The Flint Water Crisis A Research Project

Michael Lau Feb 2016

Based on A WebQuest for High School Chemistry Students by Stacy E. Snoble; ssnoble@pekin.net

Introduction
The Flint water crisis is a drinking water contamination crisis in Flint, Michigan, United
States that started in April 2014. Due to the city's financial trouble, the city changed its
water source from Detroit's water source which originates from Lake Huron to the Flint
River, which has been known to locals as being dirty. Since the change, Flint's
drinking water had a series of problems that are likely based on lead contamination,
creating a serious public health danger. The corrosive Flint River water has caused lead
to leak from old lead pipes into the drinking water of part of the town. In Flint, between
6,000 and 12,000 children have been exposed to drinking water with high levels of lead
and they may experience a range of serious health problems. Lead is a serious toxin
that causes damage to every organ system in the body.
The Task
You and your team members will assume the roles of stakeholders in Flint. Your jobs will
be to cover the story of lead and lead poisoning. The Flint Water Crisis is the
background story from which you will explore the element lead (Pb). Each team
member will take one of four roles: chemist, doctor, historian(s), and news reporter.
Together, you will gather data to make a compelling argument for the dangers of lead to
the city of Flint and it's inhabitants.
You will present the data in one of the following ways:
1. Individually, you will create a 10-15 post blog as a citizen of Flint chronicling the
Water Crisis. Each post must be a minimum of 125 words and a maximum of 400
words. They should include references when applicable. You must include word count
at the bottom of your post.
2. As a whole group, you will film a 12-15 minute news report chronicling the events in
Flint as well as produce a written script.
3. Another method of your choosing to be discussed with Mr Lau
The Process
The following is a day-by-day guide for completing this project, although we may make
some adjustments to the scheduling.
Day 1-2
1. You will be assigned to a group with three other students.
2. With groups sitting together, the class will watch and discuss a series of news
reports and other documentary videos about the Flint Water Crisis. You should
take notes to help you remember the main points of the story.
3. The class will have a discussion about the main points of the documentary that
will help guide your new stories.
4. Within each group, roles will be chosen. (chemist, doctor, historian, news
reporter). Keep in mind that you are to empathize with the people of Flint. The
state of their water is the primary idea behind this project.

Days 3 through 5
1. Each group member will search electronic, as well as, printed material to find
information pertaining to their specific role. A job description and a list of
potential sources is provided with each role listed below.
2. You are encouraged to find other sources as well.
3. Some of the sources contain information that may be useful for roles other than
the one specified so make sure to maintain communication with your group
members.
4. Be sure to properly document all sources used. Website evaluation forms must
be completed for each website used.
Chemist
The job of the chemist is to find basic information about the element lead. This
information should include but not be limited to:
atomic number
atomic mass
electron configuration
number of valence electrons
location in periodic table (its group and period)
variety of physical properties
variety of chemical properties
person credited with its discovery
occurrence in nature
compounds it forms
other environmental or health impacts
uses (helpful and harmful)
Some possible sources include:
http://www.chemicalelements.com/elements/as.html
http://www.webelements.com/webelements/element s/lead/
http://www.chemicool.com/elements/lead.html
http://education.jlab.org/itselemental/ele082.html
http://www.ducksters.com/science/chemistry/lead.php
Doctor
The job of the doctor is to find information pertaining to lead poisoning. It should
include but not be limited to:
physiological effects of ingesting lead
dosage levels
symptoms of lead poisoning
tests to confirm lead poisoning
treatments
Some possible sources include:
http://kidshealth.org/parent/firstaid_safe/home/lead_poisoning.html
www.sciencelab.com/msds.php?msdsId=9927204
www.leadfreekids.org/
http://www.medicinenet.com/lead_poisoning/article.htm

