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Unit: Environmental Science

Unit of Study: Environmental Science

Differentiation Strategies used throughout:

-Flexible grouping

-Socratic questioning

-High level task design

-Open-ended questioning/ task

TEKS: English & Language Arts:

K.4(B) ask and respond to questions about texts read aloud.

3.2(B) ask relevant questions, seek clarification, and locate facts and details about stories

and other texts and support answers with evidence from text

3.7(A) explain the elements of plot and character as presented through dialogue in scripts

that are read, viewed, written, or performed.

K.10(A) identify the topic and details in expository text heard or read, referring to the

words and/or illustrations

4.12(A) explain how an author uses language to present information to influence what the

reader thinks or does.

5.14(B) consider the difference in techniques used in media (e.g., commercials,

documentaries, news);

3.18(A) write imaginative stories that build the plot to a climax and contain details about

the characters and setting;

2.19(A) write brief compositions about topics of interest to the student;

5.19(A) write persuasive essays for appropriate audiences that establish a position and

include sound reasoning, detailed and relevant evidence, and consideration of

alternatives.

3.4 & 5.20(C) use complete simple and compound sentences with correct subject-verb

agreement.

3.25(B) generate a research plan for gathering relevant information (e.g., surveys,

interviews, encyclopedias) about the major research question.

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4.24(B) use skimming and scanning techniques to identify data by looking at text features

(e.g., bold print, italics);

5.24(E) differentiate between paraphrasing and plagiarism and identify the importance of

citing valid and reliable sources.

4.27(A) listen attentively to speakers, ask relevant questions, and make pertinent

comments;

4.28(A) express an opinion supported by accurate information, employing eye contact,

speaking rate, volume, and enunciation, and the conventions of language to communicate

ideas effectively.

4.29(A) participate in teacher- and student-led discussions by posing and answering

questions with appropriate detail and by providing suggestions that build upon the ideas

of others.

Science:

2.3A identify and explain a problem in his/her own words and propose a task and solution

for the problem such as lack of water in a habitat

4.2C construct simple tables, charts, bar graphs, and maps using tools and current

technology to organize, examine, and evaluate data

4.3D connect grade-level appropriate science concepts with the history of science,

science careers, and contributions of scientists

4.7C identify and classify Earth's renewable resources, including air, plants, water, and

animals; and nonrenewable resources, including coal, oil, and natural gas; and the

importance of conservation

4.10A explore how adaptations enable organisms to survive in their environment such as

comparing birds' beaks and leaves on plants

3.2F communicate valid conclusions supported by data in writing, by drawing pictures,

and through verbal discussion

3.2A plan and implement descriptive investigations, including asking and answering

questions, making inferences, and selecting and using equipment or technology needed,

to solve a specific problem in the natural world

5.3A in all fields of science, analyze, evaluate, and critique scientific explanations by

using empirical evidence, logical reasoning, and experimental and observational testing,

including examining all sides of scientific evidence of those scientific explanations, so as

to encourage critical thinking by the student

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5.1B make informed choices in the conservation, disposal, and recycling of materials

5.2D analyze and interpret information to construct reasonable explanations from direct

(observable) and indirect (inferred) evidence

Social Studies:

2.2 History. The student understands the concepts of time and chronology. The student is

expected to:

2.2c create and interpret timelines for events in the past and present

2.17 Science, technology, and society. The student understands how science and

technology have affected life, past and present. The student is expected to:

2.17a describe how science and technology change communication,

transportation, and recreation

3.17 Social studies skills. The student applies critical-thinking skills to organize and use

information acquired from a variety of valid sources, including electronic technology.

The student is expected to:

3.17A research information, including historical and current events, and

geographic data, about the community and world, using a variety of valid print,

oral, visual, and Internet resources;

2.18 Social studies skills. The student applies critical-thinking skills to organize and use

information acquired from a variety of valid sources, including

2.18b obtain information about a topic using a variety of visual sources such as

pictures, maps, electronic sources, literature, reference sources, and artifacts

2.19 Social studies skills. The student communicates in written, oral, and visual forms.

The student is expected to:

2.19b create written and visual materials such as stories, poems, maps, and

graphic organizers to express ideas

2.20 Social studies skills. The student uses problem-solving and decision-making skills,

working independently and with others, in a variety of settings. The student is expected

to:

2.20a use a problem-solving process to identify a problem, gather information, list

and consider options, consider advantages and disadvantages, choose and

implement a solution, and evaluate the effectiveness of the solution

Community Connections: � Invite an environmental engineer to speak about his/ her job.

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Unit of Study: Environmental Science Lesson 1: Action to Oil Spills

Objective: The student will

• work in teams to analyze an "oil spill" in the classroom

• design, build, and test a system to contain and then remove the oil from the water

• evaluate the effectiveness of their solution and those of other teams

Pflex Skills:

� Thinking: Demonstrates higher order and critical thinking skills

� Thinking: Inquisitive; searches for significance; enjoys problem solving

� Communication: Interacts appropriately with peers

� Self-directed Learning: Able to evaluate efforts and finished products

� Leadership: Manages time and materials well

Background:

An oil spill is an accidental release of liquid petroleum hydrocarbons (usually during

transportation of oil) into the environment. Oil spills usually refer to the release of oils

into water, but of course an oil spill can take place on land as well. While spills can take

place quickly, as when a ship sinks, or a leak occurs in a pipeline, the cleanup can be a

long term project. And, the longer the oil sits in the water, the greater the impact on the

environment.

