EDUC 506
EDUC 506
Learning Task 2: UNIT PLAN
Grade 9 UNIT C: Environmental Chemistry
October 25, 2012
Lindsay Grover
ID: 10073532
Grade 9 - Unit C
Environmental Chemistry
Unit Plan
1.0 Unit Overview and Importance
The unit that will be focussed on in this unit plan is the Grade 9 Science Unit C titled "Environmental Chemistry". This unit, as well as others presented throughout the junior high curriculum have a focus on social and environmental ideas which allows for the incorporation of current events and the opportunity to utilize inquiry based learning to understand the major themes presented. An important theme that will be richly referred to throughout this unit is understanding the importance of interactions within systems and between systems as well as acknowledging that something as small as particulate matter can greatly affect a global system.
This unit is incredibly important as the world is shifting more and more towards a conscious awareness of environmental issues and how to bring our current resources sustainably to the future for subsequent generations to enjoy. It is through the understanding of why and how these environmental and societal issues arise that solutions are able to be made. Therefore, instilling an interest in taking responsibility for our environment is a great lesson for all ages to learn and is why this unit is important. Helping to develop students as citizens that are competently able to understand and help create solutions within the world are reasons why becoming scientifically literate are essential in this fast-paced world. Scientific literacy helps to instil meaningful learning allowing one to understand concerns and issues within the world, providing opportunity to grow and be provided with the opportunity to reach a position where one can decide where their responsibilities and competencies lie. The following figure outlines the importance of this unit with a focus on social and environmental interactions.
2.0 Unit Goals
By the end of Unit C: Environmental Chemistry, students should be able to explain the role that chemical substances play in the world in regards to natural processes and cycles. The students will be able to explain the impact of human development on the quality and quantity of natural systems, resources and living things. They should also have an understanding of tools that are available and used to identify the condition of air, water, soil, etc and know why these tools are important in the world today. By being able to understand and explain these ideas, the students would have to have an understanding of the various subtopics and vocabulary that were learned throughout the unit, but being able to apply these terms and ideas will allow this unit to become meaningful. This unit provides teachers with the opportunity to incorporate inquiry projects, hands-on experiments and multiple modes of representation.
Due to the inquiry projects, the students will have the skills to accurately read and analyze current environmental events and apply the knowledge they have to be critical of the world. They will also learn how to hypothesize and interpret results or findings allowing them to proceed with important information or to begin again with a new hypothesis. Inquiry through case studies also develops the skills of asking questions and being perseverant and persistent when the students believe they know what the results will be, but need to find out how to explain why they occurred. Throughout this unit, a collaborative and understanding attitude will be developed as students search for answers and listen to the presentations of others. Because this unit is very society based, it requires teamwork and respect for how others' view issues and present their ideas. The knowledge, skills and attitudes developed throughout this unit will be beneficial and available to be built off of in future units.
The following table outlines the design of the unit, what big ideas will be present, what goals are desired, what knowledge students will gain, key concepts, assessments techniques used and a learning plan. As the table is only the outline of the unit, a further description of student experience, classroom management techniques, materials required, and example lesson plans will follow.
| |
|TABLE 1 |
|UNIT PLAN OVERVIEW |
|(Alberta Education, 2009) |
| |
|GRADE 9 SCIENCE UNIT C - ENVIRONMENTAL CHEMISTRY |
| |
|BIG IDEA |
|Understanding the importance of interactions within systems and between systems as well as acknowledging that something as small as particulate |
|matter can greatly affect a global system. |
| |
|DESIRED RESULTS AND GOALS |
|The students will be able to explain the role that chemical substances play in the world in regards to natural processes and cycles. |
|The students will be able to explain the impact of human development on the quality and quantity of natural systems, resources and living things. |
|The students will also have an understanding of tools that are available and used to identify the condition of air and water quality and quantity |
|and know why these tools are important in the world today. |
| |
|STUDENT KNOWLEDGE |
|Essential organic and inorganic substances and their roles in the biotic world, |
|Key ideas about organic matter synthesis, |
|How chemicals are introduced into the environment and subsequent effects due to interactions in the environment, |
|Safe levels of chemicals and how to assess quality and quantity of air and water, |
|How harmful chemicals are distributed and how to investigate and analyze global environmental issues and human impacts. |
| |
|KEY CONCEPTS FROM CURRICULUM |
|chemicals essential to life |
|substrates and nutrients |
|air and water quality |
|organic and inorganic material |
|acids and bases |
|ingestion and absorption of materials |
|concentration and dispersal |
|toxicity |
|stability and biodegradability |
|hazards, probabilities and risk assessment |
|uncertainties in environmental monitoring and in assessing |
| |
|ASSESSMENT EVIDENCE |
|To assess students' prior knowledge, begin unit by discussing a case study to ignite interest in the environment and decipher what the students |
|already know about environmental chemistry and monitoring tools. |
|Mid-unit, a structured inquiry classroom lab will be done to gain hands on experience with tools used to assess pH levels and thought will follow as|
|the results are interpreted in an environmental setting. |
|An end of unit open inquiry project includes getting the students to choose one environmental issue in the news recently and explain the issues |
|(chemicals involved, tools used to measure and assess, interpretation of results, what effects were cause and how to plan for the future). |
|Presentations will follow in any format the students would like to choose (poster, art piece, song, essay, etc.) to incorporate differentiation. |
|Any videos or news clips relevant to this unit can be incorporated and shown to promote thought and discussion as well as bring in student |
|interests. |
|Unit quizzes or a unit test can sum up the key ideas of the entire unit. |
| |
|*Note: it is important to be flexible when it comes to assessment. For example, a multiple choice test may not be the best way to assess every |
|student – be open to interviews, questionnaires, oral presentations, visual diagrams, etc. |
| |
|LEARNING PLAN |
|Assess students prior knowledge with introductory case study and discussion, |
|Work through the text and/or text problems, |
|Incorporate outside sources, such as videos, newspapers, news clips, etc., |
|Ask students to bring in issues and news that they think is appropriate for this unit, |
|pH lab using monitoring equipment and the end of unit inquiry project, |
|Incorporate FNMI pipeline discussion or video outlining both perspectives, |
|Unit review and test. |
3.0 Alberta Education Learning Outcomes
According to the Alberta Education Curriculum for Grade 9 Science Unit C, the learning outcomes in regards to STS and Knowledge, Skills, and Attitudes are summarized in the following table. Although this unit does require the basic knowledge of specific scientific terms and a literacy of certain concepts related to the function and effects of chemical substances within natural processes, it is also largely focused on social and environmental subject matter. Therefore, this unit requires the ability to apply basic concepts to complex and globalized issues related to human influences on the environment, how to qualitatively and quantitatively assess and measure substances within the environment, and how to analyze and evaluate harmful substances within the environment leading to an understanding of the complexities and responsibilities of environmental protection and management (Alberta Education, 2009). As part of this unit, students will develop the skills required to adequately question variables and design investigations for the purpose of analyzing these questions (Alberta Education, 2009). This will be accomplished by gathering and recording data and understanding the relationships within the data to develop explanations by means of a collaborative effort (Alberta Education, 2009). This unit will also ignite and foster a respect for the environment, the importance of collaboration in a scientific community and beyond when dealing with complex, globalized issues and providing the ability to adequately and safely work together to design and carry out learning activities ((Alberta Education, 2009).