http://www.medicinenet.com/lead_poisoning_symptoms/views.htm

Historian
The job of the historian is to find information pertaining to arsenic poisoning of
famous or historic figures. It should include but not be limited to:
the names of famous or historic figures that have died or are thought to
have died of lead poisoning
the circumstances surrounding the death
how the poisoning was confirmed
Some possible sources include:
http://www.epa.gov/aboutepa/lead-poisoning-historical-perspective
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1349776/
http://corrosion-doctors.org/Elements-Toxic/Lead-history.htm
https://www.lead.org.au/history_of_lead_poisoning_in_the_world.htm
News Reporter
The job of the news reporter is to find information pertaining to arsenic poisoning
in our society today. It should include but not be limited to:
cases of recent, intentional lead poisoning
cases of recent, accidental lead poisoning
cases of natural lead poisoning
Some possible sources include:
http://www.democratandchronicle.com/story/news/2016/02/05/rochester-s
till-has-lead-issues/79704096/
https://www.washingtonpost.com/news/morning-mix/wp/2016/02/04/untol
d-cities-across-america-have-higher-rates-of-lead-poisoning-than-flint/
http://www.abc.net.au/news/2016-02-09/dumped-battery-warning-for-graz
iers-after-cow-dies/7151856
http://www.investigativepost.org/2014/11/10/buffalos-big-lead-poisoning-p
roblem/
http://www.nydailynews.com/new-york/brooklyn/exclusive-toxic-lead-paint
-problem-poor-nabes-article-1.2182957
Day 6
1. Organize the information you gathered.
2. Write a "script" for your segment of the video OR begin formulating dates and
ideas for your blog that align with the timeline of the water crisis.
Day 7
1. Have a production meeting with the rest of your group to discuss the video. Two
issues that need to be addressed are the order of segments and segues that
provide transition from one segment to the next.
2. One group member should be chosen to act as the anchor that will deliver the
lead story line and conclusion in addition to his or her own specialty segment.
3. The set should be discussed as well.
4. Wardrobe plans should be made so each member is dressed according to his or
her own role.
OR

5. Begin writing your blog. It can be written out of chronological order (date order)
but must be arranged so that they are in chronological order. Use websites,
videos, and any other references when necessary to make your point
understood.
Day 8 and 9
1. Your group should rehearse.
2. Set a time for taping within two days. Taping needs to be done on your own time.
3. Your group will turn in a complete copy of the script and the video tape.
4. You will turn in an evaluation of your group's project.
OR
5. Continue writing your blog. Use websites, videos, and any other references
when necessary to make your point understood.
Days 10 and 11
1. The class will watch and evaluate each video.
2. Groups of students will read and evaluate a blog.

Evaluation
Your grade for this project will be determined using evaluations from you, your
classmates, and your teacher. You and your teacher will evaluate all four
categories in the table below; your classmates will evaluate only the last
category. All the scores will be added together for a total of 72 points.
In addition, you must turn in a properly formatted bibliography for the materials
you used. You are not restricted to website. Books and periodicals may also be
used. Many of my chemistry books may have some information of use to you,
and you are welcome to use them in school.
For each website you cite, you must turn in a completed site evaluation form.
Failure to do so will lower your grade. Evaluation forms will be left in a marked
container in the JRC.
The grading rubric is on the next page.
Video Rubric
SEGMENT SCRIPT
INFORMATION
(this is an individual
grade based on
each role's research)
40% of total score
SEGMENT SCRIPT
WRITING
(this is an individual
grade based on
each role's written
script)
20% of total score
VIDEO SCRIPT
(this is a group
grade based on the
introduction,
conclusion, and
segue)
20% of total score

Video Segment
(this is a group
grade based on the
quality of the
videotaped
segment)
20% of total score

Beginning
1
Covers only some
of the required
topics.

Developing
2
Covers all the
required topics but
does not
thoroughly explain
them.

Accomplished
3
Thoroughly covers
all the required
topics but has no
additional
information.

Exemplary
4
Thoroughly covers
all the required
topics and has
additional
information.

Written style
unclear and hard to
follow with several
grammatical errors.

Written style
unclear in places
with several
grammatical errors.

Written in a clear
manner with a
minimum of
grammatical errors.

Written in a flowing
style with a high
degree of clarity
and a minimum of
grammatical errors.

Introduction
includes only a few
plot points and is
uninteresting;
segue are minimal
or absent;
conclusion does
not tie the segment
together or is
absent.

Introduction lacks
some main plot
points; segue are
not smooth; and
conclusion does
not tie the segment
together.

Introduction covers
most of the main
plot points of the
play; segue are
smooth; and
conclusion ties
together most of
the information
from the segment.

Introduction covers
all main plot points
of the play in an
interesting manner;
segue are smooth
and logical; and
conclusion ties
together all
information from
the segment.

Reports are
delivered in a
rough manner with
minimal eye
contact with the
camera; members
are not dressed for
their roles; setting
is average; less
than 12 minutes in
length.

Some of the
reports are
delivered well with
minimal eye
contact with the
camera; some
members are
dressed for their
roles; setting is
average; less than
12 minutes in
length.

All reports are

delivered well with
fair amount of eye
contact with the
camera; all
members are
dressed for their
roles; setting is
interesting; 12-15
minutes in length.

All reports are

delivered in a
smooth, interesting
manner with
frequent eye
contact with the
camera; all
members are
dressed for their
roles; setting is
interesting; 12-15
minutes in length.