Guiding questions:

• What are some human-caused devastation to the environment?

• How are those accidents fixed? How long do you think the environment takes to

repair?

• How do we make the best judgment for containing and/ or cleaning an area that is

contaminated?

Materials:

� Water basin or sink for testing

� “Oil” (1/2 cup of vegetable oil mixed with cocoa powder)

� Suggested set of materials for each group: rubber bands, paper towels, string,

toothpicks, cotton balls, plastic wrap, popsicle sticks, shredded wheat cereal,

balloons, cooked rice, garden peat moss, grass, cork, suction tube/cooking baster,

spoon (other items as needed)

Activities:

Begin by showing students the various Student Reference Sheets. These may be read in

class, or provided as reading material for the prior night's homework. Divide students into

groups of 2-3 students, providing a set of materials per group. Explain that students must

work as a team to design a system to clean-up after an oil spill. The spill will be a

controlled ½ cup of vegetable oil that is poured into water which is held in a container

such as a water trough, large bucket, or sink. Students meet and develop a two tiered plan

to first contain the oil and then to remove it. They can select from a range of everyday

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items provided to serve as their tools. Student teams will describe their plan in writing

and with a drawing and then present their plan to the class. Plans may be adjusted after

feedback from the presentation stage. Student groups next execute their engineered clean-

up system step-by-step as described in their plan. Student clean-up systems will be

scored on the scale indicating how "clean" the water is after clean-up. Teams then

complete an evaluation/reflection worksheet, and present their findings to the class.

Additional options: Consider setting a budget for the project, assigning a cost to each

material, and requiring teams to "buy" materials from the teacher to create their filtration

system. Consider timing the challenge….with the speed of the clean-up factored into the

success of the design. Do a demonstration of the same oil spill where you add several

drops of detergent to the oil. Have students observe what happens, and write an essay

describing why they think the oil dispersed. Challenge them to consider whether adding

detergent is a viable solution for a real oil spill. The reason dish soap is so effective is

that the soap emulsifies and chemically reacts with the oil to hydrolyze it. This is referred

to as the "saponification" reaction. The soap will chemically react with the oil to both

make it water soluble and will emulsify it, or break it into smaller drops so it can be

cleaned more effectively.

*Be sure to stress that the "clean" water, no matter how clear, is not suitable for drinking.

Teams may require additional materials which they will request of the teacher, or they

may be encouraged to exchange building materials with other teams.

Extension:

Create an informational video or public service announcement of the impact and

longevity of an oil spill on the environment.

Research oil companies for information about how they safely transport oil and oil

products. Report your findings in a method of your choice.

Closure / Discussion Question:

� What was difficult about planning your containment/ clean up method?

� How do you think environmental engineers make clean-up decisions? What might

impact their decisions?

� Do you think it is more important to make collaborative decision-making or

individual decision-making?

� Why do you think it is important to revise an unsuccessful plan?

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Unit of Study: Environmental Science Lesson 2: Disease Detectives


• Become familiar with infectious diseases

• Examine and apply the Epidemiologic Triangle

• Analyze their family history with infectious disease

• Research an infectious disease

Pflex Skills:


� Thinking: Uses inductive and deductive reasoning



� Communication: Able to critically analyze a medium orally and/ or in writing



Background:

Infectious diseases are caused by microbes that spread. The reason for most

sick days for both kids and teachers is an infectious disease. There are many, from the

common cold, ear infections, tonsillitis, and the flu (influenza) to pneumonia and

mononucleosis. Infectious diseases are caused by microbes—organisms too small to be

visible to the naked eye. The most common infectious disease-causing microbes are

bacteria, viruses, fungi, and protozoa (a type of parasite). The diseases may be passed

from person to person (for example, if someone coughs or sneezes on another person).

Sometimes, the disease is passed through another medium, for example, by drinking

water or eating food infected with bacteria. Some diseases, such as Lyme disease, are

passed from an animal carrier (including insects and worms) to humans. Deer ticks pick

up Lyme disease from small animals such as mice (who don’t even get sick from the

disease), lay their eggs and travel around on deer, and sometimes end up on humans who

can get sick if bitten. (Ticks, fleas, mosquitoes, flies, and cockroaches all can carry

disease so it is best to protect your body, food, water, and homes from them.)

Sometimes, infectious diseases develop new strains that resist older treatments. During

the 1980s, tuberculosis (TB)—a disease that had nearly been eliminated in developed

countries through successful treatments with antibiotics—reemerged. In some cases, the

new strain of TB was drug-resistant (antibiotics that worked before now did not work).

Guiding questions:

• What is epidemiology?

• What is your experience with infectious diseases?

• How are infectious diseases connected to our environment?