| |
|Table 2 |
|Outcomes for STS & Knowledge, Skills, and Attitudes |
|(Alberta Education, 2009) |
|Specific Category |Outcomes |
| | |
|Science, technology and Society (STS) |"Investigate and describe, in general terms, their role of different substances|
|& |in the environment in supporting or harming humans and other living things" |
|Knowledge |(Alberta Education, 2009, p. 61). |
| |"Identify processes for measuring the quantity of different substances in the |
| |environment and for monitoring air and water quality" (Alberta Education, 2009,|
| |p. 62). |
| |"Analyze and evaluate mechanisms affecting the distributions of potentially |
| |harmful substances within the environment" (Alberta Education, 2009, p. 62). |
| | |
|Skills |"Ask questions about the relationship between and among observable variables, |
| |and plan investigations to address those questions" (Alberta Education, 2009, |
| |p. 62). |
| |"Conduct investigations into the relationship between and among observations, |
| |and gather and record qualitative and quantitative data" (Alberta Education, |
| |2009, p. 63). |
| |"Analyze qualitative and quantitative data, and develop and assess possible |
| |explanations" (Alberta Education, 2009, p. 63). |
| |"Work collaboratively on problems; and use appropriate language and formats to |
| |communicate ideas, procedures and results" (Alberta Education, 2009, p. 63). |
| | |
|Attitudes |Students will be encouraged to show an interest in science, express mutual |
| |respect, demonstrate scientific inquiry, participate in collaboration and |
| |stewardship, and show safety concern (Alberta Education, 2009). |
4.0 Inquiry Based Assessments
As this unit has an emphasis on the social and environmental perspective, there is a good opportunity for inquiry based assessments that will allow the students to apply the knowledge, skills and attitudes they develop throughout the unit and evaluate their abilities to adequately assess a complex problem that is present in the world today. The assessment evidence is outlined in Table 1 above, but I will further expand on the assessment techniques used in this unit.
In order to gain a realistic understanding of what prior knowledge, skills and attitudes the students come into this unit with, a beginning diagnostic assessment will be used. A thinking activity on the first day that this unit is introduced will allow the teacher to gain the understanding of what level of scientific literacy and perspective the students can currently utilize. This will be accomplished by beginning the unit with a case study that the class will collaboratively discuss and analyze. Upon discussion, the class will have the opportunity to be ignited by an environmental issue and the desire to learn how to decipher these issues using scientific literacy, environmental chemistry and monitoring tools. This method of diagnostic assessment is ideal to begin the unit at an adequate level of understanding that will promote more engagement and understanding throughout the unit. The following table outlines the opening case study for the class.
| |
|Table 3 |
|Introductory Class Assessment |
|(Taken from ) |
| |
|Case Study: |
| |
|Super Grow Fertilizer |
| |
|For their science project, Elena and Glen decided to test the effectiveness of a new fertilizer, Super |
|Grow. The manufacturer of the fertilizer claims Super Grow contains ammonium nitrate (NH4N03) and |
|will shorten the amount of time required to produce mature, pod-bearing plants from seeds (see Sample |
|Pea Plant diagram). The manufacturer claims the plants treated with Super Grow will be mature in half |
|the normal time and is environmentally safe. |
| |
|Elena and Glen chose to test Super Grow on pea seeds. They performed the following investigation. |
| |
|Question: |
|How will Super Grow affect the germination of pea seeds and the growth of pea plants? |
| |
|What is Our Hypothesis? |
|(Example: More pea seeds will germinate and the pea plants will grow faster with Super Grow because the seeds and plants will have extra mineral |
|nutrients. |
| |
|Assessment: |
|Recognize Important Ideas: Ask students to read the case again. This time they should be noting words or phrases that seem to be important to |
|understanding what the case is about. If students have a printed copy of the case, they might underline these phrases. Otherwise, they might jot |
|down ideas and questions about these phrases. |
|Identify Major Themes: Initially, it is helpful to think about the case as a whole and see what underlying themes students identify. Ask the |
|class to consider the question: "What do we need to find out ?" Then take answers from the class. |
|Pose Specific Questions: A productive way to generate questions is to ask students to use a chart listing what they know and what they need to |
|know. |
|Future Learning: From the chart, the level of understanding can be determined indicating the appropriate level to start Unit C on. |
| |
|(Taken from |
Approximately half-way through the unit, an inquiry based assessment will be used to bring the students to an understanding of monitoring tools and equipment that can be used to assess the chemicals found in the environment. This activity will complement the key concepts that were learned in the first part of the unit, such as common organic and inorganic substances, chemical concentrations in the environment, uptake of minerals and chemicals, and safe amounts of chemicals in the environment and link them to the processes of measuring air and water quality. This formative assessment will be in the form of a structured inquiry based laboratory focused on the importance of pH in the environment and how to measure ph in terms of water quality. The lab will be structured in the sense that the materials, procedure and guiding questions are provided, but the results are based on the interpretation of the students. To promote collaboration, the students will work in partners throughout the lab, but a class discussion will end the lab as all results are compiled and discussed to aid in the understanding of the data. This structured inquiry activity will promote hands on experience with tools used to assess pH levels and thought will follow as the results are interpreted in an environmental setting. The following table outlines the pH lab that will be used.
| |
|Table 4 |
|Mid-Unit Laboratory |
|(taken from Learn Alberta Grade 9 Science Activities) |
| |
|Objectives: |
|to test household solutions with litmus paper |
|to test household solutions using red-cabbage juice indicator |
|to classify household substances as acids or bases |
|to determine the pH range of red cabbage juice |
| |
|Materials: (per group or station) |
|Beaker of Red Cabbage Juice |
|Red and Blue Litmus Paper |
|6 Plastic cups |
|Beakers of the following solutions: water, baking soda, vinegar, salt, sugar, lemon juice, soda, etc... |
|Plastic spoon |
|black marker |
| |
|Procedure: |
|Label your plastic cups #'s 1-6 |
|Choose one solution and pour a small amount into plastic cup #1. |
|Write the name of the solution in your data table. |
|Place a drop of the solution onto red and then blue litmus paper. Record results |
|Add 1 - 2 tablespoons of red cabbage juice to the cup. Record color change. |
|Determine if the solution is a acid, base or neutral |
|Repeat with solutions #2-6. |
|Clean up. Pour contents into sink and throw out used cups. |
| |
|Data Table: |
| |
|Plastic Cup # |
|Solution |
|Red Litmus |
|Blue Litmus |
|Red Cabbage |
|Juice |
|Acid/Base or Neutral |
| |
|1 |
| |
| |
| |
| |
| |
| |
|2 |
| |
| |
| |
| |
| |
| |
|3 |
| |
| |
| |
| |
| |
| |
|4 |
| |
| |
| |
| |
| |
| |
|5 |
| |
| |
| |
| |
| |
| |
|6 |
| |
| |
| |
| |
| |
| |
| Analysis (Continued to the next day of the unit schedule): |
|What is the pH scale? How are acids, bases and neutral substances numerically classified on this scale? |
|Would pH testing be a qualitative or quantitative test? Would litmus testing be a qualitative or quantitative test? Why? |
|When would a solution be neutral? How would the ion concentration be different in an acid or base? |
|If one acid has a pH of 1 and a second acid has a pH of 3, how much more acidic is the first substance? |
|If one base has a pH of 11 and a second base has a pH of 14, how much more |
|alkaline is the second substance? |
|On a separate piece of paper draw a replica of the pH scale. Mark all twelve |
|substances on this pH scale and label appropriately. |
| |
|Extension and Class Discussion |
|Watch the following short video and discuss: |
|ACID RAIN: |
|Atmospheric pollutants--emitted mainly by motor vehicles and industry--dangerously increase the natural acidity in rain. Acid precipitation has a|
|number of harmful effects for plants, soil, and water. Acid rain can also cause acidification of lakes, destroying almost all plant and animal |
|life in them. |
| |
|Why is pH an important measure of water quality? |
|What are some effects of low pH or high pH in rain or water bodies on the environment? |
|How can we prevent or lessen pollution causing acid rain? |
Towards the end of the unit, an open inquiry project will be used to allow students to branch out and choose an environmental topic that interests them. Students will choose one environmental issue in the news recently and explain the issues (chemicals involved, tools used to measure and assess, interpretation of results, what effects were cause and how to plan for the future). Presentations will follow in any format the students would like to choose (poster, art piece, song, essay, etc.) to allow for the differentiation of the project based on student interest. This project can be completed individually or in a group of 3, but all will have to share their project in whatever format they choose. This project will hopefully connect the topics and concepts covered throughout the unit while instilling a sense of wonder in the students to continue on in their search of environmental responsibility. This project will be graded based on effort, completion and understanding of the unit, but will not be critically assessed based on exact criteria. This keeps the project open with a focus on searching for an understanding of something that interests the students to tie the unit back to the big ideas of interactions and globalized effects of chemicals and environmental degradation.
