at employment opportunities in the natural gas industry.

Objectives t

Explore the extensiveness of job opportunities in the natural gas industry

t

Complete and analyze a Career Inventory

t

Use the information gathered from the Career Inventory to identify careers available in the natural gas industry that fit the students career interests

t

Analyze current data regarding natural gas job opportunities by accurately interpreting charts and graphs

t Create a business based on what they have learned about themselves and the natural gas industry t Develop a resume

Materials t Student Workbooks t Table Tents

Pre-Session Activities Pre-Session Facilitator Responsibility Familiarize yourself with the lesson/script. It currently is written as a 45-minute lesson plan. It will need to be amended in order to meet shorter/ longer timeframes. Pre-Session Student Activity Classroom teachers may ask students to complete the extension activity for Session 4 entitled “You Do the Math.” This activity provides students with an introduction to a concept known as the Marcellus Multiplier.

55

Suggested “Timing” Intro and “Where are the Jobs” Review: 10 minutes (15 minutes if students also completed “You Do the Math”) Career Interest Inventory: 10 minutes Activity 2: 10 minutes Activity 3: 10 minutes

Session 5 Key Words Interest Inventory, Entrepreneur, Resume

Session 5 Activities Session 4, Activity 5 — Where are the Jobs Review Volunteer Script Today we are going to start by looking at the activity you completed for homework. Your homework assignment was designed to help you begin to understand the depth and breadth of jobs that become available in communities when Marcellus Shale comes to town. Let’s quickly review your answers to that assignment on page 35. Read the questions aloud and have students share answers. If students did not complete the “Do The Math” extension activity, proceed with Activity 1 “Career Interest Inventory.” If students did complete the extension activity, continue with the following: You were asked to complete the extension activity from last week entitled “Do the Math.” The purpose of this activity was to give you some additional opportunities to examine the impact that the Marcellus Shale industry can have on a community, particularly as it relates to job creation and job opportunities. We are going to take a few minutes to review your answers to those questions. This activity serves an excellent springboard for this week’s session, in which we will take a closer look at the types of jobs that are created by the industry. Have students read the questions aloud and answer them. Ask the class if they agree with the answers and, if they don’t, have students reach a consensus on the correct answers. When they have finished reviewing the answers, proceed to Activity 1 for Session 5 “Career Interest Inventory.”

You Do the Math! Activity 5 Directions The Marcellus Shale industry has the potential to make a great impact on the economy of Pennsylvania. To get an idea of how big an impact this may be, use this table to answer the questions that follow.

Summary of Estimated, Planned and Forecasted Economic Impacts YEAR 2008 2009

VALUE ADDED

JOBS CREATED

$2,556,000,000 $3,877,000,000

30,137 44,098

2010 2011

$8,039,000,000 $10,129,000,000

PLANNED 88,588 111,413 FORECAST $14,415,000,000 160,205 $18,853,000,000 211,909 Source: Considine, T. J., Watson, R., & Blumsack, S. (2010, May 24). The Economic Impacts of the Pennsylvania Marcellus Shale Natural Gas Play: An Update. State College: The Pennsylvania State University College of Earth and Mineral Sciences Department of Energy and Mineral Engineering.

2015 2020

1.

The column labeled Value Added refers to the positive economic impacts made by companies associated with the Marcellus Shale industry, such as mining, construction and real estate companies. What is the difference between the Value Added in the year 2008 and the year 2020? $16,297,000,000

2.

A movie ticket on average costs $10.00. How many movie tickets could you buy with the answer to question #1? 1,629,700,000 tickets.

3.

A laptop computer on average costs approximately $500.00. How many laptop computers could you buy with the answer to question #1? 32,594,000 laptop computers.

4.

How many jobs may be created between the years 2008 and 2020 as a result of the Marcellus Shale industry? 181,772

KEY POINT: The Marcellus Multiplier! It has been discovered that for every $1.00 that the Marcellus Shale industry spends in the state, $1.90 of total economic output is generated! 1.

If the Marcellus Shale industry spends $9 million in the state this year, how much total economic output would be generated?

2.

Imagine if your school could benefit from such a multiplier! Say your school was planning a field trip and you raise $5,000 towards the cost of the trip. If you could apply the Marcellus Multiplier to that sum, how much money would you have raised?

$17,100,000

$9,500

56

Activity 1 — Volunteer Script Today we are going to look specifically at careers and things people should consider when deciding on a career. Each of you will examine things you like, things you are good at, and then you will see what careers in the natural gas industry might be compatible with those skills and interests. To get started, lets talk a little bit about what teenagers’ career plans often look like. In one study of teenagers’ career goals, one-fifth said that they are considering careers in the health care industry, such as becoming doctors, nurses or physical therapists. Ask students to raise their hands if they want a job in the health care industry and ask them why. Another fifth of the students are thinking about occupations relating to the arts, such as photographers, actors or athletes. Ask students to raise their hands if they want a job in these industries and ask them why. One-tenth of the students are interested in becoming teachers. Ask students to raise their hands if they want to be a teacher. The other 50 percent of the students have career goals that span the occupational alphabet from accountant to zoologist. Ask students to raise their hands and share their job goals if they were not previously addressed. There are many jobs that you might never have considered or even heard of before. In the next 10 years, the natural gas industry will employ many workers. A variety of skilled labor and technical occupations that can be learned through a trade school or specialized training course will see a dramatic increase in employment during this time. These positions include construction laborers, gas compressor and gas pumping station operators and truck drivers. Specifically, truck drivers are expected to have the most opportunities each year. How many of you would like to remain in Pennsylvania as an adult? (Answers will vary.) Let’s assume that as adults all of you are seeking employment in Pennsylvania. Let’s also assume that you will all find employment and that employment will be represented by the percentage of new jobs available noted in the “Where Are the Jobs” activity from last week. (6% core industry, 94% in other industries). How many of you will likely secure jobs in the natural gas industry? The answer to this question will be 6% of the total number of students. If there are 30 students in the class, approximately two students will secure jobs in the natural gas industry. Review with students that, depending on where they live, this number may be smaller or larger. Tell the students that you would like them to familiarize themselves more closely with the career opportunities associated with the natural gas industry. Have the students open their student books to Activity 1 on page 37. This will help them identify their career interests. Today you are going to complete a Career Inventory that will help you identify potential careers in the Marcellus Shale Industry that are compatible with the things you like to do and the things that you are good at. You are going to have about 10 minutes to complete the inventory. It is the first activity found in Session 5 of your student booklet. Please read the instructions to yourself, while I read them aloud. When you are finished reading the instructions, allow students 10 minutes to read and complete the inventory. When they have finished checking the items, instruct them to calculate their totals and identify the two areas where they have the highest scores and place those letters under the “I am” section of the inventory. Then, give students a few minutes to read the information about their two categories. Walk around the room and assist any student in need. Ask for two or three volunteers to share their top match with you. Ask each student if they agree with this match and why or why not they agree with it.

57

Now I want you to use your newfound knowledge about yourself to discover if there are jobs in the natural gas industry that match your career personalities. Open your books to Activity 2, “My Career in the Natural Gas Industry.” Before we start, I want to share some statistics for you to consider as you search for possible careers in the natural gas industry. According to Sandy Baum and Jennifer Ma of the College Board, the typical bachelor’s degree recipient can expect to earn about 61% more over a 40-year working life than the typical high school graduate earns over the same period. In their article, “Education Pays,” it was shown that the typical expected earnings over the working lives of four-year college graduates add up to $800,000 more than the expected earnings of high school graduates and if college graduates who earn higher degrees are included, the lifetime earnings premium is over $1,000,000! In general, people with college degrees earn higher salaries. As you’ll see in today’s lesson, many of the careers requiring college degrees in the natural gas industry are specific technical professions. If you decide to go to college, what you study is very important. In addition, the natural gas industry has many non-degree related jobs that offer YOUR CAREER Activity 1 great opportunity. Now take a look at Directions Activity 2. Follow Many of us share the goal of finding a career that is challenging, fulfilling and enjoyable and that provides a sufficient source of income to meet our needs. This activity will help you do just that, as it your path below guides you narrowing down career areas that best suit your interests. It is based on Dr. John Holland’s and its directions theory that people and work environments can be loosely classified into six different groups. You will likely have something in common with all six groups, but will probably find yourself identifying most to narrow down strongly with two or maybe three groups. These groups will indicate the types of career paths in which your career matches. you will likely derive the most success and enjoyment. Please read the Read each set of statements below and place a check mark next to those that reflect your interests. instructions to Then, add up the number of check marks per set and write that number on the line below each set. The set with the greatest number of check marks indicates the best match between your interests yourselves as I and career path. The set with the second greatest number of check marks is your next closest match, read them aloud. and so on. Finally, use the corresponding letters provided to locate the descriptions of your top two

Career Interest Inventory

In this activity students will take their Activity 1 interests match and connect it with specific natural gas careers. Give the students 8-10 minutes to complete this activity. Walk around the room and help two or three student volunteers to share their top five career matches in the natural gas industry. Ask what kind of education they will need in order to obtain these job.

matches and some example careers that relate to them. 1

Curators of the University of Missouri. n.d. Career Interest Game. Retrieved July 18, 2011 from http://careerplanning.about.com/ gi/o.htm?zi=1/XJ&zTi=1&sdn=careerplanning&cdn=careers&tm=19&f=00&tt=14&bt=1&bts=0&zu=http%3A//career. missouri.edu/students/majors-careers/skills-interests/career-interest-game/%3Fmenu%3Dstudent%26expand%3Dsi _____ I am practical _____ I am a nature lover @@@@@*DBOàYFMFDUSJDBMUIJOHT _____ I am athletic _____ I can operate tools _____ I can grow plants _____ I can repair cars @@@@@505"-

B

_____ I can teach others @@@@@*DBOIFMQQFPQMFTUPQàHIUJOH _____ I do volunteer work _____ I participate in class _____ I play team sports _____ I babysit care for children _____ I make friends easily @@@@@505"-

I can convince people to do things my way C _____ @@@@@*XPVMEMJLFUPCFFMFDUFEUPPGàDF

E

_____ I am good at math problems _____ I like to use a microscope _____ I am good with computers _____ I like to work alone _____ I collect rocks, stamps, coins, etc. @@@@@*BNHPPEBUDSPTTXPSEQV[[MFT4VEPLV _____ I like to visit museums @@@@@505"-

_____ I want to own a business _____ I like to discuss politics _____ I pay attention to the stock market _____ I like to sell things _____ I am good at giving speeches @@@@@505"-

D

@@@@@*DBOUZQFWFSZRVJDLMZ _____ I keep accurate records @@@@@*BNPSHBOJ[FE _____ I like to collect memorabilia @@@@@*FOKPZQMBZJOHDPNQVUFSHBNFT _____ I am a good listener @@@@@*DBOLFFQUSBDLPGOVNCFSTBOEPSEBUB @@@@@505"-

I like to write stories, poetry and or music F _____ @@@@@*MJLFUPTLFUDI ESBXBOEPSQBJOU _____ I play a musical instrument _____ I attend concerts _____ I like to speak a foreign language @@@@@*FOKPZXPSLJOHPOIPNFNBEFDSBGUT @@@@@*DBOTJOH EBODFBOEPSBDU @@@@@505"-

I am … Write the letters of your top 2 matches. I am ______and _______. A: Realistic — People who are realistic are C: Enterprising — People who are called “The Doers”. They have athletic or enterprising are called “The Persuaders”. mechanical abilities. They often prefer to They like to work with people by work with objects, machines, tools, plants leading or managing for organizational or animals, or to be outdoors. Realistic goals or economic gain. Enterprising people are often employed in careers such people are often employed in careers as carpentry, engineering, mechanics, such as advertising, financial planning, management and sales. welding and commercial driving. B: Social — People who are social are called D: Conventional — People who are “The Helpers“. They like to work with conventional are called “The Organizers”. people and are skilled with words. Social They like to work with data, have clerical people are often employed in careers such abilities and can carry out tasks in detail as human resources, training and X-ray or follow instructions. Conventional people are often employed in careers reading. such as accounting, administrative assistance and safety inspection.

E: Investigative — People who are investigative are called “The Thinkers”. They like to observe, learn, investigate, analyze, evaluate or solve problems. Investigative people are often employed in careers such as cartography, geology, chemistry and computers. F: Artistic — People who are artistic are called “The Creators”. They have artistic, innovative or intuitional abilities and like to work in unstructured situations using their imagination and creativity. Artistic people are often employed in careers such as advertising, acting, dancing and landscaping.

58

Activity 2 — Volunteer Script Tell the students to turn to Activity 2 and that you will complete it together. Read each question below and ask the students to share their answers with you. Guide the students to the correct answer if they need help.