• How do infectious diseases impact society?

• In what ways can public health information be important to society?

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Materials:

� Epidemiological Triangle

� Infectious Diseases sheet

� Internet, Research materials

� Project materials as needed

Activities:

1. Prior to the first lesson, give students Infectious Diseases sheet. Tell them to take this

list home and discuss with their families what diseases they have had, their parents have

had, and their grandparents may have had, and mark these on the list. Make sure to tell

students that they don't have to mark anything they or their family might be

uncomfortable sharing.

2. Write the word “Epidemiology” on the board. Explain to students that it is scientific

method of problem solving that "disease detectives" use to get to the root of health

problems.

3. Tell students that they will be studying “infectious” diseases, those that are usually

caused by microbes (“germs”) and that spread. The word epidemiology comes from three

Greek root words:

Epi—means “on, upon, befall” (think of epidermis—“upon the body”)

Demo—means “people” (think of demographics—“the study of statistics

of populations”)

-ology—means “the study of”

So Epidemiology is literally defined as “the study of that which befalls people.”

4. Put students in groups of two or three. Have each group divide a piece of paper

into three columns: Infectious Diseases I’ve Had, Infectious Diseases My Parents or

Grandparents Had, but I Never Did, Infectious Diseases I’ve Heard About

5. Give students time to fill in the chart, using their information from home and their own

knowledge.

6. Now ask groups to report on what’s in their charts. Write the answers on the board.

When more than one group names the same disease, put a check mark next to it. When

students list diseases or medical conditions that are not infectious (cancer, broken leg),

explain briefly why they do not fit. If you are not sure whether the disease is infectious or

not, create a list labeled with a question mark. Students can research these diseases later.

7. Ask students what conclusions they can make from the list (certain diseases are very

common, some diseases aren’t infecting people anymore, etc).

8. Point out to students that they have just done a simple epidemiological study—learning

how diseases are distributed in place and time. They have seen which diseases are most

common among kids their age, which diseases their parents or grandparents might have

had but that people their age usually do not, and serious diseases they know people

around the world may get, but we usually do not.

9. Discuss: Why did our grandparents/ parents get diseases that we did not?

10. Now we will look at the Epidemiological Triangle. After discussing the triangle, tell

students they will become epidemiologists to look at a certain disease. Suggestions:

chickenpox, influenza, meningitis, etc.

11. Students will research and describe the agent, host and environment. Students will

present research as they choose- powerpoint, brochure, video, etc.

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12. Lead a discussion to compare and contrast the different diseases.

Extension:

� Create a skit or video that explains an infectious disease(s) and how to avoid

them.

� Conduct research to find out what diseases “plague” the Pflugerville area. Report

your findings, including the triangle information and why you think those diseases

are more common in the area.


� Knowing your family’s medical history- how can that benefit you?

� Why do you think the triangle is important to understanding the spread of diseases

and stopping them?

� How can the work of epidemiologists impact society? How does their role affect

us positively or negatively?

Websites:

� http://www.bam.gov/sub_diseases/index.html

� http://www.brainpop.com/health/diseasesinjuriesandconditions/avianflu/

� http://www.brainpop.com/health/diseasesinjuriesandconditions/chickenpox/

� http://www.brainpop.com/health/diseasesinjuriesandconditions/viruses/

� http://www.cdc.gov/chickenpox/

� http://www.cdc.gov/meningitis/index.html

� http://www.cdc.gov/flu/

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Unit of Study: Environmental Science Lesson 3: Climate Change= Animal Adaptation


• Understand how a species genetically adapts to the changing climate

• Analyze the effects of climate change on a species

Pflex Skills:


� Thinking: Uses inductive and deductive reasoning




Background:

Numerous studies on animal adaptation have been carried out since before Darwin and

the finches in the Galapagos Islands. Although Darwin was hoping to prove his theory of

survival of the fittest, most scientists have focused on how different species adapt or

mutate based on the needs of their environment.

Guiding questions:

• What is adaptation?

• What are some examples of adapting?

• Does a change in climate result in adaptations for other forms of life? How?

Why?

Materials:

� Tweezers

� Dissection probe

� Pliers

� Tongs

� Spoon

� Straws

� Paper/ plastic plates (1 per group, can be reused)

� “Food” (mix of rice, sunflower seeds, marshmallows and marbles, etc)

� Cups (1 per student, can be reused)

� Quart size bags (2 per group)

� Adaptation Investigation sheet

Needed per group: 1 quart size bag of “food” and 1 quart size bag of marbles or rice

Activities:

1. Show images of different types of birds with different beak morphologies. Discuss: why do you think the beaks are shaped differently? Lead students

towards understanding that the beaks are specialized depending on the type of

food that the birds eat. Ask students to guess how different types of birds

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(woodpecker, hummingbird, pelican, and others with extreme beak shapes) get

food based on the shape of the birds' beaks. Explain what the word adaptation

means and how adaptations that aid survival are more likely to show up in future

generations. Explain that in the activity students are about to do, they will each

play the role of a bird with a different beak shape.

