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  • Education Standards

    This initiative is designed to include (though is not limited to) the following North Dakota Education Standards:

    1.1.1  Identify models that represent real objects (e.g., globe represents the Earth);
    1.1.2  Identify objects (e.g., toy vehicles, dolls) that are made of parts;
    1.1.3  Describe different ways that things can change (e.g., size, mass, color, movement);

    2.1.1  Explain ways models are like (e.g., globe and Earth are both round) and unlike (e.g., different sizes, missing details and functions) real things;
    2.1.2  Identify some things that may not work if some of their parts are missing, broken, or assembled incorrectly (e.g., batteries are necessary for some toys to operate, wheels and energy are necessary for a car to function);

    3.3.2  Explain how supply and demand affect personal economic choices (e.g., how scarcity forces people to decide which goods and services to obtain);
    3.3.3  Explain the differences among natural and human resources, and how they are used locally;
    3.6.1  Identify ways technology (e.g., zippers, Velcro, measuring instruments, computers) can be used to solve problems at home and school;

    4.1.1  Explain changes in the real world using a model (e.g., rock formations of the Bakken)
    4.3.2  Identify ways that natural resources (e.g., oil and natural gas) contribute to the economy and the local community and North Dakota;
    4.3.4  Identify principal exports of North Dakota;
    4.6.1  Evaluate the effects of technology on people and the environment (e.g., new construction, oil drilling, electric cars);
    4.6.2  Explain how an invention may lead to other inventions;

    5.1.1Use an appropriate model (e.g., drawing, equation, computer program, diagram, or 3-D device) to convey scientific information
    5.6.1Use technology to design a solution to a problem;

    6.3.1  Organize materials according to similar properties (e.g., physical, chemical);
    6.3.2  Use simple machines to change forces;
    6.3.3  Identify different forms of energy (e.g., chemical, mechanical, heat, sound);
    6.3.4  Identify sources of energy;
    6.3.5  Explain how vibrations create wavelike disturbances that spread out from the source (e.g., seismographs are used to measure vibrations and detect oil resources);
    6.5.2  Explain how rocks are formed (e.g., melting, cooling, metamorphism, combinations of minerals)
    6.5.3  Describe the characteristics of the layers of Earth;

    7.5.3  Identify the Earth’s renewable and nonrenewable resources;
    7.5.7  Explain changes (e.g., the value placed on land, water, wind energy, and fossil fuels) that occur in the meaning, use, distribution, and importance of resources;

    9-10.1.4  Describe the relationship between form and function (e.g., solids, liquids, gases, cell
    specialization, simple machines, and plate tectonics);

    11-12.1.4  Explain the relationship between form and function (e.g., atoms and ions, enzymes,

    This is just a small example of the educational standards that can be applied to lessons on energy and oil and natural gas. The industry is complex, requiring skills and education in nearly every subject. If you have a question as to how these standards apply or if you have another idea and just need more information on how to incorporate energy, please let us know at info@showyourenergy.com.