| |
|Table 5 |
|End of Unit Open Inquiry Project |
| |
|Over the next couple of days, search through newspapers, magazines, watch the news on TV or search around on the internet for an environmental |
|issue that interests you. With your partner or small group, choose one issue and explain it. Explaining the issue will involve answering the |
|following: |
| |
|What chemicals, if any, were involved? |
|What tools were used or could be used to measure the effects? |
|What are/were the effects/impacts on the environment? |
|How can we prevent this in the future? |
|What is one lesson you would like us to know about this study? |
| |
|After you are able to explain your topic, choose a way to present your study to the class. This could include one of the following: read a paper |
|you wrote, make a speech, make a video, poster, cartoon, piece of artwork, etc... but make sure you are able to explain your study. |
The unit will wrap up with a summative assessment in the form of a unit quiz. This quiz will not be a regurgitation of definitions and facts, but will get the students to apply their knowledge of environmental chemistry to interpret questions. This test will also not be long and exhaustive as being able to apply knowledge of several areas can be done with a limited number of questions. Therefore, the student will have to take responsibility for their learning throughout this unit as the emphasis is widely on societal and environmental perspectives which require more than just a copying notes down during class.
5.0 Role of the Students and Teacher
Throughout this unit, the students will be required to take an active role in their understanding of environmental chemistry. This unit has a social and environmental focus which requires the input of all the students in the class to share perspectives and discuss differing solutions to complex problems. For example, there is currently a debate in Northern British Columbia as to whether the Enbridge Northern Gateway Pipeline should be built as it would be constructed on First Nations' Land (Watershed Sentinel, 2012). This provides the opportunity to develop respect for opposing opinions and to learn that through understanding each other, learning can become more meaningful. The pipeline opens the risk for land degradation, oil spills and various environmental effects as well as provide a needed resource that can be distributed throughout the world (Watershed Sentinel, 2012). Inquiry can bring the class through discussions in regards to why there are issues with this pipeline, what effects spills and pipeline breaks could have on the environment and what kind of monitoring equipment will have to be used on various watersheds, soils, etc. along the path of the pipeline. It is likely that someone in the class has FNMI family history, knows someone who identifies as FNMI or has been to or lived near a reserve. Throughout the unit it can be encouraged to bring in outside sources, such as newspapers or video clips of current issues throughout the world and what the class is learning that can help to clarify these issues and possibly invite ideas for solutions. Each student will have to invest themselves into the class in order to gain a societal understanding of this unit as well as truly understand the varying perspectives and values of different people. The interdisiplinarity of this unit opens the door to explore and expand upon biological and chemical issues by relating them to society, environmental regulation and policy and personal value systems. Therefore, this unit is structured to provide the opportunity for students to express their perspectives, learn and communicate in different mediums as well as respect the presentation and topics of interest of others in the class.
According to Davis et al. (2008), "a teacher's role is more that of a commentator than that of a controller" (p. 203). Therefore, teaching is not directing the student's thought processes where to be exactly positioned, but guiding them while being open to emergent possibilities as schemes and knowledge grow and change altering the students' current state of knowledge. Teaching incorporates enabling constraints which "are not prescriptive (i.e., they don't indicate what must be done), but expansive (i.e., they indicate what might be done)" (Davis et al., 2008, p. 193) signifying the flexibility of a teacher to be open to new possibilities. Teaching allows for ideas to "bump together" (Davis et al., 2008, p. 199) creating the possibility for the emergence of new interpretations. Teaching guides the understanding of the students through space and time, but is open to new possibilities because learning and teaching are experiences that affect each other. Therefore, it is important that the focus of this unit not be on the trivial fact and vocabulary, but on the understanding of how interactions occur and why the result of using a chemical pesticide, for example, affected the ecological integrity of a group of animals. By allowing for the flexibility of wonder, students can feel free to ask questions creating meaning in the knowledge they are gaining.
6.0 How to Incorporate Student Interests in the Classroom
In order to retain students' interests and engage them in the unit, it is important to incorporate their interests into the daily culture of the classroom and school. Today, education incorporates a multitude of resources and influences that help dictate the culture of individual classrooms and the culture of the entire school. When meaningful experiences are attached to the presentation of new ideas, learning occurs in a more significant manner. Therefore, in order to present a meaningful educational environment, the school and teacher must present ideas in a relatable way by incorporating the aspects of the students' every day life into the classroom. Some of the most influential aspects of the students' daily life is represented by their exposure to popular culture and technology from various sources. By implementing popular culture and technology into the classroom an opportunity is established for students and teachers to provide relatable, meaningful learning experiences while maintaining a sense of critical analysis and knowledgeable discussions. The incorporation of popular culture into the classroom does not rest solely on the teacher, but is a collaborative effort of student and teacher to blend their knowledge, experiences and views. The following chart indicates some methods that will be used to incorporate student interest into the classroom and this unit.
| |
|Table 6 |
|Incorporating Popular Culture and Technology |
|Mode of Influence |Techniques/Resources |
| | |
|Popular Culture |Any videos or news clips relevant to this unit can be incorporated and shown to|
| |promote thought and discussion as well as bring in student interests. |
| |There are a lot of famous world advocates for environmental responsibility. |
| |This could be shown through videos or in their open inquiry project. |
| |This classroom will use a 'Wonder Box'. This is a box with a slit in the top |
|Technology |where students will insert their thoughts or questions for the day. The next |
| |science class, one or two slips will be read aloud and students have a couple |
| |minutes to use their cell phones or computers to find the answers or some |
| |supporting evidence of what was read aloud. There is then a short discussion to|
| |get the students in the mode of scientific study and the lesson for the day |
| |will follow. This is an opening activity for the day and a closing activity |
| |where the students take a moment to write what they wonder about. |
7.0 Classroom Management
Classroom management not only requires the ability to guide the student's learning down an appropriate path, but also to adequately provide the needs of each individual student. By implementing the open inquiry project, students are able to express their individual interests by choosing the mode in which they will present their findings. This opens the doors to incorporate music, technology, public speaking and writing for example. This unit so very societally based which allows students with differing backgrounds and heritage to get involved and speak about what they know or have experienced, for example, First Nations' perspectives on pipeline debates as discussed above. Differentiation within the classroom can be attained through an appreciation of the abilities and perspectives of the students by allowing them a voice in discussions and freedom on the project.