2. First- Organize students into groups and supply each group with beaks (tweezers, dissection probe, pliers, tongs, spoon, or straws) and a cup. Give each group a

different type of "beak". Explain that each group is a population (a group of

animals of the same species that all live within a particular area).

3. Attach a plate to the table (with duct tape to keep it steady) and fill the plate with "food". (The food is one plastic bag full of rice, sunflower seeds, marbles, and

marshmallows).

4. Explain to students that they will use their "beak" to collect as much "food" from the plate as they are able to in 30 seconds, placing the food particles into their cup

(which represents their bird's stomach). They must use the beak with one hand

only and must not touch the plate or food particles with their hands. (Have

students hold their cup or put their free hand behind their back to stop them from

using it.) ***Explain rules: Food can only be collected with your beak; Your free

hand can not assist with food collection; Food can not be stolen from another

“stomach;” All food has the same nutritional value.

5. Have students: o Collect for 30 seconds.

o Count the number of different food items they each got into the cup.

o Write their data in a data table.

o Have each group calculate the average (mean) number of rice, seeds,

marbles, and marshmallows that their population of birds ate in the 30

seconds.

6. Ask one member of each population to call out their data as you record it on a class data table, so that the data from the entire class is shown. (If time allows or

interest dictates, you could have students make a bar graph of this data table)

Using the summary data, discuss as a group or class the following questions:

Which type of bird was able to eat the most food particles? Why? What type of

bird ate the least food particles? Why? Which type of food was most difficult for

your bird to eat? Which type of food was easiest for your bird to eat? Do all the

birds have the same diet? How does diet affect beak morphology (shape)?

7. Have students dump all the bird food back into the plastic bag. Students should keep their "beaks".

8. Second round of activity -- Explain to students that global climate change has affected the regional climate where the birds live. It has brought extreme drought

and most food types have died. Allow students to keep their beaks from the first

round of activity. Distribute plastic bags that contain only rice or marbles - one to

each group. Repeat step 5. Discuss: Did all the birds survive the season of

drought? Which birds were best adapted to survive?

9. Watch Darwin’s finches Finish with a class discussion on the thoughts presented in the video and how students think that proves or disproves the idea of animal

adaptation to their environment.

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Extension:

� Research how climate change is affecting another animal species. Report your

findings using a project of your choice.

� Explore conservation biology as a career. Write a letter of interest to someone in

the field requesting information about what the job entails on a daily basis.

� Hypothesize how you think an animal of your choice will adapt over time to the

evolving climate change. Support your reasoning with your research. Create an

illustration of the changes for that animal.


� What adaptations have other animals made to survive? Are the adaptations due to

climate change or manmade changes in their environment?

� How can we prevent the effects of climate change on future species?

Websites:

� Bird beak adaptations- http://www.vtaide.com/png/bird-adaptations3.htm

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Unit of Study: Environmental Science Lesson 4: Give the Endangered Species a Voice


� Research statistics, characteristics, and information about an endangered species

� Outline on paper the design for a Web site that will explain the species' plight

� Consider ways to draw attention to and support the effort to save a species

Pflex Skills:






� Self-directed Learning: Works independently effectively


� Leadership: Seeks to organize tasks, materials and people

� Creativity: Uses fluency, flexibility, elaboration and originality

Background:

The 21st century offers many avenues to create a “voice” about subjects we are

passionate about. Endangered species is something that is in a constant state of

emergency and in need of solutions and support. With the internet full of information,

how do we create a website that is enticing to viewers and speaks to our cause?

Guiding questions:

• What is an endangered specie?

• How does a specie become endangered? How could the problems of a specie

become part of the solution?

• What makes you interested in a particular subject, toy, game, animal, etc? In what

ways can we make an audience interested in a subject? How can we utilize that on

a webpage?

Materials:

� Computer(s) with internet

� Paper, pencil

Activities:

1. Visit ThinkQuest's Mission: Endangered Species Web site as an introduction to this activity. Invite students to explore the site for a few minutes in a computer lab or as a

whole group. Discuss what they found, how the material is presented, and what

makes this site "work."

2. Ask students to share some examples of endangered species that they are familiar with or have encountered through the Web site. Next, have them imagine that they

have the opportunity to design a Web site for one kind of endangered species. What

information should it contain? Discuss the students' ideas.

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3. (Activity may be done independently or in pairs) Distribute copies of the Website Story Board. Review the sheet with students. The sheet provides spaces in which

students can plan -- or story board -- the content for their Web site. The story board

sheet provides spaces in which students can detail

• a home page that introduces the species and three interesting topics about that

species;

• pages for each of those three topics of interest introduced on the home page; and

• pages that allow the webmaster to create one or two additional pages that explore

those topics in more detail.

• In groups or independently, have students choose an endangered species and

outline the index and three main pages that would make up a Web site about this

plant or animal. Have them use the small boxes at the bottom of the page to share

additional directions that the site might take or information it could contain. All

sites should offer facts and information, history about the species and its

environment, what has caused its decline, and what caring citizens can do to help

to save it.