My Career in the Natural Gas Industry Activity 2 Directions Follow your path below and its directions to narrow down your career matches.

YOUR CAREER

When thinking of my career, I would want to…

Move from location to location on a regular basis. If so, you should consider a career from the Pre-Drilling or Drilling Phase Occupations .

Go to work immediately after high school. If so, note all of the careers indicating high school diploma or on-the-job-training.

59

Go to continue my education after high school. If so, note all of the careers indicating special licensing, vocational training, associate degree, bachelor’s degree or master’s degree.

Stay in one location for as long as possible. If so, you should consider a career from the Production Phase Occupations.

Go to work immediately after high school. If so, note all of the careers indicating high school diploma or on-the-job-training.

Go to continue my education after high school. If so, note all of the careers indicating special licensing, vocational training, associate degree, bachelor’s degree or master’s degree.

My Career in the Natural Gas Industry Activity 2 — Continued Directions: Review the names of the careers by which you have placed a star. Consider each career’s average salary. Refer back to your top 2 matches from the Career Interest Inventory. Then, select 5 of the careers from the occupation lists and write them on the lines below. Pre-Drilling Occupations OCCUPATION Archeologist Biologist Cartographer CDL Driver Civil Engineer Civil Engineering Technician Community Affairs Corporate Development Electrician Environmental Compliance Coordinator Environmental Technician Forester Geologist & Geophysicist GIS Technician Heavy Equipment Maintenance Technician Heavy Equipment Operator Helicopter Pilot/Crew Human Resources Hydrogeologist Hydrologist (Stream Monitoring) Land Clearing Landman Lawyer Lease Acquisition Lease Administration Leasing Agent (Right-of-Way) Logging Mechanic Paralegal Petroleum Chemist Petroleum Engineer Private Water Supply Testing Coordinator Project Management Public Relations Division Roadman Seismic Crew Studies Surveyor Water Management Water Management Technician Water Transfer/Driver CDL Welder

EXPERIENCE/EDUCATION Vocational Training #BDIFMPST%FHSFF #BDIFMPST%FHSFF $PNNFSDJBM-JDFOTF0OUIF+PC5SBJOJOH #BDIFMPST%FHSFF "TTPDJBUFT%FHSFF 0OUIF+PC5SBJOJOH #BDIFMPST%FHSFF 7PDBUJPOBM$FSUJàDBUJPO-POH5FSN0OUIF+PC5SBJOJOH #BDIFMPST%FHSFF 5XP:FBS%FHSFF"TTPDJBUFuT%FHSFF #BDIFMPST%FHSFF .BTUFST%FHSFF 7PDBUJPOBM%FHSFFPS#BDIFMPST%FHSFF .PEFSBUF0OUIF+PC5SBJOJOH 0OUIF+PC5SBJOJOH $FSUJàDBUJPO #BDIFMPST%FHSFF #BDIFMPST%FHSFF #BDIFMPST%FHSFF 0OUIF+PC5SBJOJOH #BDIFMPST%FHSFF .BTUFST%FHSFF High School Education Two-Year Degree State License 0OUIF+PC5SBJOJOH)JHI4DIPPM%JQMPNB )JHI4DIPPM%JQMPNB$FSUJàDBUJPO 0OUIF+PC5SBJOJOH #BDIFMPST%FHSFF #BDIFMPST%FHSFF $FSUJàDBUJPO #BDIFMPST%FHSFF "TTPDJBUFT%FHSFF$FSUJàDBUJPO $FSUJàDBUJPO )JHI4DIPPM%JQMPNB0OUIF+PC5SBJOJOH #BDIFMPST%FHSFF State License 0OUIF+PC5SBJOJOH 0OUIF+PC5SBJOJOH Commercial License .PEFSBUF0OUIF+PC5SBJOJOH

ANNUAL AVERAGE SALARY $41,350 $63,000 $59,000 $38,930 $71,053 $41,108 $31,179 $76,000 $56,347 $79,373 $50,000 $59,000 $74,422 $47,000 $34,819 $38,667 $72,000 $53,000 $71,000 $63,000 $25,292 $96,000 $51,000 $56,000 $53,000 $96,000 $46,000 $48,000 $29,162 $63,000 $95,659 $20,000 $78,000 $55,000 $40,000 $53,000 $65,000 $62,000 $57,000 $40,000 $40,000 $34,882

60

Drilling Phase Occupations OCCUPATION

61

EXPERIENCE/EDUCATION

ANNUAL AVERAGE SALARY

Accountant

#BDIFMPST%FHSFF

$59,675

Boring Crew

"TTPDJBUF%FHSFF

$36,000

Calibration Technician

$FSUJàDBUJPO

$41,000

Casing Crew

0OUIF+PC5SBJOJOH

$46,000

CDL Driver

$PNNFSDJBMMJDFOTF0OUIF+PC5SBJOJOH

$38,930

Cement Pumper

0OUIF+PC5SBJOJOH

$71,000

Civil Engineer

#BDIFMPST%FHSFF

$71,053

Clerk/Data Entry/Reception

0OUIF+PC5SBJOJOH

$29,162

Company Man/Geologist

.BTUFST%FHSFF

$74,422

Compressor

0OUIF+PC5SBJOJOH

$58,000

Construction Managers

#BDIFMPST%FHSFF

$87,000

Crane Operations

State License

$45,000

Diesel Technician

0OUIF+PC5SBJOJOH

$39,000

Directional Drilling

0OUIF+PC5SBJOJOH

$39,583

Drilling Engineer

#BDIFMPST%FHSFF

$79,000

Drilling Superintendent

)JHI4DIPPM%JQMPNB0OUIF+PC5SBJOJOH

$43,000

Electrician

7PDBUJPOBM$FSUJàDBUF-POH5FSN0OUIF+PC5SBJOJOH

$56,347

Environmental Compliance Coordinator

#BDIFMPST%FHSFF

$79,373

Environmental Technician-Monitor Reclamation

Two-Year Degree

$51,000

E-Technician

Two-Year Degree

$49,000

Field Representative

Two-Year Degree

$52,000

Financial/Business Management

#BDIFMPST%FHSFF

$77,000

Finishing Rig

#BDIFMPST%FHSFF

$73,000

First Aid

"TTPDJBUF%FHSFF

$31,000

Flagger

0OUIF+PC5SBJOJOH

$20,000

Fleet Manager

#BDIFMPST%FHSFF

$37,000

Flowback

0OUIF+PC5SBJOJOH

$109,000

Flowback Analyzer

0OUIF+PC5SBJOJOH

$56,000

Foreman

High School Diploma

$40,000

Frac Crew

0OUIF+PC5SBJOJOH

$56,000

Fracking and Completion

#BDIFMPST%FHSFF

$148,000

General Construction

0OUIF+PC5SBJOJOH

$33,000

General Labor

0OUIF+PC5SBJOJOH

$25,292

Heavy Equipment Maintenance Technician

0OUIF+PC5SBJOJOH

$39,000

Heavy Equipment Operator

0OUIF+PC5SBJOJOH

$38,667

Human Resources

#BDIFMPST%FHSFF

$53,000

Hydrologist/Water Supervisor

#BDIFMPST%FHSFF

$62,000

Inspector

State License

$45,000

IT Technician

"TTPDJBUFT%FHSFF

$52,000

Land Clearing

0OUIF+PC5SBJOJOH

$25,292

Landman

0OUIF+PC5SBJOJOH

$25,293

Light Truck Delivery

$PNNFSDJBM-JDFOTF0OUIF+PC5SBJOJOH

$29.030

Local Liaison

#BDIFMPST%FHSFF

$76,000

Logging

0OUIF+PC5SBJOJOH

$46,000

Lunch Wagon

High School Diploma

$21,000

Machine Shop

High School Diploma

$38,000

Mechanical Engineering

#BDIFMPST%FHSFF

$74,485

Mechanic

)JHI4DIPPM%JQMPNB$FSUJàDBUJPO

$48,000

MSHA Compliance

#BDIFMPST%FHSFF

$63,000

MSHA Training

#BDIFMPST%FHSFF

$45,000

Drilling Phase Occupations (continued) OCCUPATION Mudman

EXPERIENCE/EDUCATION 0OUIF+PC5SBJOJOH

ANNUAL AVERAGE SALARY $65,000

Natural Gas Extraction

#BDIFMPST%FHSFF

$75,000

Noise Abatement

Training Program Completion

$60,000

Office Management

"TTPDJBUFT%FHSFF

$51,000

Office Support - Administrative Assistant

0OUIF+PC5SBJOJOH

$29.162

OSHA Compliance

$FSUJàDBUFBOE%FHSFF

$56,000

OSHA Training

$FSUJàDBUFBOE%FHSFF

$48,000

Perforator

$FSUJàDBUF

$19,000

Petroleum Engineer

#BDIFMPST%FHSFF

$95,659

Pilot Driver

$PNNFSDJBMMJDFOTF0OUIF+PC5SBJOJOH

$68,000

Pipe Fitter

"TTPDJBUF%FHSFF

$41,000

Pipeline

Vocational Training

$74,000

Pipeline Construction

.PEFSBUF0OUIF+PC5SBJOJOH

$37,898

Pipeline Inspection

"TTPDJBUFT%FHSFF

$67,000

Public Affairs

#BDIFMPST%FHSFF

$64,000

Purchasing

#BDIFMPST%FHSFF

$51,000

Rig Mover

0OUIF+PC5SBJOJOH

$61,000

Road Crew

0OUIF+PC5SBJOJOH

$35,000

Roughneck

0OUIF+PC5SBJOJOH

$65,000

Roustabout

.PEFSBUF0OUIF+PC5SBJOJOH

$27,997

Safety Coordinator

#BDIFMPST%FHSFF

$51,000

Security

0OUIF+PC5SBJOJOH

$60,000

Site Management

#BDIFMPST%FHSFF

$61,000

State Law Compliance

.BTUFST%FHSFF

$64,000

State Law Training

.BTUFST%FHSFF

$57,000

Superintendent

#BDIFMPST%FHSFF

$55,000

Supervisor

Work Experience

$52,624

Surveyor

State License

$49,358

Tool Pusher (Rig Manager)

0OUIF+PC5SBJOJOH

$68,000

On-the-Job Trainer

0OUIF+PC5SBJOJOH

$40,000

Water Management

0OUIF+PC5SBJOJOH

$57,000

Water Re-Use Supervisor

0OUIF+PC5SBJOJOH

$68,000

Water Re-Use Technician

0OUIF+PC5SBJOJOH

$31,000

Water Testing/Quality

0OUIF+PC5SBJOJOH

$79,000

Water Transfer/CDL Driver

0OUIF+PC5SBJOJOH

$52,000

Weld Inspector

.PEFSBUF0OUIF+PC5SBJOJOH

$38,000

Welder Helper

0OUIF+PC5SBJOJOH

$45,000

Welders

-POH5FSN0OUIF+PC5SBJOJOH

$34,882

Well Logging

#BDIFMPST%FHSFF

$61,000

Well Tender/Roustabout

.PEFSBUF0OUIF+PC5SBJOJOH

$27,997

X-Ray

#BDIFMPST%FHSFF

$81,000

X-Ray Technician

"TTPDJBUFT%FHSFF

$37,000

62

Production Phase Occupations OCCUPATION Business Development/Sales Calibration Technician CDL Driver Civil Engineer Communications Technician Offsite Monitoring Compressor Operator Environmental Health & Safety

ANNUAL AVERAGE SALARY

.PEFSBUF0OUIF+PC5SBJOJOH

$53,061

$FSUJàDBUJPO

$45,000

$PNNFSDJBM-JDFOTF0OUIF+PC5SBJOJOH

$38,930

#BDIFMPST%FHSFF

$71,053

#BDIFMPST%FHSFF

$50,000

0OUIF+PC5SBJOJOH

$43,000

Two-Year Degree

$49,000

$FSUJàDBUJPO

$41,000

Fleet Manager

#BDIFMPST%FHSFF

$64,000

Gas Control Center

"TTPDJBUFT%FHSFF

$57,000

#BDIFMPST%FHSFF1SFGFSSFE

$36,000

Equipment Calibration

Gas Dispatcher Gathering Operations

0OUIF+PC5SBJOJOH

$68,000

General Construction

.PEFSBUF0OUIF+PC5SBJOJOH

$30,618

Government Officials

Varied (based on location)