As this unit will require large amounts of group work and discussion, focussing the class and ensuring time is utilized properly will be required. The following table outlines some classroom management techniques that will be used in this unit.
| |
|Table 7 |
|Classroom Management |
|Start of Class |Pull a question from the 'Wonder Box' and students have 2 minutes to use cell |
| |phones, books, computer, etc. to answer or contribute to the question. One or |
| |two people are chosen to share their discoveries. This will help focus the |
| |class and get the students ready fro science. |
|End of Class |Exit Slip: Each student submits a wonder statement to the 'Wonder Box' allowing|
| |the class to finish up as well as provide an assessment of student |
| |understanding. The students could write anything they have a question about or |
| |want to know more about in the scientific world. |
|Classroom Rules |At the start of the year, students and teacher will collaborate and write |
| |classroom rules together. Students will write them on a poster board and it |
| |will be displayed on the wall all year. |
|Engagement |Ask students to bring in photos, newspaper clippings, etc of environmental |
| |issues or to just appreciate our world. |
| |invite FNMI perspectives or other culturally influenced perspectives in class |
| |discussion. |
| |allowing cell phones for part of the class can aid in understanding and |
| |appreciation of the culture of kids. |
| |Various inquiry based learning projects. |
| |Classroom discussion and incorporation of current events. |
|Teacher Attitude |Student centered classroom approach by understanding and listening to the |
| |students allowing for meaningful learning. |
| |Clear and direct instruction so as not to leave students wondering what they |
| |are supposed to do. |
| |Monitoring student behaviour and attention. This will indicate whether students|
| |understand the material, are uninterested or distracted. |
| |Present my enthusiasm for science genuinely. |
| |Reward good behaviour and not point out or publicly announce someone who is |
| |acting up. Reward with genuine recognition, but be clear of what behaviour is |
| |unacceptable without pointing individuals out. Use positive discipline and |
| |outline what is expected of the students clearly within the classroom. |
|Desk Design |As this unit requires a lot of collaboration, students will be grouped into 4s |
| |with 2 pairs of desks facing each other. This will aid in promoting |
| |collaboration and discussions. |
| |Good for think/pair/share. |
|Getting Students into Groups |Go through alphabet, first 4 are in group 1, second 4 in groups 2, 3rd set of 4|
| |are in group 4, etc. |
| |Students may choose to work individually or in groups for end of unit |
| |assignment. Students can choose their groups, but if arguments begin the |
| |students will be put into groups based on how they are wanting to present their|
| |topic (ex. those who wish to make a video will work together, those who wish to|
| |write a report will work together, etc.). |
|Fair Opportunity for Student Voice |A jar will be placed in the front of the room holding popsicle sticks with a |
| |student's name on each one. When questions are asked, but no one is |
| |participating, I pull a popsicle stick indicating the student that will |
| |participate. Every student always has the option to 'pass'. |
|Opportunity for Differentiation |The end of unit inquiry project presents the opportunity to complete the |
| |project in whatever format and medium the students choose. |
|Representation of Different Perspectives |As this unit has a large focus on environmental and societal issues, varying |
| |perspectives and discussion will be integral. |
|Safety |Lab safety: Read the experiment before you begin it, and then read it again, |
| |never eat or drink in the lab, do not touch your face or other exposed skin |
| |after touching chemicals, pull back any loose hair from your face before |
| |beginning experiments, wear goggles, lab aprons and gloves when required, |
| |always wear safety goggles, no horseplay is ever allowed in a lab, always wipe |
| |surfaces clean after conducting experiments, emergency eye wash and shower |
| |station. |
|Respect |Establishing rules at the start of the year with the class will create a |
| |classroom environment of mutual respect. Therefore, when someone is talking, |
| |others are listening. |
| |No cell phones unless asked. This means your phone is away and if seen, your |
| |phone sits in the cell phone basket. I saw this in my practicum and worked |
| |quite well. |
| |Refer to the visual aid shown above as a reminder that we are learning this |
| |unit to gain an understanding and respect for our environment. |
|Contingency Plan |I learned in my practicum that technology cannot be relied on, so in the case |
| |that class notes were not able to be posted, videos aren't working, student’s |
| |presentations are unable to be shown, lab materials are unavailable, etc. there|
| |needs to be a plan B. |
| |Have copies of any powerpoints I am using to allow for the lesson to continue |
| |without technology. |
| |Work through the lab together by researching pH information if materials are |
| |unable to be brought in. |
| |If students become confused, assess where they are confused before moving on by|
| |completing an exit slip of "what are you most fuzzy on?" |
| |Ask other teachers if they have better resources or plans for this unit. |
| |If the planned activities are finished quickly, a supply of environmental news |
| |clippings, videos, or questions from the Wonder Box will be used to ignite |
| |discussion about what was learned up to that point. If time is running short, |
| |the lesson will be postponed until the next day at a natural break so as to not|
| |stop in the middle of a concept which may cause confusion. It is important to |
| |always have the opportunity for the exit slip to maintain the agreement between|
| |student and teacher set at the beginning of the unit. |
| |Think/pair/share is an activity to use once newspaper clippings, videos, or |
| |questions have been presented. |
8.0 Unit Schedule
Grade 9 Unit C: Environmental Chemistry will be completed over a 6 week period. There will be an approximate total of 25, 45 minute classes in this cycle. As it is the 3rd unit in the year and therefore will occur over the winter months, most likely after Christmas. This is important as outside activities in regards to labs or using air and water sampling techniques may not be possible due to weather limitations. Choosing labs or activities that can be completed quickly outside or completely inside will limit the chance of being unprepared due to cancellation or causing student disappointment if they are unable to be done.