4. If time is available, students will produce webpages on thinkquest.org or present their

ideas to a panel (the class/ teachers/ etc) and have their webpage plans critiqued.

Extension:

� Create a documentary film that presents what your endangered specie faces each

day.

� Produce a public service announcement that gives tips about how to help a

particular endangered specie.

� Make a timeline of what your species life will look like in the coming years if

people can help save it or if people continue life as it is now. How much longer

will your specie survive (make a prediction)? How will that impact other species

and/ or the food chain and/ or the habitat that it lives in?


� What information have you gathered about different endangered species?

� Why is it important for people to know this information?

� In what ways can you use technology to impact others with information about the

environment?

Websites:

� www.thinkquest.org

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Unit of Study: Environmental Science Lesson 5: I Can’t Breathe


� Research and apply AQI data

� Experiment with environmental changes to visualize effects

� Create awareness about AQI in their area

Pflex Skills:







Background:

Air pollution is the introduction of chemicals, particulate matter, or biological materials

that cause harm or discomfort to humans or other living organisms, or cause damage to

the natural environment or built environment, into the atmosphere. The atmosphere is a

complex dynamic natural gaseous system that is essential to support life on planet Earth.

Stratospheric ozone depletion due to air pollution has long been recognized as a threat to

human health as well as to the Earth's ecosystems. Indoor air pollution and urban air

quality are listed as two of the world's worst pollution problems.

Guiding questions:

• What is air pollution?

• How do you feel about it?

• Does air pollution affect your health or the way you feel?

• Are there diseases that are caused by air pollution?

• What are some causes or sources of air pollution?

• What is the AQI and why is it important?

Materials:


� Paper, pencil

� Air Quality Index table

� AQI data sheet

Activities:

1. Discuss: what are some causes or sources of air pollution? Make a list on the board or allow student groups to make lists at their tables. The list should include two

columns: human sources (cars, dryers, homes, etc) and natural sources (dust, forest

fires, decaying plants, etc).

2. Display the Air Quality Index table (appendix). Ask students if they have seen this before. Discuss where it can be found and why it’s important.

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3. Have students individually or in pairs visit Smog City2 on the internet. Students will use AQI data sheet to help them experiment how AQI can be affected by various

factors. When students complete task, discuss their reactions: Was there any one

variable that seemed to have a greater increase in particle pollution than others tested?

Which one? What steps could be taken to control emissions levels? Can you think of

ways to reduce particle pollution levels?

4. Allow students to use www.airnow.gov to investigate the AQI of the area. Then students may choose one of the following tasks:

- Create a commercial for the school news about the AQI for the

school that includes tips for how students can use this information

to stay safe and healthy at home and school.

- Build a diorama of your school or area’s AQI environment and a

healthier version of that same AQI environment. Make sure you

can explain elements that contribute to the air quality of each.

- Research and collect data about how the AQI has changed in your

area in the last 5- 10 years. What has changed and why? How can

it be improved upon? Generate a plan for how the AQI can be

improved and the cost that would be involved (if any) to make

those improvements.

5. Allow students to present completed tasks.

Extension:

� Compare the AQI data you collected in the previous activity with data in another

city of your choice. Make sure you have reasons for choosing your city. Explain

which city is healthier to live in and why. Which city will be financially easier to

improve the air quality? Explain your reasons in a power point that includes your

data and where you found your information.

� Create a video to send to your local government official about how your area is

affected by bad air quality and what you want him/ her to do that will help

improve it.


� Why do we need to educate others about AQI and/ or air pollution?

� What can we do about air pollution?

Websites:

� http://www.smogcity2.org/smogcity.cfm?preset=none

� www.airnow.gov

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Unit of Study: Environmental Science Lesson 6: Healthy Soil, Healthy Land


� Explain and interpret ways soil contamination affects the environment

� Determine avenues to prevent soil contamination

� Collect data on soil contamination clean up methods and analyze the methods for

efficiency

Pflex Skills:







Background:

Soil contamination is the source of unhealthy environments. This type of contamination

typically arises from the corrosion of underground storage tanks (including piping),

application of pesticides, percolation of contaminated surface water to subsurface strata,

oil and fuel dumping, disposal of coal ash, leaking of wastes from landfills or direct

discharge of industrial wastes to the soil. The most common chemicals involved are

petroleum hydrocarbons, lead, polynuclear aromatic hydrocarbons (such as naphthalene

and benzo(a)pyrene), solvents, pesticides, and other heavy metals. This occurrence of this

phenomenon is correlated with the degree of industrialization and intensities of chemical

usage.

The concern over soil contamination stems primarily from health risks, from direct

contact with the contaminated soil, vapors from the contaminants, and from secondary

contamination of water supplies within and underlying the soil. Mapping of contaminated

soil sites and the resulting cleanup are time consuming and expensive tasks, requiring

extensive amounts of geology, hydrology, chemistry, computer modeling skills, and GIS

in Environmental Contamination, as well as an appreciation of the history of industrial

chemistry.

Guiding questions:

• What is soil contamination?

• In what ways can the soil become polluted?

• How will the environment react to the contamination? How can the contamination

be resolved?