$76,000

Heavy Equipment Maintenance Technician Heavy Equipment Operator

0OUIF+PC5SBJOJOH

$39,000

.PEFSBUF0OUIF+PC5SBJOJOH

$38,667

#BDIFMPST%FHSFF

$53,000

Inspectors

0OUIF+PC5SBJOJOH

$34,299

IT Technicians

"TTPDJBUFT%FHSFF

$52,000

Landscape Architect

0OUIF+PC5SBJOJOH

$28,000

#BDIFMPST%FHSFF

$42,000

Human Resources

Lobbying Local Liaison

#BDIFMPST%FHSFF

$60,000

Marketing

#BDIFMPST%FHSFF

$68,000

Natural Gas Extraction Noise Abatement Office Management Office Support – Administrative Assistant Operator Petroleum Engineers Plugging Crew Production Engineer

#BDIFMPST%FHSFF

$75,000

Training Program Completion

$60,000

"TTPDJBUF%FHSFF

$56,000

.PEFSBUF0OUIF+PC5SBJOJOH

$41,309

0OUIF+PC5SBJOJOH

$46,000

#BDIFMPST%FHSFF

$95,659

0OUIF+PC5SBJOJOH

$55,000

#BDIFMPST%FHSFF

$78,000

Production Foreman

#BDIFMPST%FHSFF

$40,000

Public Relations Division

#BDIFMPST%FHSFF

$55,000

Purchasing

#BDIFMPST%FHSFF

$51,000

Reclamation

High School Training

$61,000

Service Rig Operator

High School Diploma

$36,000

Sewage Treatment

High School Diploma

$36,000

Site Management

#BDIFMPST%FHSFF

$60,000

.PEFSBUF0OUIF+PC5SBJOJOH

$27,997

Well Tenders/Roustabout

63

EXPERIENCE/ EDUCATION

Activity 3 — Volunteer Script Please turn to Activity 3 in your student booklet on page 39. Many careers in the Marcellus Shale Industry require the ability to read and interpret graphs and charts that summarize information. You are developing those skills in your math and science classes. Today we are going to see how well you can apply those skills to some information about the Natural Gas Work force. Please take a moment to look at the pie chart representing the Natural Gas Work force. Give students a few minutes to look over the chart, then proceed with the questions.

Natural Gas Workforce Analysis Activity 3 Directions: Carefully examine the pie chart pictured below. Then, use the data to answer the questions that follow. Natural Gas Workforce Requirements Semi-Skilled Tech. 6% General Office 20%

Landmen/Realty 5%

CDL 10%

Supervisors 5% Inspectors 1% Gen. Labor 20%

Engineers 3% X-Ray 1% Welders 3% Timber Logging 1%

Lawyers 4%

Heavy Equipment 17%

Cartog/GIS 1% Paralegal 1% Geologists 3%

Brundage, T., Jacquet, J. , Kelsey, T. W., Ladlee, J. R., Lorson, J.F., Michael, L.L., & Murphy, T.B. (2010, June). Southwest Pennsylvania Marcellus Shale Workforce Needs Assessment. Retrieved July 18, 2011 from http://www.msetc.org/docs/NeedsAssessmentwithcoverSW.pdf#zoom=75

1.

What four categories have the largest percentage of employees in the natural gas workforce? General Labor General Office Heavy Equipment CDL — Commercial Driver’s License

2.

What does this tell you about the majority of the workforce needed for the natural gas industry? Consider what you know about the education and experience required of workers who are employed in these areas. Explain your thoughts. Most of the natural gas workforce is composed of blue collar workers. These careers tend to require only a low level of education or vocational training. It is also likely that many of these workers can be trained on the job. Additionally, the salaries for such jobs are likely lower than other positions that require a higher level of education and experience.

3.

In what category on the graph pictured, would your top choice for a career in the natural gas industry fall? Answers will vary depending on student responses to Activity #2.

4.

What percentage of the workforce relates to your top choice? Answers will vary depending on student responses to Activity #2.

64

Activity 3 — Volunteer Script (continued) As you can see, your ability to read and interpret charts has helped you to better understand the opportunities for careers in the Marcellus Shale industry. You have identified possible careers that are compatible with your career personality and you have examined where those careers fit on the Natural Gas Workforce Analysis Pie Chart. In addition to the jobs directly related to natural gas, the industry also offers opportunities for entrepreneurs. In Activity 4, you are going to work in a group to take advantage of those opportunities. Students should be split into four teams (the teacher can do this for you in advance). Direct students to reorganize within the classroom into those 4 groups.

Natural Gas Entrepreneurs Identifying Business Development Opportunities

ROAD TO SUCESS

Activity 4 Directions: Now using all the information presented and the knowledge you have gained thus far, generate a basic plan for a new business designed to support the needs of a specific population and sector of the natural gas industry. Your instructor will assign you to one of four teams to complete this challenge. The details of each team’s task are listed. After completing the initial task, answer the follow-up questions. t Team 1 will of create a new business to meet the needs of the Upstream Sector and its employees. Recall that in the Upstream Sector, employees search for potential gas fields, drill exploratory wells, and operate the wells that recover and bring the natural gas to the surface. t Team 2 will create a new business to meet the needs of the Midstream Sector and its employees. Recall that in the Midstream Sector, employees store, market and transport the natural gas and natural gas liquids.

t Team 3 will create a new business to meet the needs of the Downstream Sector and its employees. Recall that in the Downstream Sector, employees process the natural gas. They also sell and distribute natural gas, natural gas liquids and their products such as fabrics, glass, steel, plastics and paint. t Team 4 will create a business that is simply for the purpose of meeting the growing needs of the community. Consider all of the impacts the introduction of the natural gas industry has made upon the community and what the citizens may now need or desire.

Follow-Up Questions: Each team should answer the questions below and be prepared to present their business decisions to the class. 1.

What are five businesses that may be needed to meet the employees’ needs in your sector? Name and/or briefly describe each. a. b. c. d. e.

65

2.

Select one of the five ideas above as the business your team will create. What product will you be selling or what service will you be providing? Describe.

3.

Why is this business needed now?

4.

What will be the name of your business?

5.

What slogan will you use to entice others to purchase from or utilize the services of your business?

6.

What additional steps can you take to ensure that your business succeeds now?

7.

What can you do to ensure that your business continues to succeed for an extended period of time? (How can you avoid the “bust”?)

Activity 4 — Volunteer Script Please open your student booklet to Activity 4 on page 44. This activity will challenge you and your team members to consider the information you have learned here today and use it to create a new business designed to support the needs of a specific population and sector of the gas industry. Please read the instructions to yourself as I read them aloud. Also read the information about each team. After you have read the instructions, assign each group one of the four tasks and numbers listed in the activity. Tell the students they will have 10 minutes to choose a business and answer the 5 questions about the business. When the students are finished ask for a representative from each team to share their answers to questions 2 and 5.’

Activity 5 — Volunteer Script Today’s activities have given you a chance meet your career personality and apply what you have learned about yourself to identify some compatible careers in the natural gas industry. You also analyzed some information about the various job sectors in natural gas and, finally, you had the chance to play the role an entrepreneur who may benefit from the industry. Please take a moment to review the career choices you made in activities 1 and 2 (also review the level of training and the salary associated with those careers). Please choose one of those careers to complete Activity 5 prior to our next session. Thanks for a great session! Ask classroom teachers to review instructions for building a resume and go over the sample resume. Students should be asked to complete the resume prior to Session 6.

Building a Resume Activity 5 Directions: Digital Learning Application

Refer back to your top five careers in the natural gas industry. Select the one career that you would most like to obtain in the future. Fill in the resume template below as if you are applying for a job for that specific career. Be creative and professional. Examples for each section can be found below.

APP-ortunity Session 5

Career Objective Describe your goal. What job are you trying to obtain?

Your Name

Key Words

Address

Create a list of key words that best describe you, as well as skills and knowledge you have that a potential employer would find relevant.

Phone No. and E-Mail

App Oil and Gas Job Search

Career Objective

Education Create a list of the names of schools that you would have had to attend to acquire the job. Ex: High School, Technical School, College, Master’s Program, etc.

Platform/ Operating System

Key Words

iPad®/iPhone® and Android™ Devices

Experience/Employment History Create a list of jobs that you had before this one that would have given you valuable experience.

Education

Experience/Employment History

Technology Competencies Create a list of technological skills and programs you have mastered.

Extra-Curricular Activities

Technology Competencies

Extra-Curricular Activities

Create a list of your activities, hobbies and volunteer experiences.

References List three people who would share their opinion of you. Include their relationship to you and/or title. i.e.: boss, neighbor, etc.

References

Example of Experience:

Description View and apply for oil and gas industry jobs, or enter search parameters and be alerted when a job that matches your searches becomes available. Reference the appendix for additional compatibility information and details.

Independently operated heavy machinery for 10 years.

Some things you should know:

Don’t Pull the Plug on

YOUR FUTURE! Employers in the oil and gas industry are having a difficult time finding enough workers who can pass drug tests, The Wall Street Journal reports (2011). While some individuals pass initial testing, they do not pass subsequent random tests that occur and are let go from the lucrative positions for which they were hired.

1.

2. 3.

Not only gas and oil, but all energy companies have extensive Drug and Alcohol Policies. Most require initial screenings followed by random testing throughout employment. Many of these policies result in immediate termination and do not provide opportunities for “a second chance!” The loss to companies in the United States due to alcohol and drug-related abuse by employees totals $100 billion a year, according to The National Clearinghouse for Alcohol and Drug Information (2013).

Other destructive decisions can also cost you your job in the energy industry. 1.

2.

Social Networking/Texting/Internet/Phone Use — Most companies have policies that specifically address this issue. Often, breaking those rules is also reason for termination. Also, employers often check social media before making hiring decisions. Be careful and conscious about what you post online. Even if it is deleted it can still be found. Other reasons that can impact retention in the energy sector include damaging property, falsifying company records, insubordination, misconduct, poor performance, stealing, using company property for personal business, taking too much time off and violating company policy.

PA Health Standards 10.1.9 and 10.1.12

66

6

Session Six Overview Students will play “The Energy Pyramid” as a review of key concepts from Sessions 1 through 5. The game will also serve as a fact resource for Session 7.

Objectives t

Students will review completed resumes and analyze how they are distributed with regard to the industry, required training, and interests

t

Students will review key concepts from Sessions 1 through 5

t

Students will analyze game cards to determine how the information that they include might be used to help someone form an opinion about the Marcellus Shale Industry

Materials t

Student Book

t

Table Tents

t

Game Cards and Poster

Pre-Session Activities Pre-Session Facilitator Responsibility Familiarize yourself with the lesson/script and the game. It currently is written as a 45-minute lesson plan. It will need to be amended in order to meet shorter/longer time-frames. Pre-Session Student Activity Classroom teachers should instruct students to review the main concepts in Sessions 1-5. Show them where the game cards are in the Session 6 section of their booklet. Explain to them that they will be playing a game in Session 6 based on those cards that will serve as a review, as well as a springboard, for Session 7, in which they will be conducting a Town Hall Meeting to discuss having a natural gas well being drilled in their community.

67

Suggested “Timing” Intro, Resume Analysis: 10 minutes Game: 35 minutes

Session 6 Key Words Energy, Oil, Coal, Natural Gas, Nuclear, Wind, Solar, Geothermal, Water, Biomass, Renewable, NonRenewable, Primary Source, Secondary Source, Electricity, Hydrogen, Kinetic Energy, Potential Energy, Chemical Energy, Stored Mechanical Energy, Nuclear Energy, Gravitational Energy, Electrical Energy, Radiant Energy, Thermal Energy, Motion, Sound, Marcellus Shale, Hydraulic Fracturing (Fracking), SDW, Methane, Super-Giant, Upstream, Midstream, Downstream, Boom, Bust, Entrepreneur, Interest, Money Market, IRA, 401(k), 403(b), The Marcellus Multiplier, Interest Inventory, Entrepreneur, Resume

Activity 1 — Volunteer Script Today we are going to start by looking at the resumes that you completed for homework. Please take a moment and post your resume under the correct category. (Your 3 categories for this activity are Pre-Drilling Phase, Drilling Phase and Production Phase.) Students may post their resumes in a number of different ways. You might use an open wall or blackboard. If space is limited, simply label some spots on a table/desk with the categories and have students place the resumes there. Mingle as students are posting their resumes to make sure that they have placed them in the correct category. (You can use the occupation charts from Session 5 to determine if students have placed their resumes in the correct category.) Give students 5 minutes to look at the resumes that are in the same category where they placed their resumes. When students are finished looking at peer resumes, have them return to their seats. Let’s gather some facts and figures about your resumes. Look at the Resume Analysis Chart on the first page of Session 6 Student Handbook. How many of you placed your resume in the Pre-Drilling Phase category? How many of you placed your resume in the Drilling Phase category? How many of you placed your resume in the Production Phase Category? How many of your resumes are for jobs that simply require on-the-job training? How many of your resumes are for jobs that require a certification or 1-2 years of training? How many of your resumes are for jobs that require a 4-year degree or greater? When students have supplied the necessary information and completed the Resume Analysis grid individually, have them discuss how their choices might impact them. (Do the careers they chose match their interests and skills? They may need to be mobile if they are pre-drilling or drilling phase jobs. They may need to be willing to relocate if the jobs they are receiving training for are not in the area that they currently live. They may need to consider the cost of the training associated with the job they identified. If money is an issue, they may need to consider a career with on-the-job (OTJ) training first in order to secure the money they need to go to college.)

