s an d wi ch Teachers JULITA L.B ELCHES, W.E.B Dubois High School siz JUDITH K.

BEBORA, Mergenthaler Voc-Tech e High School 30 zi UNIT Atomic Structure m p Topic: Chemical reactions L Materials/resourc Materials on activity: to of es Activity 1: Stomach Chemistry link: p P http://www.uen.org/Lessonplan/preview.cgi?LPid=2689 ba h g Materials: e (x Each group of students need: n 3) paper bag of classroom supplies and materials ol (pencil, eraser, paper clip, small vial of water, ping p 2 pong ball, chalk, etc.) ht pl several pieces of paper (used paper is fine) h as tin tray or cookie sheet tic clear, plastic bowl al sp red cabbage juice ei n* oo dry ice wrapped in heavy paper (represents gas in the stomach) (x ns acidic liquids (represents food we eat) Mountain 3) Dew, Vinegar, Lemon Juice, etc. 2 dish soap (emphasizes the gas by creating bubbles) m tb antacid (original white,milk of magnesia) at sp teachers demonstration: For ca piece of steel wool ch es lci vinegar u glass pop bottle w m balloon oo Worksheet: Chemical Reaction Physical Change Handout ch de lor Activity 2: Chemistry in a Bag n id sp Resource: http://www.middleschoolscience.com/bag.htm e lin (x ts 3) go Materials: 2 gg Tb le sp s, . gl ba ov ki es ng , so la da b (x ap 3) ro n 1

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Activity 1: Stomach Chemistry Resource: http://www.uen.org/Lessonplan/preview.cgi?LPid=2689

STUDENT WORKSHEET Activity 1: Stomach Chemistry

Objectives: Students will create a simulation of the chemical reactions that occur during the digestive process. Materials: Each group of students need:

paper bag of classroom supplies and materials (pencil, eraser, paper clip, small vial of water, ping pong ball, chalk, etc.) several pieces of paper (used paper is fine) tin tray or cookie sheet clear, plastic bowl red cabbage juice dry ice wrapped in heavy paper (represents gas in the stomach) acidic liquids (represents food we eat) Mountain Dew, Vinegar, Lemon Juice, etc. dish soap (emphasizes the gas by creating bubbles) antacid (original white,milk of magnesia)

Demonstration (teacher: piece of steel wool vinegar glass pop bottle balloon

Background For Teachers: A physical change occurs when the appearance of matter changes, but the composition of the matter does not change. Changes in size, shape, odor, hardness, and in many cases, phase changes caused by an increase or decrease in temperature are considered physical changes. A chemical change occurs when new kinds of matter are formed. The composition of the matter changes and new kinds of matter has different properties from the old matter. Evidence of a chemical change may include production or use of energy such as heat being given off or absorbed, light given off, the new production of a gas or solid, or a change of color. If the composition of the matter changes chemically during a phase change, it is a chemical change (e.g., a raw egg is changed to a hard-boiled egg). These evidences are called indicators. Physical and chemical changes occur many times in daily life. As part of this activity students will gain experience with a simulation of a chemical reaction in the stomach. Students will identify and come to understand many of the physical changes and chemical reactions that exist in daily life. The red cabbage juice used in this activity can easily be made at home in the kitchen. Take four or five leaves of a red cabbage and boil them in a cup of water. Drain off the juice. The cabbage juice will stay good and usable for about two or three days. The investigation in this activity works best when completed in cooperative groups of three to five students. However, the lesson plan can be adapted and presented as a teacher demonstration for whole class instruction. Instructional Procedures: Demonstration: Wooly Wonder and the Scientific Methods 1. Push a piece of steel wool that has been soaked in vinegar into a glass bottle. Put five drops of water into the bottle and stretch a balloon over the opening. 2. Ask the class to suggest possible hypotheses to this question: What will happen to the balloon when the steel wool begins to rust? Some possible hypotheses are: nothing will happen to the balloon, the balloon will inflate on top of the bottle, the balloon will turn inside out and inflate inside the bottle, the balloon will change colors, the balloon will inflate and popes.

3. Put the items on a table and let them sit for a day. 4. Observe the items and have students conclude which of the hypotheses was correct. (The balloon turned inside out and inflated inside the bottle.) Ask students to suggest reasons why this happened. Instructional Procedures: 1. Give each student group a bag of materials that can be found in a school classroom (see materials list). Ask students to write down on a small white board or piece of paper the physical properties of the matter. Model for them one of the properties (e.g. hard or soft). Give student teams time to identify several of the properties of the different items in the bag. Have student teams share these properties with the class. As you go from group to group have them share only properties that have not been shared before. 2. Review with students the indicators that show a physical change has occurred (see back- ground material). Give student groups several pieces of paper and invite them to come up with 10 different ways the paper can be changed physically. Explain to students that some of the changes might not be able to take place in class. Have each group make as many changes to the paper as they can and then write down other physical changes that might occur to the paper in other settings (the paper could be cut and folded in several different ways, it could be crinkled into a ball, it could be frozen in the freezer, it could be ripped up into tiny pieces, etc.).
3. Ask student groups to decide what would need to happen to the paper

to make a chemical change occur. Call on someone in each group to share his/her thinking with the class. Take a piece of paper and place it in a tin tray. Light the paper on fire and have students identify the changes that take place (the paper is converted to ash, water, carbon dioxide, and a couple of other things). Review with students what the indicators are that show that a chemical change or reaction is occurring (see background material). 4. Ask students if they can identify chemical reactions that occur in daily life. Have student groups brainstorm ideas where they think that chemical reactions are occurring in daily life. Have groups record their ideas on paper.