|Unit C - Environmental Chemistry |
|Schedule |
|Resources to be used include: Science Focus 9 Text, newspapers with relevant environmental topics (i.e. Northern Gateway Pipeline, mercury in salmon, |
|acid rain, eutrophication), videos and external lesson sources: |
|learnalberta.ca |
| |
|edquest.ca |
| |
|? |
|General structure of each lesson: Each lesson will begin by pulling a question from the Wonder Box and giving students a few minutes to use their cell |
|phones, computers, books, etc. to find out about the topic and explain it to the class to allow for the incorporation of technology and as an interest |
|hook. Following this, I will introduce the topic, objectives and concepts of the day in a lecture style, but will keep this to a minimum as the |
|majority of the time will be used for activities such as videos, discussions, guest lectures, peer presentations, etc. The lecture portion of the class|
|will be used to ensure that important ideas are clearly communicated, but the subsequent activities will be used to allow the students to negotiate the|
|meaning of these concepts within their own minds. Videos will be used to promote an understanding of "real world" issues that are directly related to |
|this topic. Newspaper articles, magazines, TV, etc. are welcomed into the classroom as discussion instigators and a way to create authentic meaning. |
|Since this unit deals with environmental issues, I think it is very valuable to have guest presentations by those who are working within this field. |
|All these things can inspire a student in a subject they never thought they'd be interested in. |
|Unit Calendar: The following calendar outlines the opening and closing activity, the concepts covered, the activity for the day and how it relates to |
|the unit. |
| |
|Chemicals essential to life; organic and inorganic material; substrates and|Ingestion and Absorption of Materials; Concentration and Dispersal, Risk |
|nutrients |Assessment |
|Day1 (EXAMPLE LESSON BELOW) |Day2 |Day 3 |Day 4 |Day5 |
|- Talk about importance of |- Wonder box question and 2 |- Wonder box question and 2 |- Wonder box question and 2 |- Wonder box question and 2 |
|unit and go over unit poster.|minute inquiry. |minute inquiry. |minute inquiry. |minute inquiry. |
|- Introductory case study: |- Fertilizers |- crop yield and chemical use|- food chains |- How can science help? |
|Super grow Fertilizer |- Agricultural applications | |- biomagnifications |- class discussion supported |
|- Concepts: classifications |(pesticides, herbicides, |- organic agriculture |- video on ocean (DDT) |by showing methods of |
|of organic nutrients and role|insecticides, fungicides) |- Wonder box exit slip. |- Wonder box exit slip. |environmental education and |
|of inorganic substances and |- societal issues | | |clean-up |
|elements |- environmental degradation | | |- Wonder box exit slip. |
|- Wonder Box exit slip. |from chemical uses | | | |
| |- Wonder box exit slip | | | |
|Acids and Bases; Assessing Toxicity and Risk; Air and Water Quality; Evidence of Toxicity |Uncertainties in |
| |environmental |
| |monitoring |
|Day 6 |Day 7 |Day 8 (EXAMPLE LESSON BELOW) |Day 9 (CONTINUED FROM DAY 8) |Day 10 |
|- Wonder box question and 2 |- Wonder box question and 2 |- Wonder box question and 2 |- Wonder box question and 2 |- Wonder box question and 2 |
|minute inquiry. |minute inquiry. |minute inquiry. |minute inquiry. |minute inquiry. |
|- What are acids and bases |- the pH scale |- Acids and Bases LAB |- Acids and Bases LAB - |- Pollution, Emissions, |
|- properties of acids and |- neutralization |- Wonder box exit slip. |Discussion and interpretation|Runoff |
|bases |- importance of pH in the |- continue in day 9 |of results |- air and water quality |
|- leacturing |environment | |- Wonder box exit slip. |- use examples from the Bow |
|- Wonder box exit slip. |- Wonder box exit slip. | | |River and current reports of |
| |-CABBAGE WATER PREPARARTION | | |City of Calgary |
| |FOR LAB | | |- FNMI perspectives and NGP |
| | | | |- Wonder box exit slip. |
|Evidence of Toxicity, risk assessment, ingestion and |Uncertainties in environmental monitoring and in assessing |
|absorption of materials |toxicity and risk; hazards probabilities and risk assessments |
|Day 11 |Day 12 |Day 13 |Day 14 |Day 15 |
|- Wonder box question and 2 |- Wonder box question and 2 |- Wonder box question and 2 |- Wonder box question and 2 |- Wonder box question and 2 |
|minute inquiry. |minute inquiry. |minute inquiry. |minute inquiry. |minute inquiry. |
|- emissions, scrubbers, |- toxicity and risks |- benefits and negatives of |- environmental monitoring |- biological indicators and |
|sorbents |- effects of chemicals |chemical use |- continue lab reflection |how they can help us |
|- pollution |- provide a case study to |- lab activity |- Wonder box exit slip. |- make and present a plan of |
|- lecture |work through |- Wonder box exit slip. | |how to use biological |
|- examples of understanding |- Wonder box exit slip. | | |indicators |
|ppm and ppb | | | |- Wonder box exit slip. |
|- Wonder box exit slip. | | | | |
|Concentration and dispersal |Stability and |Concentration and dispersal; hazards |Application and Review of all|
| |Biodegradability |probabilities and risk assessments |Key Concepts |
|Day 16 |Day 17 |Day 18 |Day 19 |Day 20 |
|- Wonder box question and 2 |- Wonder box question and 2 |- Wonder box question and 2 |- Wonder box question and 2 |- Wonder box question and 2 |
|minute inquiry. |minute inquiry. |minute inquiry. |minute inquiry. |minute inquiry. |
|- sources of pollutants and |- biodegradable |- hazardous waste |- closing case study |- introduction to inquiry |
|how they are carried through |- atmosphere, aquifers and |- waste management |- "Not in My Backyard" |project |
|environment |ground water |- bioremediation |- Wonder box exit slip. |- Wonder box exit slip. |
|- lecture |- controlling air and water |- investigate jobs where | | |
|- Wonder box exit slip. |pollution |people deal with hazardous | | |
| |- demonstrate the tools and |waste | | |
| |methods used |- Guest presenter? | | |
| |- Wonder box exit slip. |- Wonder box exit slip. | | |
|Application and Review of all Key Concepts | |
| |Day 25 |
| | |
| |A day to use at any point |
| |within the Unit that requires|
| |extra time or additional |
| |support. |
| | |
|Day 21 |Day 22 |Day 23 |Day 24 | |
|- Wonder box question and 2 |- Review and presenting |- Review |- Unit Exam | |
|minute inquiry. |inquiry projects. |- Presenting Inquiry Projects|- scenario based requiring | |
|- working on inquiry projects|- assessed based on the |- assessed based on the |interpretation of a situation| |
|- Wonder box exit slip. |criteria required in the |criteria required in the |and application of unit | |
| |investigation and a rubric |investigation and a rubric |concepts. | |
| |created by the class. |created by the class. |- true and false with reason | |
| | | |questions | |
9.0 Example Lesson Plans
Grade 9 Science Unit
Unit C: Environmental Chemistry
Lesson 1
|Stage 1 – Desired Results |
|Established Goals: An appreciation for understanding why environmental chemistry is important. Gaining the perspective of the importance of |
|chemical substances in living things and the environment. |
|Competency : |
|-- Ignite an interest in understanding chemical interactions in the environment. |
|– Identify and explain the difference between organic and inorganic substances and their forms. |
|– Describe and illustrate (with supporting details and diagrams in poster form) the differences, roles and effects served by organic and |
|inorganic substances on the environment. |
|-- Understand the uses and importance of organic and inorganic substances to humans, plants and the environment. |
|Understandings: |Essential Questions: |
|Student will understand that … | |
|There are various kinds of organic and inorganic substances. |Why is the importance of organic and inorganic substances? |
|The interactions between these substances and the environment can have|How are these substances used in our bodies, plants the environment? |
|effects. |How can this lesson be applied to real-world situations? |
|Knowledge of organic and inorganic substances may be applied to real | |
|world situations. | |
|Students will know … |Students will be able to … |
|That there is a difference between organic and inorganic substances. |Compare and contrast the differences between organic and inorganic |
|That the role of inorganic and organic substances vary. |substances. |
|The role of these substances can be applied to real world situations. |Describe how organic and inorganic substances vary. |
| |Explain organic and inorganic substances can be applied to real-world |
| |situations |
|Stage 2 – Assessment Evidence |
|Performance Tasks: |Other Evidence: |