Resume Analysis Session 5 — Activity 5 (continued) Directions: Take a look at the resumes that were completed for this activity and calculate the following. When you are finished, discuss what those numbers might mean for individuals seeking employment in the Marcellus Shale Industry.

Determine the number of resumes submitted in each category.

1.

PRE-DRILLING PHASE

DRILLING PHASE

PRODUCTION PHASE

ON-THE JOB TRAINING

CERTIFICATION/TECHNICAL DEGREE/ ASSOCIATE DEGREE

COLLEGE DEGREE

What must students who have submitted resumes to each of the drilling phase categories consider? Students in Pre-drilling and Drilling occupations need to recognize that they may be required to move from location to location.

2.

What must students who chose jobs requiring varying levels of training consider? Students with all levels of training need to consider if the career matches their interests and skills. Students also need to consider the cost of training/education and carefully monitor the job opportunities available to individuals with their training.

68

Energy Pyramid Game Activity 2 — Volunteer Script Today we are going to play a game called “The Energy Pyramid.” The game will help you to review some of the key concepts from Sessions 1-5 and will also give you a chance to gather information for the simulated Town Hall Meeting that will be occurring in Session 7. You will compete in two teams to determine who will be declared the Energy Champions! Each team will be made up of three small subgroups. Each subgroup will take a turn at competing in each of six categories. The game is loosely based on the game entitled “$25,000 Pyramid”. In that game, one player provides clues while another player (“guesser”) tries to determine the topic or term to which the other player (“clue giver”) is referring. If Internet availability exists, you can show students this brief clip of the show, “$25,000 Pyramid”, to see how it works: http://www.youtube.com/watch?v=qt1Hx_qE6G8. Now let’s get organized for the game. I have divided you into two teams, “The Kinetics” and “The Potentials”. You are also divided into three small subgroups within each team. Please listen carefully while I assign you to your team and your subgroup numbers (see completed chart below). When I am finished, please move to your designated area in the room. Subgroup 1 will be competing in categories 1 (Energy Terms) and 4 (Economic Impact). Subgroup 2 will be competing in categories 2 (Energy Sources) and 5 (Marcellus Shale Jobs) and Subgroup 3 will be competing in categories 3 (Marcellus Shale) and 6 (Careers and You).

STUDENT NAMES

THE POTENTIALS

69

THE KINETICS

GROUP 1

GROUP 2

GROUP 3

GROUP 4

GROUP 5

GROUP 6

Category 1 Energy Terms

Category 2 Energy Sources

Category 3 Marcellus Shale

Category 1 Energy Terms

Category 2 Energy Sources

Category 3 Marcellus Shale

Category 4 Economic Impact

Category 5 Marcellus Shale Jobs

Category 6 Careers and You

Category 4 Economic Impact

Category 5 Marcellus Shale Jobs

Category 6 Careers and You

1.

1.

1.

1.

1.

1.

2.

2.

2.

2.

2.

2.

3.

3.

3.

3.

3.

3.

4.

4.

4.

4.

4.

4.

5.

5.

5.

5.

5.

5.

I am the Game Show Host and will be giving the clues as you move through the Energy Pyramid. The teams will alternate turns starting with the first category. Let’s flip a coin to see who goes first. The subgroup that has been assigned the first category will receive clues first. I have three clues for each word. I will give you a clue and give your group one minute to choose an answer to the question. If you get the answer on the first clue, you will receive 3 points. If you do not, I will provide you with the second clue and give you one minute to come up with an answer. If you get the answer right on the second clue, you will receive 2 points. If you don’t have a correct answer, I will give you a third clue. If you get the answer correct, you will receive 1 point. If you do not, your team will receive 0 points for that question. I will alternate questions between teams and we will continue until both teams have answered all three questions for this category. Then we will switch subgroups and answer the questions for the next category. As we complete each category, we will switch subgroups until all questions have been asked and scored. Each team can receive up to 9 points (three questions) for each category or a total of 54 points. I will record the points for each team as they are earned. OK, let’s begin. Continue with the clues/answers until both teams have answered the questions for all six categories. When the game is complete, tally the points and declare the winner. Now that students have completed the game, refer them to the profiles for Session 7 starting on page 52. Their homework for Session 7 is to identify 2-3 pieces of information from the game cards that can be included in support of the position for each of the profiles. Instruct them to write the concept word and associated clue that they would use as part of their position if that were their profile. Today we had a chance to review the key concepts from Sessions 1–5. Next week we will utilize “the facts” to debate the pros and cons of the natural gas industry. Many times, issues such as these are debated with disregard for the facts and more attention is given to what individuals feel rather than what they know. Our goal for next week will be to consider this issue based on the facts to develop a position. Thanks for your attention, and I will see you next week.

Digital Learning Application

APP-ortunity Session 6 App Explore Shale

Platform/ Operating System Web-based

Description This interactive web site is a public service media project designed to enhance understanding of basic concepts associated with Marcellus Shale. Produced by an outreach service of Penn State University. Reference the appendix for additional compatibility information and details.

70

7

Session Seven Overview Students will apply what they have learned over the course of your time with them to a town hall meeting simulation. They will be asked to utilize the cards from the energy game from the last session and apply that information to a Character Card that describes a hypothetical community member of Pine Borough who is attending a town hall meeting to weigh in on whether to allow Marcellus Shale drilling to occur.

Objectives t Students will choose one card from each category of the Session 6 Energy Pyramid game and apply it to their assigned character profile t Students will recognize the importance of considering facts when making decisions about energy and energy sources t Students will recognize that opinions may vary depending on personal perspective/circumstances when it comes to energy and energy decisions t Students will investigate the pros and cons of Marcellus Shale drilling t Students will engage in a town hall meeting simulation

Materials t Student Book t Table Tents t Town Council Ballots

Pre-Session Activities Pre-Session Facilitator Responsibility Familiarize yourself with the Character Cards and the directions for the town hall meeting activity. It currently is written as a 45-minute lesson plan. It will need to be amended in order to meet shorter/longer time frames. Pre-Session Student Activity Students were asked to review the Character Card profiles and identify two or three game cards from Session 6 that would be applicable to each character. Ask the teacher to remind students a few days prior to teaching Session 7 to make sure this has occurred.

71

Suggested “Timing” Intro and Return Speeches for Minor Revisions: 10 minutes Practice Speeches: 10 minutes Give Speeches: 20 minutes Cast Ballots: 5 minutes

Session 7 Key Words Town Hall Meeting

Activity 1 — Volunteer Script Today we will be engaging in a local government simulation. Several local property owners have been approached by Marcellus Shale natural gas industry personnel requesting permission to test their land for natural gas potential. This request has been met by extreme reactions both for and against natural gas drilling in the area, therefore a town hall meeting has been called to discuss this issue. Six people have been slated to speak at this meeting. You will be split into six teams, each one representing one of the speakers at the town hall meeting. (Ask the teacher to help you place the students into six teams and assign each team one of the character cards.) Have students turn to Activity 1 on page 51 and read it to themselves while you read it aloud.

Fitting It All Together Activity 1 As you have learned over the last several weeks, energy is a critical part of our existence and as a result, everyone has a stake in how it is harvested, stored and used. Conflicts over these issues are often emotionally charged and can divide community members and even families. What often occurs is that individuals consider issues based on the information they have at hand. Sometimes that information is accurate, sometimes it is not. And sometimes even if it is accurate, other information is critical in order to make a “good decision.” And finally, a good decision in one instance might not be the best decision in another instance. We are hoping that the previous lessons in which you have participated have helped to clarify your understanding of energy and the many, varied roles it plays in your life and in your community. It is our hope that today’s exercise will help solidify what you have learned and also exercise your ability to consider all sides of an issue. We are also hoping that when you finish, you will understand how important it is to consider all perspectives associated with an issue, and make decisions utilizing objective, factual information. This is also known as making a well-informed decision, meaning that one gathers as many facts as possible from a variety of sources before making a decision.

Council Member

Farm Owner

Liaison

Last week, we played Energy Pyramid and, in the course of that game, you had the opportunity to demonstrate your understanding of the scientific, economic and career development concepts studied in this unit. Today, we are going to take that one step further and ask you to analyze those concepts and connect them with six personal profiles. You have been divided into six groups and have each been assigned one of the profiles for the town meeting. On the right of your profile, you are being asked to choose one of the concept cards from each Energy Profile category and explain how that concept is connected to that individual and his/her position. When you are finished, we will then simulate a town meeting to weigh in on whether a well should be drilled in “Our Town.”

Bed and Breakfast Owner/Operator

You will need to choose one card from each of the six categories in the Energy Pyramid game. The card you choose should be one that you can easily connect with your assigned profile. You will list the term on the left, then describe the connection in the chart provided on the back of your profile.

Mother/Wife/Pharmacist

There are no right or wrong answers, but there are better choices for each profile. For instance, if your profile is that of a scientist (geologist), the better choice from the “Careers and You” category would be Investigative rather than Artistic. The key is how you make the connection. DEP Representative

72

See sample profiles below and on pages 74–80. (Provide students with approximately 10 minutes to choose their energy terms and make their connections. When they are finished, continue with the directions.)

Character Card Profiles Activity 1 Council Member

Luke Carlington Mr. Carlington wants to run for re-election in the next year. His borough has been struggling since the local paper mill shut down three years ago. There are many abandoned businesses and a very high unemployment rate in his small town. He has read the May 2010 study, The Economic Impacts of the Pennsylvania Marcellus Shale Natural Gas Play: An Update, by Timothy J. Considine, Ph.D., Robert Watson, Ph.D., P.E. and Seth Blumsack, Ph.D. from Pennsylvania State University College of Earth and Mineral Sciences and Department of Energy and Mineral Engineering. Below are several key paragraphs from this paper that he found to be very enlightening: “While the drilling rig may be the most widely associated symbol of natural gas development, there are many activities before and after drilling that generate significant economic impacts. Many people are required to identify lease properties, write leases and conduct related legal and regulatory work. Seismic surveys also require manpower, local business services and other provisions. Once a prospective site is identified, site preparation and drilling begins and with it the need for services, labor and other locally supplied activities. If natural gas is found in commercial quantities, infrastructure, such as well production equipment and pipelines are installed, which again stimulates local business activity. Finally, as production flows from the well, royalties are paid to landowners and taxes paid to local governments. These expenditures stimulate the local economy and provide additional resources for community services, such as health care, education and charities.” “So for every $1 that the Marcellus industry spends in the state, $1.90 of total economic output is generated.” “A more meaningful estimate of economic impacts is value added, which subtracts inter-industry purchases from gross output and measures the returns to labor and capital (see Table 3). Using this measure, the Marcellus gas industry in Pennsylvania directly added over $1.98 billion to the economy of Pennsylvania, which then generated indirect and induced impacts that increased the total value added generated in the Commonwealth by $3.87 billion. In other words, the total economic impact of the Marcellus industry measured by valued added was $3.87 billion during calendar year 2009.” “This level of future drilling and development activity will significantly stimulate the Pennsylvania economy. Estimates of these future economic impacts are summarized in Table 8. During 2015, the Marcellus gas industry could be generating more than $14 billion in value added, $1.4 billion in state and local tax revenues and increasing state employment by 160,000. In 2020, the impacts grow even larger with over $18 billion in value added, over $1.8 billion in state and local tax revenue and a workforce 200,000 larger.” “There are additional economic impacts not estimated in this report. The availability of low-cost natural gas supplies could stimulate the expansion of manufacturing capacity in the Commonwealth of Pennsylvania, such as steel, glass, foundries, chemicals, fertilizers and other natural gas intensive industries. Such an expansion would further stimulate the supply chain and generate additional job and tax revenues gains. Abundant gas supplies also could reduce the cost of achieving reductions in greenhouse gas emissions as well as emissions of NOx, SO and other pollutants. Thus, the additional natural gas produced from the Marcellus would propel Pennsylvania’s economy forward while reducing greenhouse gas emissions.”