• What are some preventative measures that can be put into place to avoid soil

contamination?

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Materials:


� Paper, pencil

� Soil Contamination ppt

� Debate Organizer (if needed)

� Debate ppt (if needed)

� Google Sketch-Up (if needed)

Activities:

Discuss:

Do you think you have a personal responsibility to help keep our local

environment healthy? If not, whose responsibility is it? Engage students in a

discussion about the importance of caring for the environment. Discuss whether a

healthy environment is the responsibility of individuals, governments, private

businesses, nonprofit organizations, or everyone on earth. Ask if students consider

themselves to be "polluters," and remind them that cars, home heating/cooling

systems, waste, and even hairspray puts foreign particles (pollutants) into the air.

Do you think our local environment is healthy? What parts of our environment do

you think we could study to try to find the answer? (Clues to the health of an

environment can be found in its air, water, plant and animal ecosystems, and soil.

Highlight the fact that although all of these factors are very important to a healthy

planet, soil pollution heavily influences the health of every other part of the

environment.)

Allow students to brainstorm ways that contaminated land and soil affect plants,

animals, and humans. Examples: food shortages, toxic atmosphere, mass extinctions,

water contamination.

Show the Soil Contamination power point, having class discussion as it is presented.

Allow students to continue their learning through one or more of the following

options:

� Debate (must have 2 sides for this option) the following: Hazardous waste

disposal laws should be the same for all states in the United States. Create

your argument as the affirmative or negative side (as assigned). Students

will debate their arguments using the Debate Organizer to prepare their

points. Students will follow the Lincoln-Douglas format (power point in

the STEM folder).

� Use scorecard.goodguide.com/ to determine the toxic pollution ratings for

an area of your choice. Using the data, create a documentary style video

about the pollution in the area and changes that can be made to improve it.

� Research bioremediation and create a model of how it works using

recyclables or Google Sketch-Up.

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Extension:

� Find out what types of soil pollution other countries are dealing with. What

solutions are they implementing? Present your information as a power point, and/

or graph.

� Conduct research to identify the biggest polluters in your area. Did industries

leave toxic waste buried underground? Is there a dump site? What about farms?

Developers? Share your research with the class as a graphical representation and/

or a 3D art piece.

� Research how robots are used to find and/ or collect data on toxins and hazardous

waste. Use your research to create your own robot that will help clean up soil

pollution.


� What soil contamination fact or data did you find particularly surprising or

interesting?

� In what way can the research you gathered about soil contamination impact our

community?

� Explain how you can prevent soil contamination by daily choices you make.

Websites:

� www.thinkquest.org

� scorecard.goodguide.com/

� Earth911.com

� Learningtogive.org

� www.used-robots.com/robot-education.php?page=robots+environment

� http://www.robotics.org/content-detail.cfm/Industrial-Robotics-Featured-

Articles/Chemical-and-Hazardous-Material-Handling-Robotics/content_id/614

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� www.airnow.gov

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Unit of Study: Environmental Science Lesson 7: Optional Independent Study

Objective: The student will research an independently chosen topic and create a product

of choice from the research.

Pflex Skills:







Guiding questions:

• What is contamination?

• What would you consider contamination in the environment, humans or other

species?

• How does the world react to contamination? How do you think this could change

in the future?

Activities:

Students will choose independent study projects from the following:

• Research and create an informational power point or video about a famous

contamination of the environment, outbreak in humans or other species. Cover the

facts of how the contamination began and make sure to include how this

contamination was resolved, as well as how long the process took. How did it

change society, history and/ or the surrounding community? You may want to

include information about what new laws or changes resulted from the event.

• Invent a new method/ product that will solve a contamination problem we

currently have! Explain how it works and what improvement it will have on the

current problem. You must include a 3-D model of your product, as well as blue

prints that show how it works. You must also include any effects it may have on

the environment and how it is a “green” design.

• Free choice: Develop a topic around the idea of environmental science and create

a product to display information and concepts about the topic.


The student will present project to the class.

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APPENDIX

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What is an Oil Spill? An oil spill is an accidental release of liquid petroleum hydrocarbons (usually during transportation of oil) into the environment. Oil spills

usually refer to the release of oils into water, but of course an oil spill can take place on land as well. While spills can take place quickly, as

when a ship sinks, or a leak occurs in a pipeline, the cleanup can be a long term project. And, the longer the oil sits in the water, the greater

the impact on the environment.

Impact on the Environment Birds are one of the creatures impacted by oil spills. Oil can sink into

and reduce the functionality of bird feathers. A bird's feathers provide insulation, so a bird exposed to oil will be exposed to temperatures

they are not used to. It also makes it difficult for a bird to float or fly…so the bird will be more vulnerable to animals of prey, or the bird

may not be able to move to find food or clean water. Birds try to clean themselves, and if they do they are likely to ingest some of the oil

which can cause damage to internal organs. Most birds impacted by an oil spill die unless humans step in and help clean them. Many

organizations work to save these animals. More information is at the "Oiled Wildlife Care Network" at the University of California, Davis

(http://187owcn.simplweb.com/) or the International Bird Rescue Research Center (www.ibrrc.org). Birds are not the only creatures put

at risk by oil spills. Marine mammals such as seals and otters gain

insulation benefits from their fur. As oil permeates the fur, they are potentially exposed to temperatures beyond their normal range. It is

important to act quickly when a spill occurs to lessen the impact of the spill on the natural environment. Environmental engineers are often

called upon to come up with planned solutions in advance of a spill, or to customize systems bases on a specific event.