|Explain and go over the Unit Poster explainign the importance of this |Prompts: |
|unit and the major themes that will be present. (4-5 minutes) |What could be causing Gramma's wheezing based on our evidence? How do |
|Case Study – The entire class will work through the case study "Why |you know? What other things are important for us to know to solve this|
|is Gramma wheezing?". In order to gain a realistic understanding of |case? |
|what prior knowledge, skills and attitudes the students come into this|How do organic substances and inorganic substances differ in |
|unit with, a beginning diagnostic assessment will be used. This |composition? |
|thinking activity will allow the teacher to gain the understanding of |How are organic and inorganic substances used in bodies, plants, the |
|what level of scientific literacy and perspective the students can |environment? |
|currently utilize. This will be accomplished by class collaborative |Why should the roles of organic and inorganic substances matter to you|
|discuss and analysis. Upon discussion, the class will have the |What are the effects of organic and inorganic substances (positive and|
|opportunity to be ignited by an environmental issue and the desire to |negative)? |
|learn how to decipher these issues using scientific literacy, |How do you think we can use our knowledge of organic and inorganic |
|environmental chemistry and monitoring tools. This method of |substances in the world? |
|diagnostic assessment is ideal to begin the unit at an adequate level |How do you know if organic or inorganic substances are in excess |
|of understanding that will promote more engagement and understanding |amounts or are needed? |
|throughout the unit. (8-10 minutes) |Observation |
|Outlining the differences between Organic and Inorganic substances and|Is the learner actively participating in the class discussion of the |
|their roles. In their desk groups of 4, students will use the |case study? |
|information sheet provided as well as books and the internet to create|Is the learner participating in the group poster? |
|a poster that outlines what organic and inorganic substances are, what|Is body language indicating understanding? |
|the significance of these small organic and inorganic substances is |Rubric |
|and how this relates to the interactions of small substances in |Does the learner participate in the discussion and poster development?|
|systems? Upon completion, the posters will be hung up and displayed |Is the learner demonstrating interest in class material and |
|with a quick explanation by each group of the main point of the |discussion? |
|posters. The point of this exercise is to get the students thinking |Work Sample |
|about how small substances are important to large systems and |Discussion of case study |
|interactions between and within systems. (28-30 minutes). |Organic/ inorganic substances poster and quick presentation |
|Exit slip - ask anything that intrigues you about science and put your| |
|written question in the Wonder Box. (2 minutes) | |
|Stage 3 – Learning Plan |
|Learning Activities: WHERETO |
|W = help the students know where the unit is going and what is expected? Help the teacher |
|know where the students are coming from (prior knowledge, interests)? |
|H = hook all students and hold their interest? |
|E = equip students, help them experience the key ideas, and explore the issues? |
|R = provide opportunities to rethink and revise their understandings and work? |
|E = allow students to evaluate their work and its implications? |
|T = be tailored (personalized) to the different needs, interests, abilities of learners |
|O = be organized to maximize initial and sustained engagement as well as effective learning? |
| |
|Once students sit down in their desk, we will work through the Unit Overview Poster to outline the importance of the unit and what major |
|themes we will be learning. (W) |
|Students will then volunteer to read the case study aloud. Students will then read the case study silently, circling important information to |
|hypothesize about the case (H). |
| |
|Introductory Case Study: |
|This case study ignites the idea that small chemical substances have an impact on the environment and can affect plants, animals and |
|environmental properties. |
| |
|Super Grow Fertilizer |
| |
|For their science project, Elena and Glen decided to test the effectiveness of a new fertilizer, Super |
|Grow. The manufacturer of the fertilizer claims Super Grow contains ammonium nitrate (NH4N03) and |
|will shorten the amount of time required to produce mature, pod-bearing plants from seeds (see Sample |
|Pea Plant diagram). The manufacturer claims the plants treated with Super Grow will be mature in half |
|the normal time and is environmentally safe. |
| |
|Elena and Glen chose to test Super Grow on pea seeds. They performed the following investigation. |
| |
|Question: |
|How will Super Grow affect the germination of pea seeds and the growth of pea plants? |
| |
|What is Our Hypothesis? |
|(Example: More pea seeds will germinate and the pea plants will grow faster with Super Grow because the seeds and plants will have extra |
|mineral nutrients. |
| |
|Assessment: |
|Recognize Important Ideas: Ask students to read the case again. This time they should be noting words or phrases that seem to be important to |
|understanding what the case is about. If students have a printed copy of the case, they might underline these phrases. Otherwise, they might |
|jot down ideas and questions about these phrases. |
|Identify Major Themes: Initially, it is helpful to think about the case as a whole and see what underlying themes students identify. Ask the |
|class to consider the question: "What do we need to find out ?" Then take answers from the class. |
|Pose Specific Questions: A productive way to generate questions is to ask students to use a chart listing what they know and what they need to|
|know. |
|Future Learning: From the chart, the level of understanding can be determined indicating the appropriate level to start Unit C on. |
|(Taken from ) |
| |
|Class discussion will follow with prompts initiating a need for environmental chemistry knowledge to understand the experiment. What do we |
|need to know, how do we measure it? What is our hypothesis? (E) |
| |
|Introduce the poster project and give each student the materials, time and resources to complete their poster. They will be working in the |
|groups they are assigned to sit at to work on their poster. To do so, the students will need to know the basic ideas or organic and inorganic |
|substances. The teacher will give them a sheet of information about the substances, provide books and computer access to inquire about the |
|substances. Students are able to freely choose the design, layout and presentation of their poster in their groups. (R, E,T) |
| |
|The class will have a brief discussion about the differences and used of organic and inorganic substances as the posters are being hung by the|
|groups. Develop a class definition and write it on the whiteboard for both organic and inorganic substances. (E,O) |
| |
|The following questions can be used to prompt meaning making throughout the poster investigation and promote EXPANSION of ideas. These |
|questions are to prompt thought and do not necessarily need to be answered verbally: (R, O) |
|How do organic substances and inorganic substances differ in composition? |
|How are organic and inorganic substances used in bodies, plants, the environment? |
|Why should the roles of organic and inorganic substances matter to you? |
|What are the effects of organic and inorganic substances (positive and negative)? |
|How do you think we can use our knowledge of organic and inorganic substances in the world? |
|How do you know if organic or inorganic substances are in excess amounts or are needed? |
| |
|The students will share their posters with the class as they hang them around the room. This will allow them to voice their thoughts and |
|reinforce meaning in their minds. (E) |
|Materials: |
|- unit poster |
|- poster paper |
|- markers |
|- informational paper about organic and inorganic substances |
|- books |
|- computer access (if available) |
| |
|End of Class: |
|Conclude the lesson with an exit slip in the Wonder Box. The students can write any question or thought they have that intrigues them or that |
|they would like to discuss. The focus should be on the scientific world. |
| |
| |
|Contingency Plan: |
|If the planned activities are finished quickly, a supply of environmental news clippings or videos will be used to ignite discussion about |
|what was learned up to that point. If time is running short, the lesson will be postponed until the next day at a natural break so as to not |