73

Character Card Profiles Activity 1 Farm Owner

Richard Jackson Richard Jackson has a 300-acre farm. He raises cows and pigs and grows corn. He is in desperate need of a new barn. For the last five years, he has struggled to pay his property taxes. He has been considering the offer presented to him last week to place a Marcellus Shale natural gas well on his property. With this offer in his mind, he began to do some research on the Internet. He read a press release on the Marcellus Shale Coalition website that has really made him consider this offer. Below is the key point which really interested him: In 2010 alone, natural gas companies paid over $1.6 billion in lease and bonus payments to Pennsylvania landowners. Marcellus Shale Coalition. (2011). Self-Sufficient in Natural Gas, Marcellus Shale Could Lead Nation in Production by 2020. Retrieved November 2, 2011 from http://marcelluscoalition.org/2011/07/new-study-pa-self-sufficient-in-natural-gas-marcellusshale-could-lead-nation-in-production-by-2020/

With leases and bonuses on his mind, he found this information from Rachel Weaver of the Pittsburgh Tribune-Review: Say hello to Pennsylvania’s nouveau riche — the Marcellus “shalionaires.” In 2009, the latest data available, the Marcellus shale industry paid out more than $1.7 billion in leases and bonuses and $54 million in royalties to Pennsylvanians, according to Natural Resource Economics Inc., a Wyoming-based consulting firm. A study the firm conducted does not say how many landowners received money. Mark Scheuerman, spokesman for Talisman Energy, which has an office in Warrendale, helped negotiate a deal involving more than 900 landowners in Northeastern Pennsylvania. It resulted in 32,000 acres of leased land and a $5,500-per-acre signing bonus to landowners — not including the 20 percent in royalties. “There are a couple dozen companies drilling in Pennsylvania. Some are paying $1,000 to $2,000 an acre; some are paying $5,000 to $6,000 an acre,” he said. Windle said the number of acres varies widely, from as small as a tenth of an acre up to a “couple of thousand.” Regardless of the leases’ value, the best is yet to come, said Kathryn Klaber, former executive director of the Marcellus Shale Coalition, a Robinson, Pennsylvania based trade group supporting gas exploration and production. The industry is a “multi-generational” opportunity, she said. A lot of the Marcellus shale — the underground rock formation from which drillers extract natural gas — is untapped.” Weaver, Rachel. “Marcellus Gas Wells Generate an Amazing Bounty for Landowners.” Pittsburgh Tribune-Review 27 February 2011. 9 November 2011 < www.uppermon.org/news/Pgh-Alleg/PTR-Marcellus_Bounty-27Feb11.html.>

74

Character Card Profiles Activity 1 Liaison

Tyler Moffit Tyler Moffit is the liaison between Natural Gas Incorporated and Pine Borough. He intends to share his vast knowledge on the Marcellus Shale natural gas industry with the residents of Pine Borough. Here is a summary of some of the key information he is contemplating sharing today: 1

Historic Levels of Production

Pennsylvania Marcellus gas production could expand to 17.5 billion cubic feet per day by 2020 (6.39 trillion cubic feet annually), which could represent nearly a quarter of the United States’ annual natural gas production and consumption, according to U.S. Department of Energy estimates (source: DOE EIA AEO 2011: http://bit.ly/nU5woD). Major Economic Benefits t During 2010, the Marcellus gas industry increased Pennsylvania’s economic activity by $11.2 billion, generated $1.1 billion in state and local taxes and supported nearly 140,000 jobs. t The Marcellus industry generated around $12.8 billion in economic activity during 2011. This represented more than $1.2 billion in state and local taxes and supported more than 156,000 jobs. t The economic impacts will likely be even greater than current estimates, owed to the availability of low-cost natural gas supplies, as well as natural gas liquids, which could stimulate the expansion of Pennsylvania’s manufacturing capacity — including in the steel, glass, foundries, chemicals, fertilizers and other natural gas-intensive industries. Consumer and Landowner Benefits t Given a 12.6 percent reduction in natural gas prices due to higher Marcellus output, total energy expenditures for Pennsylvania consumers declined by $633 million during 2010. t Residential customer and household electricity and natural gas bills in Pennsylvania are $245.1 million lower as a result of gas production from the Marcellus, with $217.4 million from lower natural gas bills and another $27.7 million from lower electricity bills. t In 2010 alone, natural gas companies paid over $1.6 billion in lease and bonus payments to Pennsylvania landowners.

75

2

Natural Gas Is a Relatively Clean Burning Fossil Fuel

Burning natural gas for energy results in much fewer emissions of nearly all types of air pollutants and carbon dioxide (CO2) per unit of heat produced than coal or refined petroleum products. 3

Water Protection

A water management plan, including the identification of a proposed water withdrawal source, is required under DEP’s permitting process for Marcellus Shale wells. Before permitting a well, DEP reviews the drilling, construction and water use plans and visits the drilling location. A series of environmental safeguards are included in the development of every well pad, such as the use of erosion and sedimentation controls, fugitive dust controls and the use of well casing and an underground cement barrier between the well and water-bearing geologic zones. Together, these controls protect surface water in the area of the well from runoff and groundwater from impacts associated with drilling operations. Flow-back water generated in the fracture process is stored in lined on-site holding ponds or tanks and is held until it is transported for treatment at a DEP permitted facility or is recycled. 1 Considine, T. J., Watson, R., & Blumsack, S. (2011, July 27). The Pennsylvania Marcellus Shale Natural Gas Industry: Status, Economic Impacts and Future Potential. State College: The Pennsylvania State University College of Earth and Mineral Sciences Department of Energy and Mineral Engineering 2 US Energy Information Administration. (2010). Energy Kids. Retrieved July 7, 2011 from http://www.eia.gov/kids/energy.cfm?page=natural_gas_home-basics 3 Marcellus Shale Coalition. (2011).Water. Retrieved November 6, 2011 from http://marcelluscoalition.org/marcellus-shale/protection/water/

Character Card Profiles Activity 1 Bed and Breakfast Owner/Operator

Kyle Drake Kyle Drake and his family have owned and operated a bed and breakfast facility on local Lake Tally for tourists since the early 1980s. People love to hike, bike and fish when staying with the Drakes. When he learned about the possibility of natural gas drilling in his region, he was very concerned about the private water well that provided the water supply for his business and family. He discovered the Pennsylvania State University College of Agricultural Sciences had completed a study on private water supplies in Pennsylvania. Here is a summary of the points that he is considering: 1

As a result of renewed interest in gas drilling in Pennsylvania, a survey of private water well owners in the state during 2007 found that 13 percent felt that gas well drilling was the biggest threat to their water supply.

Waste fluids from gas well drilling are highly mineralized and contain levels of some pollutants that are far above levels considered safe for drinking water supplies. As a result, even small amounts of brine pollution can result in significant impacts on drinking water supplies. The most common pollutants are salts (sodium and chloride) and various metals including iron, manganese, barium and arsenic. A final problem that can be associated with gas drilling, or can occur naturally, is methane gas migration into water wells and springs. In this case, the methane gas rapidly escapes from the groundwater and may pose an explosion hazard in confined spaces. Methane in water usually creates obvious symptoms of effervescence and spurting faucets owing to gas buildup. A study of 200 private water wells by Penn State and McKean County Cooperative Extension in 2007 found that 1 to 3 percent contained elevated levels of pollutants that could originate from gas drilling (see Figure 3.4). It is important to note that this study did not attempt to differentiate between effects from past versus current gas well drilling. Given the changes and strengthening of regulations on gas well drilling that occurred in the mid-1980s, it is likely that most of the groundwater contamination found in McKean County occurred from past drilling practices. Still, these results point to the importance of remaining vigilant in properly testing and monitoring private water supplies near gas wells using the strategies outlined later in this discussion. Data from various regulatory agencies responsible for enforcing gas well drilling regulations indicate that more than 95 percent of complaints received by homeowners suspecting problems from recent nearby gas well drilling are, instead, due to pre-existing problems or other land-use activities. During or after nearby gas well drilling, there may be obvious changes to your water supply that warrant filing a complaint to the Pennsylvania Department of Environmental Protection (DEP). Common symptoms include water foaming, muddiness, bubbling, spurting faucets, metallic or salty taste, fuel or oil smell and a reduction in water flow. Include water resource protection in your lease — many of the aforementioned ideas for protecting a water supply can be stipulated in a gas leasing agreement (if a lease is offered by the gas company). The lease agreement allows a homeowner to set rules for the gas company to follow in order to access private property. For example, you can stipulate setback distances, water testing or flow measurement in your lease agreement. 1 Clemens, S., Swistock, B., & Sharpe, W. (2009). A Guide to Private Water Systems in Pennsylvania: A Manual for Rural Homeowners on the Proper Construction and Maintenance of Private Wells, Springs, and Cisterns. The Pennsylvania State University: College of Agricultural Sciences

76

Character Card Profiles Activity 1 Mother/Wife/Pharmacist

Avery Bailey Avery Bailey and her husband Ted moved to this town so that their three children could be raised in a safe, small town free from the pollution and crowds of the big city. Avery is a pharmacist and Ted is an accountant. Their home lies at the edge of town along the rural road which will be used by the transportation vehicles coming to and from the proposed well site. She has read the 2009–2010 Marcellus Shale natural gas extraction study from the League of Women Voters of Pennsylvania. Here is a summary of the material she found to be most pertinent from this study: 1 The horizontal drilling techniques used in Marcellus Shale natural gas extraction use less land surface than would be needed to access the same reservoir of natural gas through vertical drilling alone. Vertical drilling on a square mile of ground would require 16 separate well pads. Horizontal wells thus reduce the number of access roads, well pads, pipelines and production facilities needed.

77

Responsible drilling companies can nearly restore the surface land to its pre-drilling state. However, a good lease must consider future development problems and specify how the land will be reclaimed. Municipalities need to plan for the long-term effects of the Marcellus Shale natural gas drilling equipment on roads. Prior to and during the four to six weeks that the well is being drilled, heavy trucks carrying drilling equipment and tankers carrying water to and from the site use state highways and township roads. Heavy trucks cause potholes and break pavement, especially along the edges. Heavy trucks on gravel roads raise enough dust to change air quality. Municipalities can work with drilling companies to minimize long-term effects and to address traffic congestion, road damage and dust. The current road bonding is $12,500 per mile. This is less than the cost of repairing a damaged mile. According to an industry source, responsible companies can restore roads to their pre-drilling state, and some companies may even leave the roads better than they were before the drilling (Range Resources, 2009). However, without clear regulation and enforcement, each company operates differently. Water quality can be compromised at several stages of Marcellus Shale natural gas extraction. Gaining access to the proposed well site involves building access roads for the heavy equipment to transport the drilling rig, pipe and water. Both transporting material to the site and site preparation can cause erosion and subsequent silting. Drilling through aquifers can contaminate water supplies. Approximately 15,000 gallons of chemicals are added to the fresh water for fracking (Soeder & Kappel, 2009). This water/chemical mix can leak onto the ground. The drilling slurry also contains cuttings of the native rock, which in the case of Pennsylvania’s Marcellus Shale, includes uranium (Shultz, 1999, p. 792). The flowback that comes to the surface at the drill site is fracking fluid – complete with dissolved minerals and added chemicals.

places a relatively increased burden on plant and wildlife within its limited ecosystem. Further, if fracking fluid is released into a small stream, the chemicals will not be diluted sufficiently to avoid damaging fragile ecosystems and harming aquatic life. Between 30 percent and 70 percent of the fracking water returns to the surface and brings with it hydrocarbons (gases other than methane), heavy metals, naturally occurring radioactive materials and high levels of total dissolved solids (TDS). The TDS are the salts, calcium, potassium, sodium, chloride and carbonate organic material from the shale formation. Frack water is trucked to one of eight wastewater treatment plants in Pennsylvania currently capable of treating the flowback. At the wastewater treatment plant, the heavy metals and salts are precipitated out of the water. While some may be sold, others go to landfills as dry waste.

Another important issue is the connection between water quantity and water quality. For example, taking water for drilling and fracking from a small stream rather than a large lake or river

1 McClure, S., Winters, R. & Lavin, L. (2009). Marcellus Shale Natural Gas: From the Ground to the Customer. Retrieved on April 17, 2011 from http://www. bfenvironmental.com/pdfs/Marcellus_Shale_Study_Guide_Parts_1-5.pdf

Because natural gas is the cleanest of all fossil fuels, its air quality benefits are often lauded. For example, when used for generating electricity, it emits approximately half the carbon dioxide of coal and 30 percent less than fuel oil. Its combustion byproducts are mostly carbon dioxide and water vapor. Consequently, it is considered to be central to energy plans focused on the reduction of greenhouse gases (Ground Water Protection Council & ALL Consulting, 2009) and as a stopgap measure when weather conditions and storage capacity make wind and sun unavailable. However, natural gas production is not without consequences. Its extraction from Marcellus Shale impacts air quality and releases greenhouse gases into the atmosphere. Air quality is an issue that requires consideration with the increase of natural gas drilling and production in Pennsylvania. Although there is disagreement on the extent of polluting air emissions from shale gas drilling and production, experience in the western states and Texas suggests the possible need for change in Pennsylvania’s air quality plans, air quality monitoring and coordination/communication between bureaus within the DEP.