Engineering Trade-offs

In order to reduce the chances of an oil spill, engineers have developed new ship designs with double -- and even triple hulls. The

oil is stored in the most interior hull, so that if there was a leak, it would be captured in the next outer hull. Of course, these multiple

hulled ships are more expensive to build and operate, so a company will have to weigh the advantages and disadvantages of ship

engineering in order to come up with a plan that meets safety

requirements, but also does not increase the cost of the shipped product more than the market can bear.

Clean-up Methods There are many types of cleaning methods used for spills, including:

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� Bioremediation: using microorganisms or biological agents to

break down or remove oil � Dredging: some oils are actually denser than water, and would

sink. These would require cleaning below the surface of the impacted water.

� Skimming: can be effective areas where the water is calm. � Dispersion: materials such as some detergents can disperse oil

into smaller clusters that may be easier to remove than larger areas. However, the detergents can sink deeper into the water

than oil does, so it may cause harm deeper in the water while reducing negative environmental impact on the surface.

� Burning: controlled burning can often eliminate a large proportion of oil in water, but of course requires great care to

avoid having the fire spread. The burning oil can also cause air pollution.

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Oil Spill Solutions: Engineer Your Own Oil Spill Solution

You are part of a team of engineers who have been given the challenge of first containing, and then cleaning up an oil spill. You will have many

materials available to you, but will have to come up with a strategy to remove as much oil as possible.

Planning Stage: Meet as a team and discuss the problem you need to solve. Then develop

and agree on a plan for your containment system. Next develop a plan for cleaning up the oil you have contained. You may have to consider stages or

steps you might take and determine which order you will execute different steps. You have been provided with many items you may use for your system. You don't need to use all the items, and should only use those that

you think will work the best. Write a description of your containment and cleanup systems in the boxes below. Draw a sketch of what you plan to do.

Be sure to indicate the materials you anticipate using. Present your design to the class. You may choose to revise your teams' plan after you receive feedback from class.

Containment System:

Materials Required:

Clean-up System:

Materials Required:

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Preparation Phase: Gather all the materials you plan to use, and consider how you will use them

and what steps might need to be taken. You may need to ask for additional materials during this phase as you consider how much oil you have to clean-

up!

Testing Phase

Each team will have a chance to test their containment and clean-up systems on a similar "oil spill." Be sure to watch all the methods and observe the different approaches your classmates have "engineered." See which

procedures worked best -- it may be that certain parts of a procedure worked better than others. Each system will be scored on the following scale to

determine success. Water is

completely clear

of all oil

About a

quarter of the

oil remains

About half of

the oil remains

About three

quarters of the

oil

remains

No change,

water is as

oily as at the

beginning

of the challenge

0 1 2 3 4

Evaluation Phase Evaluate your team's results, complete the evaluation sheet, and present

your findings to the class.

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Student Evaluation Sheet 1. Did you succeed in removing all the oil from the "oil spill?" What was the score your team achieved?

2. If your system failed, what do you think went wrong?

3. Describe a system another student team created that you thought worked well. What did you do differently?

4. How did your decisions on engineering trade-offs differ from that

team? What goals or priorities for your system did you put above others?

5. Did you decide to revise your plan while actually doing the

containment or clean-up? Why? How?

6. Why might a team of environmental engineers change their planned

approach to an oil spill clean-up once they arrived on the site? Do you think it is common that professionals change their plans while on the

job?

7. If you had to do it all over again, how would your team have improved your containment system? Why?

8. If you had to do it all over again, how would your team have

improved your clean-up system? Why?

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9. Do you think that experience with prior oil spills would make a team of engineers more able to address the next unexpected one?

10. Now that you have learned about the different trade-offs engineers

must factor into a product or system, if you were designing a new rail-based oil transportation system, what considerations would you have

to balance in your new design (consider costs, environmental issues, public health, speed of transport)?

11. What other materials do you think would have helped speed up

your containment or clean-up?