|stop in the middle of a concept which may cause confusion. It is important to always have the opportunity for the exit slip to maintain the |
|agreement between student and teacher set at the beginning of the unit. |
|Think/pair/share is an activity to use once newspaper clippings, videos, or questions have been presented. |
|Discuss the prompt questions outlined above. |
|Prompts for Connection to Big Idea of Interactions within systems and between systems: |
|What is the significance of these small organic and inorganic substances? |
|What would happen if they were in excess or in short supply? |
|How does this relate to the interactions of small substances in systems? |
| |
| |
|Information sheet to be handed out for poster investigation: |
|(Taken from : ) |
| |
|Common Substances Essential to Living Things |
|Our body needs about 25 different chemicals for normal growth. The complex organization of these chemicals produces organic compounds which |
|contain Carbon, as well as mostly Oxygen and Hydrogen. Substances that do not contain Carbon are called inorganic compounds. |
| |
|Nutrient |
|Importance in Plants |
|Importance in Humans |
| |
|Nitrogen (N) |
|- proteins & chlorophyll |
|- leaf and stem growth |
|- composition of proteins & nucleic acids |
|- growth and repair of tissue |
| |
|Phosphorus (P) |
|- root and flower growth |
|- cellular respiration & photosynthesis |
|- composition of bones, teeth & DNA |
|- metabolic reactions |
| |
|Potassium (K) |
|- stimulates early growth |
|- starch and protein production |
|- disease resistance |
|- chlorophyll production & tuber formation |
|- muscle contraction & nerve impulses |
| |
|Magnesium (Mg) |
|- chlorophyll structure |
|- photosynthesis |
|- composition of bones & teeth |
|- absorption of calcium & potassium |
| |
|Calcium (Ca) |
|- cell wall structure |
|- cell division |
|- composition of bones & teeth |
|- blood clotting |
|- muscle & nerve function |
| |
|Sulfur (S) |
|- production of fruits and grains |
|- protein synthesis |
|- enzyme activation |
|- detoxification |
| |
| |
|Maintaining the Right Level of Nutrients |
|By knowing how plants use each element, agriculturalists can diagnose deficiencies and excesses, and act accordingly, to alleviate the |
|problem. |
|Problem: yellow striping on lower leaves & soil test indicates high levels of potassium and low levels of magnesium |
|Analysis: potassium is interferring with the plants ability to absorb the magnesium |
|Solution: stop applying fertilizer containing potassium and apply more fertilizer with magnesium |
| |
|Optimum Amounts |
|A micronutrient may be present in larger amounts than normal. If this occurs it can have harmful effects. Too little can also have harmful |
|effects. The optimum amount of a substance, such as the micronutrient - selenium, is the amount that provides an organism with the best |
|health. |
| |
|Types of Organic Molecules |
|Classes of Organic Compounds |
|Description |
|Examples |
| |
|Carbohydrates |
|- are organic molecules made up of atoms of carbon, hydrogen, and oxygen |
|sugar, starch, cellulose, glucose |
| |
|Lipids |
|- are compounds composed of many carbon, hydrogen, and oxygen atoms |
|fats, oils and waxes |
| |
|Proteins and Amino Acids |
|- protiens are organic compounds made up of amino acids (each protein has its own unique number, combination and arrangement of amino acids) |
|- functions include growth and repair, as well as a source of energy |
| |
|enzymes |
| |
Grade 9 Science Unit
Unit C: Environmental Chemistry
Lesson 8 and 9: ACIDS AND BASES
|Stage 1 – Desired Results |
|Established Goals: Gaining the understanding of the pH scale and its importance in measuring and regulating water quality in the environment. |
|Competency : |
|-- Ignite an interest in understanding chemical interactions in the environment. |
|– Explain and understand acids and bases and their association to each other in respect to |
|the pH scale. |
|– Describe (with supporting details and examples in the lab) the roles and effects of |
|pollution on acid rain and the environment. |
|-- Understand the causes and effects of human impacts to water quality, plants and the |
|environment. |
| |
|Understandings: |Essential Questions: |
|Student will understand that … | |
|There are various levels of pH and how acids, bases and neutralizers |What is the difference between acids and bases? |
|affect each other. |How does the pH affect water quality and environmental properties? |
|The level of pH affects environmental properties. |How can this lesson be applied to real-world situations? |
|Knowledge of how humans impact the quality of rain and the | |
|environment. | |
|Students will know … |Students will be able to … |
|That there is a difference between acids and bases. |Compare and contrast the differences between acids and bases. |
|That the pH level has varying degrees of impacts on water quality and |Describe how pollution changes pH and subsequently affects water |
|environmental properties. |quality and environmental properties. |
|Pollution causing acid rain is a real world situation. |Explain how pH can be applied to real-world situations |
|Stage 2 – Assessment Evidence |
|Performance Tasks: |Other Evidence: |
|DAY 1 - Wonder Box – select a thought from the Wonder Box and give |Prompts: |
|students 2 minutes to search on cell phones, books, computer what they|What is the pH scale? How are acids, bases and neutral substances |
|can find out. Choose one person from the jar to share their discovery |numerically classified on this scale? |
|(4 minutes). |Would pH testing be a qualitative or quantitative test? Would litmus |
|DAY 1 - Lab Activity (Taken From Learn Alberta Grade 9 Science) – The |testing be a qualitative or quantitative test? Why? |
|entire class will be broken into groups of 3 for the lab activity by |When would a solution be neutral? How would the ion concentration be |
|getting students to pick coloured balls out of a bag. All students |different in an acid or base? |
|with the same colour of ball are in a group together. This inquiry |If one acid has a pH of 1 and a second acid has a pH of 3, how much |
|based assessment will be used to bring the students to an |more acidic is the first substance? |
|understanding of monitoring tools and equipment that can be used to |If one base has a pH of 11 and a second base has a pH of 14, how much |
|assess the chemicals found in the environment. This activity will |more alkaline is the second substance? |
|complement the key concepts that were learned in the first part of the|On a separate piece of paper draw a replica of the pH scale. Mark all |
|unit, such as common organic and inorganic substances, chemical |twelve substances on this pH scale and label appropriately. |
|concentrations in the environment, uptake of minerals and chemicals, |Observation |
|and safe amounts of chemicals in the environment and link them to the |Is the learner actively participating in the lab activity and |
|processes of measuring water quality. This formative assessment will |classroom participation on day 2? |
|be in the form of a structured inquiry based laboratory focused on the|Is body language indicating understanding? |
|importance of pH in the environment and how to measure pH in terms of |Rubric |
|water quality. The lab will be structured in the sense that the |Does the learner participate in the lab activity and class discussion?|
|materials, procedure and guiding questions are provided, but the | |
|results are based on the interpretation of the students. To promote |Is the learner demonstrating interest in class material and |
|collaboration, the students will work in triads throughout the lab, |discussion? |
|but a class discussion will end the lab as all results are compiled |Work Sample |
|and discussed to aid in the understanding of the data. This structured|Contribution of lab results to class |
|inquiry activity will promote hands on experience with tools used to |pH scale drawing completion |
|assess pH levels and thought will follow as the results are |Understanding of pH scale through class discussion of acid rain. |
|interpreted in an environmental setting (about 40 minutes). | |
|DAY 1 - Exit slip - ask anything that intrigues you about science and | |
|put your written question in the Wonder Box. (2 minutes) | |
| | |
| | |
|DAY 2 - Wonder Box – select a thought from the Wonder Box and give | |
|students 2 minutes to search on cell phones, books, computer what they| |
|can find out. Choose one person from the jar to share their discovery | |
|(4 minutes). | |
|DAY 2 - Results and Interpretation – The class will combine their | |
|results and together draw a pH scale of their findings. An explanation| |
|of the pH scale will follow. Prompting on the meaning and | |
|interpretation of acids and bases will lead to using pH in an | |
|environmental context. (20+ minutes) | |