Character Card Profiles Activity 1 DEP Representative

Max Granville Max Greenville is a representative from the Department of Environmental Protection (DEP). He is attending today’s meeting to assure residents of the regulations and safeguards his agency will be enacting to keep their environment safe. Here is a summary of the information he intends to present: 1

Oil and gas exploration and drilling is regulated under all or part of the state oil and gas laws, the Clean Streams Law, the Dam Safety and Encroachments Act, the Solid Waste Management Act, the Water Resources Planning Act and the Worker and Community Right to Know Act. DEP is responsible for reviewing and issuing drilling permits, inspecting drilling operations and responding to complaints about water quality problems. DEP inspectors conduct routine and unannounced inspections of drilling sites and wells statewide. Other agencies directly responsible for monitoring the effects of drilling on water quality and aquatic life include the Pennsylvania Fish and Boat Commission, the Susquehanna and Delaware River basin commissions, the U.S. Fish and Wildlife Service and Pennsylvania’s county conservation districts. Oversight organizations can vary from state to state and community to community. The Ohio River Basin doesn’t have the same amount of monitoring on its water supply as the Susquehanna and Delaware River basins. Drilling companies must identify where they plan to obtain and store the water used in their drilling operations and where the used frack water is to be stored and treated as part of the drilling permit application process. The Department of Environmental Protection, in cooperation with the Susquehanna and Delaware River basin commissions, has created additional permit guidelines that create consistent rules for water usage and disposal in all areas of the state to ensure that surface water quality is not threatened by drilling operations. When applying for a permit, drillers must specify the sources and location of fresh water and the anticipated impacts of water withdrawals on water resources, and obtain approval from the appropriate river basin commission.

Erosion and sediment control plan requirements under state law apply to any earth disturbance activities including oil and gas drilling (Pennsylvania Code Chapter 102). Earth disturbances of over five acres require a permit from DEP. Drilling companies must disclose the names of all chemicals to be stored and used at a drilling site in the Pollution Prevention and Contingency Plan that must be submitted to DEP as part of the permit application process. These plans contain copies of material safety data sheets for all chemicals, and DEP recommends to operators that a copy be kept on each well site. This information is on file with DEP and is available to landowners, local governments and emergency responders. Pennsylvania law requires drillers to case and grout wells through all fresh water aquifers before drilling through deeper zones known to contain oil or gas. This casing protects groundwater from pollutants inside the well, and keeps water from the surface and other geologic strata from mixing with and contaminating groundwater. The DEP will investigate complaints about water supplies within 10 days and issue orders as necessary to replace or restore your water supply. Drilling operators must restore the land within nine months of drilling completion. Once a well is no longer producing, the operator must plug the well and restore the site within nine months of plugging the well. Drilling wastes must be collected and stored in pits with synthetic liners. Waste fluids must be collected and treated at an authorized water treatment facility. Wells cannot be drilled within 200 feet of structures, or within 100 feet of streams and wetlands. 1 Pennsylvania Department of Environmental Protection (2011). Drilling for Natural Gas in the Marcellus Shale Formation: Frequently Asked Questions. Retrieved October 25, 2011 from http://www.dep.state.pa.us/dep/deputate/minres/ oilgas/new_forms/marcellus/marcellus.htm

78

Term

Connection Luke is interested in the non-renewable resource natural gas because of the potential economic impact harvesting Non-Renewable

it could have for his community.

ENERGY TERMS

Luke believe that while this energy source is non-renewable, it is an excellent source of energy for his community Natural Gas

because of its abundance and close proximity.

ENERGY SOURCES

Horizontal drilling would provide many opportunities for growth in Luke’s community, not only with the jobs Horizontal Drilling

directly created, but also with all of the ancillary economic opportunities.

MARCELLUS SHALE

Luke believes that if the community engages in natural gas mining, it has the potential to create a boom economy. Boom

ECONOMIC IMPACT

One area that Luke sees as having great economic potential for his community is in the upstream jobs Upstream Jobs

associated with Marcellus Shale drilling.

MARCELLUS SHALE JOBS

Luke may be enterprising since he works in politics and probably wants to persuade people to vote in favor of Marcellus Lobbyist

CAREERS AND YOU

79

Shale drilling.

Activity 2 — Town Hall Meeting Have students turn to Activity 2 on page 64 in their booklets and read the directions as you read them aloud.

Town Hall Meeting Activity 2 Pine Borough residents have been debating whether or not natural gas drilling should be allowed in their borough. A meeting has been called to give people the opportunity to express their opinions on this subject. Your team has been given a Character Card. Have one team member read the Character Card aloud. As a team, decide whether or not you think the character would be for or against natural gas drilling. Then use the template on the next page to create a two-minute maximum speech to read before the town hall meeting from that character’s point of view. Designate one person to read the speech and two people from your team to serve on the Town Council. Those students will sit at the front of the room to hear all the speeches and vote on whether to allow drilling. The rest of the team members will be permitted to ask each speech giver questions following their speech.

80

Activity 3 — Volunteer Script Allow students to work for 15 minutes to complete the speech template. When the groups are finished, have the students who have been selected to be on the Town Council report to the front of the room and the students who are presenting will read their speeches. Students who are not on the Town Council or reading speeches will be permitted to ask questions at the end of the speeches. (See Speech Notes and Speech Writing Template students will be using to complete speeches below.)

Speech Notes Activity 3 Should Marcellus Shale natural gas drilling be allowed within your municipality? t:PVS$IBSBDUFST/BNF

Speech

t*TZPVSDIBSBDUFSGPSPSBHBJOTUOBUVSBMHBTESJMMJOH

Actfactors t'SPNUIFNBUFSJBMQSPWJEFEUPZPVSUFBN XIBUBSFUIFthree most important ivity 3 that you used to make your decision? List them on the lines provided below.

Writing

Templat e

1. INTROD

UCTION

8SJUFBO BUUFOUJP JOUSPEV OHFUUJOH DF UPQJDRV ZPVSDIBSBDU TFOUFODF*UD FS FTUJPO JODMVEJO BOEIJTIFSD BOCFBTUPSZ three fa RVPUFP SFEFOUJB HUI ct SG MTSFHB Shale na s you selected FPQJOJPOZP SEJOHUI BDU#FTVSF tu ra l UIBUZPV JTUPQJD gas drilli above. For ex VTFMFDUFEGP ______ SZPV ___, __ 5  ng sh ample: ______ Therefor SDIBSBDUFSB IFOSFQISBTFUI __ and ould or should OET e, F it is my ______ not be _____. opinion VNNBSJ[JOHUI allowed that Mar F within ou cellu r munic ipality be s cause

BODY

(ARGUM

ENT ONE)

2.

8SJUFi*O UI you sele FàSTUQMBDF u i5PC cted. Be FHJO sure to cite the XJUIuPSi'JST Uu source (s) of yo BOEUIFOCSJF ur mater áZEFTDS ial. JCFUIF àS

TUGBDUPS



BOD

(ARGUM Y ENT TW O)

8SJUFi*O UIFTF DPOEQ fact yo MB u select ed. Be DFu i/FYUuP Si sure to cite the 4FDPOEMZuBO E source (s) of yo UIFOCSJFáZE ur mater FTDSJCF UIF ial.

TFDPOE

3. BODY

(ARGUM

ENT THRE

E)

8SJUFi' JO Be sure BMMZuPSi-BTU MZ to cite the sour uBOEUIFOCSJF ce(s) of áZEFTDS your m aterial. JCFUIFUIJSEGB DU

ZPVTFM

CONCLU

SION

81

FDUFE

The co nc statem lusion should ent and be a m irror im i*ODPO th ag DMVTJPOu en referring back to e of your intro PSi5I TFOUFO FSFGPS your at DF tention- duction, startin the spee UIBUSFNJOETZ FuBOEUIFO getting g with SF PVSBVE ch. th senten JFODFPG TUBUFZPVSUIFT ce. Begi e thesis UIFTUPS JT Z RVPUF TUBUFNFOU'P n by writing, PSGBDUX MMPX JUIXIJDI XJUIB ZPVCFH BO



Activity 4 — Cast Ballots After all teams have presented, give the Town Council time to decide whether or not to allow drilling for natural gas in the municipality based upon which character/characters presented the most convincing arguments. Make sure that council members know they should take into consideration not only the information presented by the speakers, but the credibility of the speakers’ sources as well. Tell the students that they do NOT have to vote with their original group. Give each Town Council member a ballot to fill out. Read the ballots aloud and declare the winner. In the case of a tie, you may ask the teacher to act as a tie breaker or act as a tie breaker yourself. Be sure to give your reason(s) for your decision.

Summary Tell the students that town hall meetings such as this one are going on all over the area regarding the presence of Marcellus Shale natural gas drilling. Tell them that regardless of their position on this issue, that the industry is likely to impact their lives if they reside in this region, therefore it would greatly benefit them to be as educated as possible on the topic

Digital Learning Application

APP-ortunity Session 7 App Android Prompter

Platform/ Operating System Android Devices

Description Turn your Android tablet into a teleprompter. Control the font, text size and speed of the information being presented. Reference the appendix for additional compatibility information and details.

Final Visit This is your last visit with the students and the teachers, so be sure to thank them for their time and cooperation. Emphasize how much you have enjoyed your time with them. Distribute their certificates of achievement and ask students to take them home and share them with their families. If time permits, ask the students to share something they will remember about this experience.

82

Junior Achievement Standards Matrix The seven sessions in this Junior Achievement Curriculum target a number of academic standards, anchors and core standards. The following table identifies those crosswalks associated with eighth-grade benchmarks (or nearest higher grade benchmark for content area). The identified Standards/Anchor Descriptor/Eligible Content are listed and identified as they existed in the Pennsylvania SAS system on 7/12/2012. The Common Core Standards listed are based on the draft versions of Language Arts and Mathematics Core Standards listed on the SAS on that same date. As Pennsylvania Standards and Anchors are revised and adopted, the following matrix will need to subsequently be revised to reflect those changes. A similar review will need to occur when the Common Core Standards are adopted and following any revisions made to them.

STANDARDS

ANCHOR DESCRIPTOR/ELIGIBLE CONTENT

COMMON CORE STANDARDS

SESSION 1

Reading, Writing, Speaking and Listening 1.1.8.A

R8.A.2.1

CC.1.2.8.A

"QQMZBQQSPQSJBUFTUSBUFHJFTUPJOUFSQSFU BOEBOBMZ[FBVUIPSTQVSQPTF VTJOHHSBEF level text.

Identify and apply the meaning PGWPDBCVMBSZJOOPOàDUJPO

1.4.8B

Make inferences, draw conclusions and NBLFHFOFSBMJ[BUJPOTCBTFEPOUFYU

Determine a central idea of a text and BOBMZ[FJUTEFWFMPQNFOUPWFSUIFDPVSTF of the text, including its relationship to TVQQPSUJOHJEFBTQSPWJEFBOPCKFDUJWF summary of the text.

Write multi-paragraph Informational pieces (e.g. letters, descriptions, reports, instructions, essays, articles, interviews).

R8.A.2.3

R8.A.2.4 Identify and explain main ideas and relevant details.

E08.C.1.1 Write arguments to support claims with clear reasons and relevant evidence.

CC.1.2.8.J "DRVJSFBOEVTFBDDVSBUFMZHSBEF appropriate general academic and EPNBJOTQFDJàDXPSETBOEQISBTFTHBUIFS vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.8.A 8SJUFJOGPSNBUJWFFYQMBOBUPSZUFYUTUP examine a topic and convey ideas, concepts and information clearly.

Science 3.2.8.A3

S8.C.2.1

Explain how changes in matter are accompanied by changes in energy.

Describe energy sources, transfer of energy or conversion of energy

3.2.8.B2

S8.B.3.3

Identify situations where kinetic energy is transformed into potential energy and vice versa.

Explain how renewable and nonrenewable resources provide for human needs or how these needs impact the environment.

3.3.8.A1

/"

Distinguish between physical and chemical weathering. Compare and contrast the types of energy that drive earth systems.