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Infectious Diseases Please discuss what diseases your family has experienced (What have you had? What have your parents had? What may your grandparents have had?) and mark these on the list below (G= grandparent, P= parent, S=sibling, M=me, O=other family member). You do not have to mark anything that you or your family do not want to share. Note to parents: There are probably infectious diseases you or your parents had—for example, mumps—that kids today don't get. The purpose of this exercise is to show students some of the ways in which we have made progress in fighting the kinds of infectious diseases that used to be so common among children. Thank you for participating. Anaplasma phagocytophilum Anthrax Babesiosis Botulism Brucellosis Chancroid Cholera Coccidioidomycosis Cryptosporidiosis Cyclosporiasis Dengue Dengue shock syndrome Diphtheria Ehrlichia chaffeensis Ehrlichia ewingii Ehrlichiosis Giardiasis Granuloma inguinale (GI) Haemophilus influenzae, invasive disease Hansen disease (Leprosy) Hantavirus pulmonary syndrome Hemolytic uremic syndrome Influenza Legionellosis Leptospirosis Listeriosis Lyme disease Lymphogranuloma venereum (LGV) Malaria Measles Meningococcal disease Mumps

Novel influenza A virus infections Pertussis Plague Poliomyelitis, paralytic Poliovirus infection, nonparalytic Rabies Rubella Salmonellosis Smallpox Spotted Fever Rickettsiosis Syphilis Tetanus Tuberculosis Typhoid fever Varicella zoster West Nile virus Yellow fever

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The Epidemiologic Triangle

Vertex 1. The Agent—“What” The agent is the cause of the disease. The agent is usually a microbe, an organism too small to be seen with the naked eye. Most people call an agent a “germ.” My research on the “agent” for chickenpox shows that it is: Vertex 2. The Host—“Who” Hosts are organisms, usually humans or animals, which have been exposed to and harbor a disease. The host can be the organism that gets sick, as well as any animal carrier (including insects and worms) that may or may not get sick. The same microbe affects different hosts in different ways. My research on the “host” for chickenpox (including symptoms of the disease) shows: Vertex 3. The Environment—“Where” The environment is the favorable surroundings and conditions outside the host that cause or allow the disease to be transmitted. Some diseases live best in dirty water. Others can survive only in blood. Many infectious disease microbes live in the mucus in your nose and mouth. My research on the “environment” for chickenpox shows: Is there a vaccine for chickenpox? Describe it and its level of success in preventing the disease. Which side of the Epidemiological Triangle does it break?

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Adaptation Investigation

Group members:__________________________________________

Directions: � Each member of your group is a bird who needs food to survive.

You will use your “beak” to collect food. � You will collect as much food as you can during 30 seconds that

is specified by the teacher. You may only use your hand that operates your “beak” and put your food in your “stomach” (cup).

Every bird has their own beak and stomach. � Count the amount and type of food for each bird and put data

into the table below. � As a group, create totals and averages together.

Rice Seeds Marbles Marshmallows Total Food

particles collected

Bird 1

Bird 2

Bird 3

Total

Average

Round 1 Questions:

1. Which type of bird was able to eat the most food particles? Why?

2. What type of bird ate the least food particles? Why?

3. Which type of food was most difficult for your bird to eat?

4. Which type of food was easiest for your bird to eat?

Using this part of the investigation and the class discussion, do all the birds have the same diet? Site at least two examples of local birds

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and how their diets differ (or if you are not familiar with local birds,

use the birds pictured in the Powerpoint presentation to explain your answer). How does diet affect beak morphology (shape) of your bird

examples?

Round 2 Questions (drought):

Total Food Collected

Bird 1

Bird 2

Bird 3

Average

1. Did your bird survive the drought conditions? Which birds were

best adapted to survive?

2. How is this investigation like the natural world and how is it unlike

what occurs in nature? Explain.

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Website Story Board

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Air Quality Index Table

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AQI Data

1. Access the Smog City 2 web site at www.smogcity2.org. 2. Select “Save Smog City 2 from Particle Pollution.”

3. Once Smog City 2 loads to your computer, take note of the areas of Smog City, including Weather Conditions, Emissions Levels and

Population. All areas have “clickable” choices. Mouse-over or click on the choices.

***NOTE: in the information box at the bottom of the screen, there is information about each choice.

4. Notice how each of the choices are pre-set to a certain level. These are called the default settings. You can use the reset button at any

time to return to the default settings.

Scenario 1: Emission Sources

1. Minimize the “Save Smog City 2 from Particle Pollution!” instructions at the top of the screen.

2. Turn only Cars and Trucks control to 1. Leave all other choices at the default settings. Record what happens in the table below. Use the

reset button to return the Cars and Trucks control to 3 so all controls are in default position.

3. Turn only Off Road down to 1. Leave all other settings alone. Record what happens in the table. Use the reset button to return the Off Road

control to the middle setting, so all controls are in default position.

Energy Sources

Cars & Trucks

Off Road

Consumer Products Industry Air Quality Index (AQI)

Default Settings (unless otherwise noted) color message value

1 Step2

1 Step3

1 Step4

Step5 1

1 Step6

4-6. Adjust the controls as noted in the table and record what happens. 7. Move all Emission controls to level 1. What is the AQI? Why? 8. Using the reset button, return all Emission controls to the middle setting and turn the Population control to level 1. What is the AQI? Why? (Hint: Read “WHAT IS THIS” in the information box)

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Scenario 2: Weather 1. Using the reset button, return all Emission and Population controls to the middle setting. What is the AQI level? 2. Set the Temperature to 80 degrees F. Check the black sign in the cityscape for the temperature. How does this affect particle pollution? Why? 3. Move the Inversion control to low-altitude (the far right). How does this affect particle pollution levels? Why?

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