– Table of Contents – Unit 1 – Lesson 1 –
Fossil fuels were formed from prehistoric plants and animals that lived hundreds of millions of years ago. During the millions of years that have passed, the dead plants and animals slowly formed fossil fuels. Different types of fossil fuels were formed depending on what combination of animal and plant debris was present, how long the material was buried, and what conditions of temperature and pressure existed when they were decomposing. Most of our energy today comes from what we call fossil fuels. Fossil fuels come in three major forms – coal, oil, and natural gas.
The lesson begins with the teacher demonstrating a burning candle experiment with students posing hypotheses. Discuss the relationship of the carbon cycle, fossil fuels, and the atmospheric CO2 level. Students then graph the relative populations and production of CO2 by different countries and discuss the results. Students follow up by using a personal trip log to discover simple but powerful solutions.
The students will:
Science
One 45-minute class plus minimal time over one week to collect and tabulate personal travel information
Prepare "Fossil Fuels and Climate Change" Overhead, table, and worksheet.
Background Information
All energy comes from the sun. Photosynthesis uses carbon dioxide (CO2) from the air to build carbon-based plant matter. Plant and animal carbon material stored underground for millions of years turns into fossil fuels such as oil and coal. This reservoir of stored carbon is released back into the atmosphere when it is burned.
Activity
The teacher lights a candle.
The teacher covers the candle with a tall glass. Have students estimate how long the candle will burn.
Lecture
For this discussion use "Fossil Fuels and Climate Change" as an overhead or handout.
Ask students to suggest other materials that burn, and list them on the blackboard. Almost everything that burns originally came from a plant source. Review the list of materials and trace them back to their original living source. (Objects will quickly trace back to plants or fossil fuels such as petroleum.)
Sunlight and photosynthesis are responsible for all the carbon-based burnable material on earth. Fossil fuels such as oil and coal come from animal and plant material that died, was buried, and was put under pressure for millions of years. These fuels are considered non-renewable because they take so long to create.
The first plants changed ancient atmospheric carbon dioxide (CO2) and water (H2O) into carbon-based material (burnable plant material) and oxygen (O2) (breathable). Earth had very little free oxygen before plants evolved. Increased plant life increased free oxygen and hydrocarbons until there were enough to support animal life and fire.
Respiration and combustion consume hydrocarbons and oxygen and give off carbon to the air in the form of CO2. The use of fossil fuels to meet the world’s energy demands moves carbon from the ground into the air and has contributed to increased concentrations of carbon dioxide in the atmosphere. Atmospheric CO2 , a greenhouse gas, traps heat like the windows of a car on a sunny day.
Climate change is quite complicated and continues to be studied. Yet, according to the Intergovernmental Panel on Climate Change, representing more than 2000 of the world's leading climate scientists, "Human activity is influencing the global climate."
Because of this, many countries in the world are trying to reduce their production of CO2.
Worksheet
Have students graph both population and CO2 production from six countries using the figures given (Table 1). Students should use one color for CO2 production and one color for population bars. Have students answer the questions on the "Fossil Fuels and Climate Change" Worksheet.
Discussion
Discuss the answers to worksheet questions.
Countries around the world are concerned with this issue and are working to reduce the amount of CO2 they produce.
Concluding comments:
Increased reliance on renewable energy sources is an excellent solution that requires development of new infrastructure. Conservation of the resources we already use is a more immediate solution.
Transportation Homework
Review the Instruction Sheet and Trip Log.
At the end of the week total up and publicize your class savings to encourage others to do the same!
Tallying Trip Log Results
Divide students into groups of four or five. As a class, discuss:
Tell the students that you will now see how much CO2 the class avoided producing over the last week. Give each group a new Trip Log sheet. Have them sum their individual totals and record the group’s totals on the new Trip Log. As a class, sum and record all group totals on a Trip Log overhead to obtain class totals.
Multiply the class’s total miles (saved and used) by .9 to get pounds of CO2 saved and used.
Closing
As a class discuss: (1) Did you learn anything new? If yes, please describe briefly. (2) Will you change your travel habits? (3) If yes, why and how? If no, why not?
Use the Review Questions handout for this discussion.
See the Extension Activity Worksheet, "Gas Mileage and CO2 Production."
Classroom Materials 
Web Sites
Other
Source: Developed by Northeast Sustainable Energy Association, based on lesson by Denny Dart, EPA Region 1