3.3.8.A2 Describe renewable and nonrenewable energy resources.

3.3.8.A6 CHANGES Explain changes in earth systems in terms of energy transformation and transport.

Environment and Ecology 4.3.7.A Explain how products are derived from natural resources. r Describe the process of converting raw materials to consumer goods r Differentiate between renewable and nonrenewable resources

4.3.8.A Compare and contrast alternative sources of energy.

83

/"

/"

STANDARDS

ANCHOR DESCRIPTOR/ELIGIBLE CONTENT

COMMON CORE STANDARDS

SESSION 1

Career Education and Work 13.2.8.C 1SFQBSFBESBGUPGDBSFFSBDRVJTJUJPO documents, such as, but not limited to: r +PCBQQMJDBUJPO r Letter of appreciation following an interview

/"

/"

r Letter of introduction r 3FRVFTUGPSMFUUFSPGSFDPNNFOEBUJPO r Resume SESSION 2

Reading, Writing, Speaking and Listening 1.1.8.A

R8.A.2.1

CC.1.2.8.A

"QQMZBQQSPQSJBUFTUSBUFHJFTUPJOUFSQSFU BOEBOBMZ[FBVUIPSTQVSQPTF  using grade level text.

Identify and apply the meaning PGWPDBCVMBSZJOOPOàDUJPO

Determine a central idea of a text and BOBMZ[FJUTEFWFMPQNFOUPWFSUIFDPVSTF of the text, including its relationship to TVQQPSUJOHJEFBTQSPWJEFBOPCKFDUJWF summary of the text.

R8.A.2.3 Make inferences, draw conclusions and NBLFHFOFSBMJ[BUJPOTCBTFEPOUFYU

R8.A.2.4 Identify and explain main ideas and relevant details.

CC.1.2.8.J "DRVJSFBOEVTFBDDVSBUFMZHSBEF appropriate general academic and EPNBJOTQFDJàDXPSETBOEQISBTFTHBUIFS vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Mathematics 2.2.8.B

M8.A.3.3.1

CC.2.1.HS.F.2

"EE TVCUSBDU NVMUJQMZBOEEJWJEF different kinds and forms of rational numbers including integers, decimal fractions, percents and proper and improper fractions.

"EE TVCUSBDU NVMUJQMZBOEPSEJWJEF JOUFHFST GSBDUJPOTBOEPSEFDJNBMTXJUI and without a calculator (straight computation or word problems).

"QQMZQSPQFSUJFTPGSBUJPOBMBOE irrational numbers to solve real-world or mathematical problems.

Science 3.2.8.A3

M8.E.4.1.2

Explain how changes in matter are accompanied by changes in energy.

Make predictions based on survey results or graphs (bar, line, circle, scatterplots, etc.).

3.2.8.B2

S8.C.2.1

Identify situations where kinetic energy is transformed into potential energy and vice versa.

Describe energy sources, transfer of energy or conversion of energy

3.3.8.A1

Distinguish between kinetic and potential energy.

Compare and contrast the types of energy that drive earth systems.

3.3.8.A2 Describe renewable and nonrenewable energy resources.

3.3.8.A6 CHANGES Explain changes in earth systems in terms of energy transformation and transport.

3.4.8.E3 Examine how power systems are used to drive and provide propulsion to other technological products or systems.

S8.C.3.1.2

S8.B.3.3.2 Explain how renewable and nonrenewable resources provide for human needs (i.e., energy, food, water, clothing and shelter).

/"

S8.C.2.1.1 Distinguish among forms of energy (e.g., electrical, mechanical, chemical, light, sound, nuclear) and sources of energy (i.e., renewable and nonrenewable energy).

S8.C.2.1.3 Describe how one form of energy (e.g., electrical, mechanical, chemical, light, sound, nuclear) can be converted into a different form of energy.

84

STANDARDS

ANCHOR DESCRIPTOR/ELIGIBLE CONTENT

COMMON CORE STANDARDS

/"

/"

SESSION 2

Environment and Ecology 4.3.7.A Explain how products are derived from natural resources. r Describe the process of converting raw materials to consumer goods r Differentiate between renewable and nonrenewable resources

4.3.8.A Compare and contrast alternative sources of energy.

Economics 6.1.8.C Compare choices to determine the best action.

/"

/"

Career Education and Work 13.1.8.A Relate careers to individual interests, abilities and aptitudes.

13.1.8.D

/"

/"

Explain the relationship of career training programs to employment opportunities. SESSION 3

Reading, Writing, Speaking and Listening 1.1.8.A

R8.A.2.1

CC.1.2.8.A

"QQMZBQQSPQSJBUFTUSBUFHJFTUPJOUFSQSFU BOEBOBMZ[FBVUIPSTQVSQPTF  using grade level text.

Identify and apply the meaning of vocabulary JOOPOàDUJPO

Determine a central idea of a text and BOBMZ[FJUTEFWFMPQNFOUPWFSUIFDPVSTF of the text, including its relationship to TVQQPSUJOHJEFBTQSPWJEFBOPCKFDUJWF summary of the text.

R8.A.2.3 Make inferences, draw conclusions and NBLFHFOFSBMJ[BUJPOTCBTFEPOUFYU

R8.A.2.4 Identify and explain main ideas and relevant details.

CC.1.2.8.J "DRVJSFBOEVTFBDDVSBUFMZHSBEF appropriate general academic and EPNBJOTQFDJàDXPSETBOEQISBTFTHBUIFS vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Mathematics 2.2.8.B

M8.A.3.3.1

CC.2.1.HS.F.2

"EE TVCUSBDU NVMUJQMZBOEEJWJEF different kinds and forms of rational numbers including integers, decimal fractions, percents and proper and improper fractions.

"EE TVCUSBDU NVMUJQMZBOEPSEJWJEF JOUFHFST GSBDUJPOTBOEPSEFDJNBMTXJUIBOE without a calculator (straight computation or word problems).

"QQMZQSPQFSUJFTPGSBUJPOBMBOE irrational numbers to solve real-world or mathematical problems.

M8.E.4.1.2 Make predictions based on survey results or graphs (bar, line, circle, scatterplots, etc.).

85

STANDARDS

ANCHOR DESCRIPTOR/ELIGIBLE CONTENT

COMMON CORE STANDARDS

SESSION 3

Science 3.3.8.A3 Explain how matter on earth is conserved throughout the geological processes over time.

3.3.8.A6 CHANGES Explain changes in earth systems in terms of energy transformation and transport.

MODELS Explain how satellite images, models and maps are used to identify earth resources.

3.4.8.B3 Explain how throughout history, new technologies have resulted from the demands, values and interests of individuals, businesses, industries and societies.

3.4.8.E3 Examine how power systems are used to drive and provide propulsion to other technological products or systems.

3.4.8.E6 "OBMZ[FUIFTUFQTJOWPMWFEJOUIF manufacturing process (e.g., design, development, production, marketing and servicing of products and systems).

Economics 6.1.8.C Compare choices to determine the best action.

/"

/"

Career Education and Work 13.1.8.E "OBMZ[FUIFFDPOPNJDGBDUPSTUIBUJNQBDU employment opportunities, such as, but not limited to: competition, geographic location, HMPCBMJOáVFODFT KPCHSPXUI KPCPQFOJOHT  labor supply, potential advancement, QPUFOUJBMFBSOJOHT TBMBSJFTCFOFàUT  unemployment. SESSION 4

Reading, Writing, Speaking and Listening 1.1.8.A

R8.A.2.1

CC.1.2.8.A

"QQMZBQQSPQSJBUFTUSBUFHJFTUPJOUFSQSFU BOEBOBMZ[FBVUIPSTQVSQPTF  using grade level text.

Identify and apply the meaning of vocabulary JOOPOàDUJPO

Determine a central idea of a text and BOBMZ[FJUTEFWFMPQNFOUPWFSUIFDPVSTF of the text, including its relationship to TVQQPSUJOHJEFBTQSPWJEFBOPCKFDUJWF summary of the text.

R8.A.2.3 Make inferences, draw conclusions and NBLFHFOFSBMJ[BUJPOTCBTFEPOUFYU

R8.A.2.4 Identify and explain main ideas and relevant details.

CC.1.2.8.J "DRVJSFBOEVTFBDDVSBUFMZHSBEF appropriate general academic and EPNBJOTQFDJàDXPSETBOEQISBTFTHBUIFS vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Mathematics 2.2.8.B

M8.A.3.3.1

CC.2.1.HS.F.2

"EE TVCUSBDU NVMUJQMZBOEEJWJEF different kinds and forms of rational numbers including integers, decimal fractions, percents and proper and improper fractions.

"EE TVCUSBDU NVMUJQMZBOEPSEJWJEF JOUFHFST GSBDUJPOTBOEPSEFDJNBMTXJUI and without a calculator (straight computation or word problems).

"QQMZQSPQFSUJFTPGSBUJPOBMBOE irrational numbers to solve real-world or mathematical problems.

M8.E.4.1.2 Make predictions based on survey results or graphs (bar, line, circle, scatterplots, etc.).

86

STANDARDS

ANCHOR DESCRIPTOR/ELIGIBLE CONTENT

COMMON CORE STANDARDS

SESSION 4

Science 3.4.8.B3 Explain how throughout history, new technologies have resulted from the demands, values and interests of individuals, businesses, industries and societies.

Economics 6.1.8.C Compare choices to determine the best action.

6.5.9.G

/"

/"

$PNQBSFBOEDPOUSBTUUIFWBSJPVTàOBODJBM tools available to savers.

Career Education and Work 13.1.8.E "OBMZ[FUIFFDPOPNJDGBDUPSTUIBUJNQBDU employment opportunities, such as, but not limited to: competition, geographic location, HMPCBMJOáVFODFT KPCHSPXUI +PCPQFOJOHT  labor supply, potential advancement, QPUFOUJBMFBSOJOHT TBMBSJFTCFOFàUT  unemployment.

13.3.8.D "OBMZ[FCVEHFUTBOEQBZTUBUFNFOUT  such as, but not limited to: charitable contributions, expenses, gross pay, net pay, other income, savings, taxes. SESSION 5

Reading, Writing, Speaking and Listening 1.1.8.A

R8.A.2.1

CC.1.2.8.A

"QQMZBQQSPQSJBUFTUSBUFHJFTUPJOUFSQSFU BOEBOBMZ[FBVUIPSTQVSQPTF  using grade level text.

Identify and apply the meaning of vocabulary JOOPOàDUJPO

Determine a central idea of a text and BOBMZ[FJUTEFWFMPQNFOUPWFSUIFDPVSTF of the text, including its relationship to TVQQPSUJOHJEFBTQSPWJEFBOPCKFDUJWF summary of the text.

R8.A.2.3 Make inferences, draw conclusions and NBLFHFOFSBMJ[BUJPOTCBTFEPOUFYU

R8.A.2.4 Identify and explain main ideas and relevant details.

CC.1.2.8.J "DRVJSFBOEVTFBDDVSBUFMZHSBEF appropriate general academic and EPNBJOTQFDJàDXPSETBOEQISBTFTHBUIFS vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Mathematics 2.2.8.B

M8.A.3.3.1

CC.2.1.HS.F.2

"EE TVCUSBDU NVMUJQMZBOEEJWJEF different kinds and forms of rational numbers including integers, decimal fractions, percents and proper and improper fractions.

"EE TVCUSBDU NVMUJQMZBOEPSEJWJEF JOUFHFST GSBDUJPOTBOEPSEFDJNBMTXJUI and without a calculator (straight computation or word problems).

"QQMZQSPQFSUJFTPGSBUJPOBMBOE irrational numbers to solve real-world or mathematical problems.

M8.E.4.1.2 Make predictions based on survey results or graphs (bar, line, circle, scatterplots, etc.).

87

STANDARDS

ANCHOR DESCRIPTOR/ELIGIBLE CONTENT

COMMON CORE STANDARDS

/"

/"

SESSION 5

Career Education and Work 13.1.8.A Relate careers to individual interests, abilities and aptitudes.

13.1.8.B Relate careers to personal interests, abilities and aptitudes.

13.1.8.D Explain the relationship of career training programs to employment opportunities.

13.2.8.C 1SFQBSFBESBGUPGDBSFFSBDRVJTJUJPO documents, such as, but not limited to: r +PCBQQMJDBUJPO r Letter of appreciation following an interview r Letter of introduction r 3FRVFTUGPSMFUUFSPGSFDPNNFOEBUJPO r Resume

13.4.8.B Evaluate how entrepreneurial character traits influence career opportunities.

