Making Connections: Teaching, Learning, and Technology
|Lesson Plan Title: |
|Oil Spill Activity |
|Primary Subject Area: |
|Engineering, Environmental |
|Grade Level: |
|4th – 12th Grades |
|Overview: |
|Students will have the opportunity to work in groups and investigate the effects of an “oil spill” in a water body. In a simulated “ocean” (a pan of |
|water), students will drop a small amount of motor oil into the water and see the effects and interaction. In an introduction to the workshop, students |
|discuss sources of pollution and oil contamination in water bodies – from point sources (tanker spills) and non-point sources (vehicle run-off). A brief |
|discussion on preventing and cleaning up oil contamination will lead into the activity, in which the students will use a variety of materials to see what |
|method works best for recovering the most oil from the water. The effects of dispersants are addressed in the form of soap droplets added to the water in |
|the second phase of the activity, allowing students to examine the effects of such chemical dispersant that are commonly used in oil spill recoveries. |
|Approximate Duration: |
| 90 minutes |
|MA Framework: |
|Science, Technology and Engineering: Technology/Engineering |
|Grades 3-5: 1.1 Materials. 2.4 Biomimicry |
|Grades 6-8: 1.1 Materials. 7.2 Bioengineered Products |
|Interdisciplinary Connections: |
|Environmental Engineering, Earth Sciences, Life Sciences |
|Objectives: |
|Introduction to Environmental Engineering |
|Inquiry-Based Learning Activity – Investigate Material Properties and Chemical Relationships |
|Areas emphasized: Engineering design process, Chemistry, Environmental Engineering, Earth and Life Sciences |
|Lesson Materials and Resources: |
|PER GROUP: Simulated “Oceans” (Blue Food Coloring + Water in a 10-20 quart container), 20 mL Motor Oil, Newspapers (to cover table tops), latex-free gloves |
|MATERIALS FOR GROUPS TO “PURCHASE”: Cotton Balls, Feathers, Q-Tips, Cloth Squares, Pipe Cleaners |
|ADDITIONAL MATERIALS: Liquid Dishwasher Detergent (“Dispersant”), Plastic Grocery Store Bags, Graduated Cylinders, Pipets, |
|Technology Tools and Materials: |
|None |
|Background Information: |
| |
|Lesson Procedures: |
|This activity works well with the following timing: |
|25 mins – introduce Environmental Engineering, the topic of Oil Spills, and pollution to water bodies. Introduce Activity |
|45 mins – students experiment with oil spill – investigate clean-up process, dispersant effects |
|20 mins – Wrap-up – discuss results, analyze performance of various materials and dispersant effects |
|Assessment Procedures: |
|The students will assess their performance visually by determining how much oil was successfully removed from the “ocean”. Comparisons of the different |
|students’ basins and techniques for cleaning will be discussed in order to determine what technique(s) were most effective. Students will be asked about |
|what each material did in the clean-up effort, including the dispersant. |
|Accommodations/Modifications: |
|* Works best if each students work in pairs |
|* Activity can be “scaled up” to investigate the effects of waves, currents, and wildlife in an oil spill or pollution setting. Investigation into new |
|clean-up technologies can be added as an extension piece. |
|Reproducible Materials: |
|None |
|Explorations and Extensions: |
| |
| |
|Contact Information: |
|The Center for STEM Education at Northeastern |
|Northeastern University |
|360 Huntington Ave. |
|520 International Village |
|Phone: 617-373-8380, email: stem@neu.edu |
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