TOTAL

Score

Criteria
Content and
Creativity
Weight for this
criterion:
60% of total
score

Voice
Weight for this
criterion:
20% of total
score

Unsatisfactory 1

Developing 2

Accomplished 3

Exemplary 4

Postings show no
evidence of insight,
understanding or
reflective thought
about the topic.

Postings provide
minimal insight,
understanding and
reflective thought
about the topic.

Postings provide
moderate insight,
understanding and
reflective thought
about the topic.

Postings provide
comprehensive
insight,
understanding, and
reflective thought
about the topic by
...building a focused
argument around a
specific issue or
...asking a new
related question

Postings present no
specific viewpoint
and no supporting
examples or links to
websites or
documents are
provided, or the links
selected are of poor
quality and do not
add any value to the
information
presented.

Postings present a
specific viewpoint
but lack supporting
examples or links to
websites or
documents, but not
all links enhance the
information
presented.

Postings present a
specific viewpoint
that is substantiated
by supporting
examples and links
to websites or
documents, but not
all links enhance the
information
presented.

Postings present a
focused and
cohesive viewpoint
that is substantiated
by effective
supporting examples
or links to relevant,
up-to-date websites
or documents that
enhance the
information
presented.

Postings are do not

stimulate dialogue
and commentary
and do not connect
with the audience.

Postings are brief

and unimaginative,
and reflect minimal
effort to connect with
the audience.

Postings are
generally well written
with some attempts
made to stimulate
dialogue and
commentary.

Postings are
creatively and
fluently written to
stimulate dialogue
and commentary.

Postings do not
reflect an awareness
of the audience and
it is difficult to
identify the authors
voice.

Postings are written

in a style that does
not fully consider the
audience, and the
authors voice is
difficult to identify.

Postings are written

in a style that is
generally
appropriate for the
intended audience
and an attempt is
made to use a
consistent voice.

Postings are written

in a style that is
appealing and
appropriate for the
intended audience
and a consistent
voice is evident
throughout.

Postings do not
reflect the authors
personality and word
choice does not
bring the topic to life.

Postings reflect
almost no
personality and little
attempt is made to
use effective word
choices to bring the
topic to life.

Postings reflect a bit

of the authors
personality through
word choices that
attempt to bring the
topic to life.

Postings reflect the

authors unique
personality through
expressive and
carefully selected
word choices that
bring the topic to life.

Rating

Text Layout,
Use of
Graphics and
Multimedia

Does not insert any

graphics, or uses
only low-quality
graphics and
multimedia, which
do not enhance the
content.

Selects and inserts

many low-quality
graphics and
multimedia which do
not enhance the
content.

Selects and inserts

graphics and
multimedia that are
mostly high quality
and enhance and
clarify the content.

Selects and inserts

high quality graphics
and multimedia
when appropriate to
enhance the
contents visual
appeal and increase
readability.

Does not
acknowledge any
image or multimedia
sources, either with
a caption or an
annotation.

Acknowledges only
a few multimedia
and image sources
and uses incomplete
captions or
annotations.

Acknowledges most
image and
multimedia sources
with captions or
annotations.

Acknowledges all
image and
multimedia sources
with captions or
annotations.

No images, media or
text created by
Weight for this
others display
criterion:
appropriate
5% of total score copyright
permissions and do
not include accurate,
properly formatted
citations.

Some of the images,

media or text
created by others
does not display
appropriate
copyright
permissions and
does not include
accurate, properly
formatted citations.

Most images, media

or text created by
others display
appropriate
copyright
permissions and
accurate, properly
formatted citations.

All images, media

and text created by
others display
appropriate
copyright
permissions and
accurate citations.

Quality of
Writing and
Proofreading

Written responses
include some
grammatical,
spelling or
punctuation errors
that distract the
reader.

Written responses
are largely free of
grammatical,
spelling or
punctuation errors.
The style of writing
generally facilitates
communication.

Written responses
are free of
grammatical,
spelling or
punctuation errors.
The style of writing
facilitates
communication.

Weight for this

criterion:
10% of total
score

Citations

Weight for this

criterion:
5% of total
score

Written responses
contain numerous
grammatical,
spelling or
punctuation errors.
The style of writing
does not facilitate
effective
communication.

TOTAL
Adapted from https://www2.uwstout.edu/content/profdev/rubrics/blogrubric.html

Conclusion
Now that you have completed this project, you should be more knowledgeable about
the element lead. You should also be aware of how toxic this element and its
compounds can be. Along the way, you also were exposed to a humorous play and
gained some insight as to how news magazine stories are researched and put together.
Hopefully this project has made you realize that chemistry is encountered in many
aspects of life.