|DAY 2 - Video – A video on acid rain will connect the results of the | |
|lab and the concept of pH to a real world example of environmental | |
|chemistry (i.e. acid rain). (15 minutes) | |
|DAY 2 - Exit slip - ask anything that intrigues you about science and | |
|put your written question in the Wonder Box. (2 minutes) | |
|Stage 3 – Learning Plan |
|Learning Activities: WHERETO |
|W = help the students know where the unit is going and what is expected? Help the teacher |
|know where the students are coming from (prior knowledge, interests)? |
|H = hook all students and hold their interest? |
|E = equip students, help them experience the key ideas, and explore the issues? |
|R = provide opportunities to rethink and revise their understandings and work? |
|E = allow students to evaluate their work and its implications? |
|T = be tailored (personalized) to the different needs, interests, abilities of learners |
|O = be organized to maximize initial and sustained engagement as well as effective learning? |
| |
| |
|***PREPARATION PRIOR TO LAB |
|Cabbage Water - Red cabbage water is an indicator for pH. |
|CHOP one large red cabbage into small pieces. Note: Blackberries, red onions, or even hibiscus flowers can be used as a substitute. SIMMER the|
|cabbage pieces until the water turns a deep shade of purple. ALLOW the water to cool. REFRIGERATE when not in use.**** |
| |
|DAY 1 |
|Once students sit down in their desks and the ‘Wonder Box’ topic is completed, the class will go over and review lab safety rules. Students |
|will then be grouped in triads. |
| |
|Safety: |
|Read the experiment before you begin it, and then read it again. |
|Never eat or drink in the lab. |
|Do not touch your face or other exposed skin after touching chemicals. |
|Pull back any loose hair from your face before beginning experiments. |
|Wear goggles, lab aprons and gloves when required. |
|Always wear safety goggles. |
|No horseplay is ever allowed in a lab. |
|Always wipe surfaces clean after conducting experiments. |
|Emergency eye wash and shower station |
| |
|Background: |
|Water is a requirement for all living things and therefore is very important to keep at a safe quality and quantity. One measurement of water |
|quality is ph so to understand the importance of this property, we will conduct an experiment on pH. (W, H) |
|The pH scale (0-14) is used to measure acidity and classify substances or solutions as acidic, basic, or neutral. Common household products |
|that are acids or bases can be further tested to determine their exact pH. |
|Acids taste sour, are soluble in water and undergo similar chemical reactions. It has a pH of less than 7 |
|Bases taste bitter, are soluble in water, feel slippery, and react with acids. It has a pH of more than 7 |
|Substances that are neither acidic nor basic, such as water, are said to be neutral. |
|pH is a measure of the concentration of hydrogen ions in a solution. |
|Today you will be using red cabbage water as an indicator for testing the pH of various substances. |
| |
|How to read pH paper (E) : |
|Red Litmus Paper – Stays Red = Acid or Neutral |
|Turns Blue = Base |
|Blue Litmus Paper – Stays Blue = Base or Neutral |
|Turns Red = Acid |
| |
|Colors of Cabbage Juice: |
|acid neutral base |
|[pic] |
|0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 |
| |
| |
|Materials: (per group or station) |
|Beaker of Red Cabbage Juice (prepared previous day and cooled) |
|Red and Blue Litmus Paper |
|6 Plastic cups |
|Beakers of the following solutions: water, baking soda, vinegar, salt, sugar, lemon juice, |
|soda, etc... |
|Plastic spoon |
|black marker |
| |
|Procedure (R): to be displayed for students to follow. |
|Label your plastic cups #'s 1-6 |
|Choose one solution and pour a small amount into plastic cup #1. |
|Write the name of the solution in your data table. |
|Place a drop of the solution onto red and then blue litmus paper. Record results |
|Add 1 - 2 tablespoons of red cabbage juice to the cup. Record color change. |
|Determine if the solution is a acid, base or neutral |
|Repeat with solutions #2-6. |
|Clean up. Pour contents into sink and throw out used cups. |
| |
| |
| |
| |
|Data Table and Questions that will be displayed: |
| |
|Plastic Cup # |
|Solution |
|Red Litmus |
|Blue Litmus |
|Red Cabbage |
|Juice |
|Acid/Base or Neutral |
| |
|1 |
| |
| |
| |
| |
| |
| |
|2 |
| |
| |
| |
| |
| |
| |
|3 |
| |
| |
| |
| |
| |
| |
|4 |
| |
| |
| |
| |
| |
| |
|5 |
| |
| |
| |
| |
| |
| |
|6 |
| |
| |
| |
| |
| |
| |
| |
|Name the acids, name the bases, were there any neutral solutions? |
|What color did the cabbage juice turn to indicate a neutral substance? |
|Why is it important to use both blue and red litmus paper to determine pH? |
| |
|DAY 2 |
| |
|Students will combine their results by drawing a pH scale and correctly placing the proper ingredients along the pH scale. Students will |
|record the pH scale by drawing it and explaining it so meaning is negotiated and the pH scale is not just memorized (T). Discussion will |
|follow explaining the meaning and purpose of the pH scale and what the results indicate (R, E): |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|(taken from Learn Alberta Grade 9 Science Activities) |
| |
|3. |
|Analysis: |
|The following questions will be answered as a class while referring to the pH scale we drew together (R, E, O): |
|What is the pH scale? How are acids, bases and neutral substances numerically classified on this scale? |
|Would pH testing be a qualitative or quantitative test? Would litmus testing be a qualitative or quantitative test? Why? |
|When would a solution be neutral? How would the ion concentration be different in an acid or base? |
|If one acid has a pH of 1 and a second acid has a pH of 3, how much more acidic is the first substance? |
|If one base has a pH of 11 and a second base has a pH of 14, how much more |
|alkaline is the second substance? |
|On a separate piece of paper draw a replica of the pH scale. Mark all twelve |
|substances on this pH scale and label appropriately. |
| |
|4. Extension and Class Discussion |
|Watch the following short video and discuss: |
|ACID RAIN: |
|Atmospheric pollutants--emitted mainly by motor vehicles and industry--dangerously increase the natural acidity in rain. Acid precipitation |
|has a number of harmful effects for plants, soil, and water. Acid rain can also cause acidification of lakes, destroying almost all plant and |
|animal life in them. |
| |
|Why is pH an important measure of water quality? |
|What are some effects of low pH or high pH in rain or water bodies on the environment? |
|How can we prevent or lessen pollution causing acid rain? |
| |
| |
| |
|Contingency Plan: |
|If the planned activities are finished quickly, a supply of environmental news clippings or videos will be used to ignite discussion about |
|what was learned up to that point. If time is running short, the lesson will be postponed until the next day at a natural break so as to not |
|stop in the middle of a concept which may cause confusion. It is important to always have the opportunity for the exit slip to maintain the |
|agreement between student and teacher set at the beginning of the unit. |
|Think/pair/share is an activity to use once newspaper clippings, videos, or questions have been presented. |
|Discuss the prompt questions outlined above. |
|Prompts for Connection to Big Idea of Interactions within systems and between systems: |
|What can we do to prevent or lesson the damage caused by acid rain? Is it important to be aware of environmental changes? Why? |
| |
| |
| |
| |
References
Alberta Education. (2009). Programs of Study: Grade 9 Science Unit C Environmental Chemistry. retrieved
from
Davis, B., Sumara, D., Luce-Kapler, R. (2008). Knowing Acts. In Engaging Minds (pp. 37-54). New York, NY: Routledge Taylor and Francis Group.
Grumet, M. R. (2005). Where does the world go when schooling is about schooling? Journal of
Curriculum Theorizing, 22(3), 47-54.
Hwang, S. & Roth, W. M. (2011). Scientific & Mathematical Bodies: The Interface of Culture and Mind. Rotterdam, The Netherlands: Sense Publishers.
Kohn, A. (2001). The classroom as community. In A. Kohn, Beyond discipline: From
compliance to community (pp. 101-119). Upper Saddle River, NJ: Merrill Prentice Hall.
Watershed Sentinel. (2012, June). Northern Gateway Project - What You Need to Know. Retrieved from
you-needknow
-----------------------
[pic]
Why learn about it?
Pollution: Analyze & Evaluate
[pic]
[pic]
Water Quality: Measuring & Monitoring
[pic]
There are interactions between systems & within systems that affect our environment.
[pic]
Human Impact:
How Society Plays a Role
[pic]
Substances in the environment can affect humans & other living things.
[pic]
[pic]
[pic]
[pic]
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.