13.4.8.C Identify and describe the basic components of a business plan, such as, but not limited to: business idea, competitive analysis, daily PQFSBUJPOT àOBODFTCVEHFU NBSLFUJOH  productive resources (human, capital, natural), sales forecasting. SESSION 6

Reading, Writing, Speaking and Listening 1.1.8.A

R8.A.2.1

CC.1.2.8.A

"QQMZBQQSPQSJBUFTUSBUFHJFTUPJOUFSQSFU BOEBOBMZ[FBVUIPSTQVSQPTF  using grade level text.

Identify and apply the meaning of vocabulary JOOPOàDUJPO

Determine a central idea of a text and BOBMZ[FJUTEFWFMPQNFOUPWFSUIFDPVSTF of the text, including its relationship to TVQQPSUJOHJEFBTQSPWJEFBOPCKFDUJWF summary of the text.

R8.A.2.3 Make inferences, draw conclusions and NBLFHFOFSBMJ[BUJPOTCBTFEPOUFYU

R8.A.2.4 Identify and explain main ideas and relevant details.

CC.1.2.8.J "DRVJSFBOEVTFBDDVSBUFMZHSBEF appropriate general academic and EPNBJOTQFDJàDXPSETBOEQISBTFTHBUIFS vocabulary knowledge when considering a word or phrase important to comprehension or expression.

88

STANDARDS

ANCHOR DESCRIPTOR/ELIGIBLE CONTENT

COMMON CORE STANDARDS

SESSION 6

Science 3.2.8.A3

S8.B.3.3

Explain how changes in matter are accompanied by changes in energy.

Explain how renewable and nonrenewable resources provide for human needs or how these needs impact the environment.

3.2.8.B2 Identify situations where kinetic energy is transformed into potential energy and vice versa.

S8.C.2.1 Describe energy sources, transfer of energy or conversion of energy

3.3.8.A1

S8.C.3.1.2

Distinguish between physical and chemical weathering. Compare and contrast the types of energy that drive earth systems.

Distinguish between kinetic and potential energy.

3.3.8.A2

Explain how renewable and nonrenewable resources provide for human needs (i.e., energy, food, water, clothing and shelter.

Describe renewable and nonrenewable energy resources.

S8.B.3.3.2

3.3.8.A6 CHANGES

S8.C.2.1.1

Explain changes in earth systems in terms of energy transformation and transport.

Distinguish among forms of energy (e.g., electrical, mechanical, chemical, light, sound, nuclear) and sources of energy (i.e., renewable and nonrenewable energy).

3.4.8.E3 Examine how power systems are used to drive and provide propulsion to other technological products or systems.

S8.C.2.1.3 Describe how one form of energy (e.g., electrical, mechanical, chemical, light, sound, nuclear) can be converted into a different form of energy.

Environment and Ecology 4.3.7.A Explain how products are derived from natural resources. r Describe the process of converting raw materials to consumer goods r Differentiate between renewable and nonrenewable resources

4.3.8.A Compare and contrast alternative sources of energy.

Economics 6.1.8.C Compare choices to determine the best action.

6.5.9.G $PNQBSFBOEDPOUSBTUUIFWBSJPVTàOBODJBM tools available to savers.

Family and Consumer Science 11.1.9.B Explain the responsibilities associated with NBOBHJOHQFSTPOBMàOBODFT FH TBWJOHT  checking, credit, non-cash systems, investments, insurance).

Career Education and Work 13.1.8.A Relate careers to individual interests, abilities and aptitudes.

89

/"

STANDARDS

ANCHOR DESCRIPTOR/ELIGIBLE CONTENT

COMMON CORE STANDARDS

SESSION 7

Reading, Writing, Speaking and Listening 1.1.8.A

R8.A.2.1

"QQMZBQQSPQSJBUFTUSBUFHJFTUPJOUFSQSFUBOE Identify and apply the meaning of vocabulary BOBMZ[FBVUIPSTQVSQPTF VTJOHHSBEFMFWFM JOOPOàDUJPO text.

1.4.8.B Write multi-paragraph Informational pieces (e.g. letters, descriptions, reports, instructions, essays, articles, interviews).

1.6.8.A Listen critically and respond to others in small and large group situations. r Respond with grade level appropriate RVFTUJPOT JEFBT JOGPSNBUJPOPSPQJOJPOT

R8.A.2.3

Make inferences, draw conclusions and NBLFHFOFSBMJ[BUJPOTCBTFEPOUFYU

R8.A.2.4 Identify and explain main ideas and relevant details.

E08.C.1.1 Write arguments to support claims with clear reasons and relevant evidence.

1.6.8.B Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations.

CC.1.2.8.A Determine a central idea of a text and BOBMZ[FJUTEFWFMPQNFOUPWFSUIFDPVSTF of the text, including its relationship to TVQQPSUJOHJEFBTQSPWJEFBOPCKFDUJWF summary of the text.

CC.1.2.8.B Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions BOEPSHFOFSBMJ[BUJPOTESBXOGSPNUIFUFYU

CC.1.2.8.H &WBMVBUFBVUIPSTBSHVNFOUT SFBTPOJOH BOETQFDJàDDMBJNTGPSUIFTPVOEOFTTPG the arguments and the relevance of the evidence.

CC.1.2.8.I "OBMZ[FUXPPSNPSFUFYUTUIBUQSPWJEF conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

CC.1.2.8.J "DRVJSFBOEVTFBDDVSBUFMZHSBEF appropriate general academic and EPNBJOTQFDJàDXPSETBOEQISBTFTHBUIFS vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.8.A 8SJUFJOGPSNBUJWFFYQMBOBUPSZUFYUTUP examine a topic and convey ideas, concepts and information clearly.

Science 3.2.8.A3

S8.B.3.3

Explain how changes in matter are accompanied by changes in energy.

Explain how renewable and nonrenewable resources provide for human needs or how these needs impact the environment.

3.2.8.B2 Identify situations where kinetic energy is transformed into potential energy and vice versa.

S8.C.2.1 Describe energy sources, transfer of energy or conversion of energy.

3.3.8.A1

S8.C.3.1.2

Distinguish between physical and chemical weathering. Compare and contrast the types of energy that drive earth systems.

Distinguish between kinetic and potential energy.

3.3.8.A2

Explain how renewable and nonrenewable resources provide for human needs (i.e., energy, food, water, clothing, and shelter).

Describe renewable and nonrenewable energy resources.

S8.B.3.3.2

3.3.8.A6 CHANGES

S8.C.2.1.1

Explain changes in earth systems in terms of energy transformation and transport.

Distinguish among forms of energy (e.g., electrical, mechanical, chemical, light, sound, nuclear) and sources of energy (i.e., renewable and nonrenewable energy).

3.4.8.E3 Examine power systems are used to drive and provide propulsion to other technological products or systems.

/"

S8.C.2.1.3 Describe how one form of energy (e.g., electrical, mechanical, chemical, light, sound, nuclear) can be converted into a different form of energy.

90

STANDARDS

ANCHOR DESCRIPTOR/ELIGIBLE CONTENT

SESSION 7

Environment and Ecology 4.3.7.A Explain how products are derived from natural resources. r Describe the process of converting raw materials to consumer goods r Differentiate between renewable and nonrenewable resources

4.3.8.A Compare and contrast alternative sources of energy.

Civics and Government 5.2.8.B %FTDSJCFIPXDJUJ[FOTSFTPMWFDPOáJDUT in society and government.

Economics 6.1.8.C Compare choices to determine the best action.

6.5.9.G $PNQBSFBOEDPOUSBTUUIFWBSJPVTàOBODJBM tools available to savers.

Family and Consumer Science 11.1.9.B Explain the responsibilities associated with NBOBHJOHQFSTPOBMàOBODFT FH TBWJOHT  checking, credit, non-cash systems, investments, insurance).

91

COMMON CORE STANDARDS

Appendix — “App-ortunities” for Digital Learning These downloadable apps are provided for reference only and are not operated by nor endorsed by Junior Achievement.

APP

COMPATIBILITY

DESCRIPTION

COST

Career Igniter

Android™ Devices

Provides guidance in swiftly generating a cover letter and assembling a resume with the assistance of templates. Finished products can be exported to Microsoft® Word® for additional editing.

Free

Cramberry

iPad®/iPhone®

Create your own flashcards. Sync your cards between your iPad/iPhone and the web at cramberry.net . (Note: Free version is ad-supported. A fee exists for the ad-free version.)

Free

Energy Future

iPad/iPhone

BP’s free app offers users a chance to learn more about alternative energy sources, nanotechnology and emerging generations of energy-efficient products. Watch videos, explore interactive maps, read case studies and fact sheets and much more.

Free

Energy Global

iPhone

Access up-to-date news feeds relating to the sectors covered by Energy Global’s five magazines: Hydrocarbon Engineering, LNG Industry, Oilfield Technology, World Coal and World Pipelines.

Free

Energy Grid IQ — WattRebate

iPad/iPhone Android Devices

Engineers and consumers can find up-to-date information on project rebates, grants, etc. using this app.

Free

Environmental Science Buddy

iPad/iPhone Android Devices

The ultimate environmental science tool, designed by teachers who have used a variety of multimedia resources for teaching regents curriculum. Includes lessons on renewable energy/ resources, nonrenewable resources and energy efficiency.

$1.99

FlashKing

Android Devices

Create single answer or multiple choice flashcards with this app. Save your cards to a public collection or browse the collection and download sets already created.

Free

Glossary of Geology and Earth Science

iPad/iPhone Android Devices

Search the collection of more than 28,000 geology and earth science related terms.

$1.99

Inside Energy

iPad

Explore interactive stories on energy and innovation. Go “inside” energy with videos, animations, photos and sound. Discover new ways of finding energy, learn about advances in technology, and meet the people involved.

Free

ListNote/Speech Text Notepad

Android Devices

Speak notes into your device and it will be saved as text. Notes can also be added, edited and organized using the device’s keyboard.

Free

Oil and Gas Journal

iPad/iPhone Android Devices

Latest news on the oil and gas industry, worldwide. Includes technical articles, news and statistics.

Free

PopSci.com

iPad/iPhone Android Devices

From Popular Science magazine, this app allows up-tothe-minute access to cutting-edge scientific research news, gadgets, green technology and much more.

Free

Public Speaking Pal

iPad/iPhone Android Devices

Provides a basic introduction to developing high quality public speeches. Includes techniques for effective delivery, as well as information on all aspects of speech preparation and practice.

Free

Rigzone

iPhone Android Devices

Locate oil and gas industry jobs in the U.S. or abroad. Industry job recruiters can also search for those seeking employment. Find upto-date oil and gas industry news, data and events, as well.

Free

Renewable Energy Sources

iPad

This electronic book provides an introduction to all aspects of electric energy generation using alternative sources that are ever increasing in the electricity producer’s energy portfolio.

$8.99

Resume Review Pro

iPad/iPhone

A video app that offers tips and examples on how to write resumes that land interviews.

Free

Richie’s World of Adventure

iPad/iPhone Android Devices

Follow Richie on his adventure to power the world, and along the way, learn fun facts about nuclear energy and energy consumption.

Free

Socrative (Teacher Clicker/ Student Clicker)

iPad/iPhone Android Devices

This “smart clicker” student response app allows instructors to initiate a question or poll, while students use a web-enabled device, such as a tablet or smartphone to respond in real-time. Responses are immediately visible on the teacher’s web-enabled device.

Free

Teleprompter Pro Lite

iPad

Turn your iPad into a teleprompter. Control the font, text size and speed of the information being presented.

Free

Today’s Energy Solutions

iPad/iPhone

Gain 24/7 access to the TES industry publication that serves the power generation industry. Closely examines current energy processes, as well as the pros and cons of alternative energy solutions.

Free

92

Notes

93

Your most important investment of the year. 6KH¶VHDJHUIRUUHDOZRUOGVNLOOV7R¿QGRXWPRUHDERXWWKHEXVLQHVVZRUOG DQGDFTXLUHWKHNQRZOHGJHVKHQHHGVWRVXFFHHG-XQLRU$FKLHYHPHQWJLYHV YROXQWHHUVWKHWRROVWKH\QHHGWRWHDFK\RXQJSHRSOHDERXWPRQH\PDQDJHPHQW DQGKRZEXVLQHVVZRUNV6WXGHQWVJHWKDQGVRQH[SHULHQFHVWRKHOSSUHSDUH WKHPWRFRPSHWHLQWKHZRUNIRUFH/HDUQPRUHDERXWWKHGLIIHUHQFH\RXU FRQWULEXWLRQWR-$FDQPDNHDWwww.jawesternpa.org.

Your gift. Their future.

94

CODE: CIE001

www.ja.org

© 2013 JA USA, Volunteers and Teacher Guide, Sessions 1–7. All Rights Reserved