5. Explain to students that a simulation is creating an event that imitates a real life event. Explain to students that you can 't take them into the stomach of a human being, but today you are going to create a simulation of what happens during the digestive process as we eat and drink. Tell students you want them to draw conclusions about the materials you will give them to represent the real digestive process. 6. Tell each student group you are going to give them a clear, plastic bowl, dry ice, acidic liquids, and the dish soap. Challenge each group to come up with an explanation of how using these materials might simulate what happens during the digestive process. What might each item represent? Call on a few groups to share their responses with the class. 7. Explain to students that you are also going to give them some red cabbage juice to pour into their simulated stomachs (bowl) to act as an indicator to determine if a chemical change is occurring in the contents of their stomachs. 8. Give each student group the clear, plastic bowl, dry ice (remember to discuss the safety concerns associated with dry ice), acidic liquids, and the dish soap. a. Direct students to pour the cabbage juice into their stomach (bowl). b. Explain that during the day a person might eat lemon pie, a salad with vinegar and oil dressing, spaghetti and sauce, and drink a Mountain Dew. Ask students what all these food items have in common (they are all acidic foods)? c. Have groups pour the vinegar, lemon juice, and Mountain Dew into their stomachs (bowls). Ask them to observe and be prepared to share what happens and why they think it is happening (the cabbage juice turned pink indicating that a chemical reaction is taking place).
d. Direct students to place a small piece of dry ice and dish soap

into their stomachs (bowls) without touching the dry ice directly. Ask them to observe and be prepared to share what happens and why they think it is happening (dry ice is slightly acidic and it sublimates to fill the stomach with gas; the soap is slimy and

represents saliva; the bubbles help students see that there is gas in the stomach). e. As students observe the reaction of the materials, the bubbles will soon bubble up over the top of the bowl. Explain that when this happens the stomach has acid indigestion. Ask student groups to discuss and be prepared to share with the class what people can do when they experience acid indigestion (they use antacids to reduce the gas that gives a burning sensation to their stomachs). f. Give each group of students the antacid and have them pour a tablespoon into the stomach (bowl). Ask them to observe and be prepared to share what happens and why they think it is happening (the bubbles will disperse and settle down, the mixture will return to a purplish color again in a few minutes, the antacid neutralizes the acids and stops the production of gas in the stomach). Call on a few groups to share their conclusions with the class. Make sure their science thinking is accurate. 9. Clean up the activity by having students pour the liquids down the sink or into a bucket. Rinse out the containers and stack the materials in a designated area of the classroom. 10.For conclusion, give students the assessment handout and have them identify the physical and chemical changes that occur to substance s in everyday life. Adopted from: http://www.uen.org/Lessonplan/preview.cgi?LPid=2689

Activity 2: Chemistry in a Bag

STUDENT WORKSHEET Chemistry in a Bag Demonstration

Objectives: to observe chemical reactions. to observe changes in pH. to do a burning splint test. Materials:

sandwich size zip top 30 mL bag (x3) of Phenolphthalein* (x 2 plastic spoons 3) 2 tbsp calcium chloride matches (x3) wooden splints 2 Tbsp. baking soda goggles, gloves, lab (x3) apron 1 test tube of water (x3) * You can substitute Phenolphthalein with Cabbage Juice if you have safety concerns or are doing this as a lab instead of a demo. Follow instructions for Cabbage Juice as indicated. SAFETY: Always try the experiment yourself first and make sure that all the steps are followed so you know what to expect and can answer questions as they come up. Procedure Bag 1: 1. Place 2 tsp of baking soda into the bag. 2. Add 30 mL of Phenolphthalein to the bag. (Skip this step if you are using Cabbage Juice) 3. Massage the bag to mix the contents. 4. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. (OR Lower a small cup or beaker with 50 ml of Cabbage Juice as a substitute). Do not let any spill out. 5. Have a student help you hold the test tube by squeezing the test tube gently from the outside of the bag while you squeeze the excess air out and seal the bag. 6. Hold the test tube and bag up and slowly spill the water out of the test tube (while the bag is still sealed). The contents will turn bright pink. Cabbage Juice will turn greenish blue for a base and purple-ish for neutral, pink for acid 7. Pass the bag around and have students look at and feel the contents of the bag. At this point, they will see the baking powder dissolving and the contents turning pinker. Procedure Bag 2: 1. Place 2 tsp of calcium chloride into the bag. 2. Add 30 mL of Phenolphthalein to the bag. (Skip this step if you are using Cabbage Juice) 3. Massage the bag to mix the contents. 4. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. (OR Lower a small cup or beaker with 50 ml of Cabbage Juice as a substitute) Do not let any spill out. 5. Have a student help you hold the test tube by squeezing the test tube gently from the outside of the bag while you squeeze the excess air out and seal the bag. 6. Hold the test tube and bag up and slowly spill the water out of the test tube (while the bag is still sealed). The contents will turn bright pink and start to get warm. Cabbage Juice will turn greenish blue for a base and purple-ish for neutral, pink for acid 7. Pass the bag around and have students look at and feel the contents of the bag. At this point, they will see the calcium chloride dissolving and the contents turning pinker and getting warmer. Procedure Bag 3: 1. Place 2 tsp of baking soda into the bag.

2. Place 2 tsp of calcium chloride. 3. Add 30 mL of Phenolphthalein . (Skip this step if you are using Cabbage Juice)

4. Massage the bag to mix the contents. 5. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. (OR Lower a small cup or beaker with 50 ml of Cabbage Juice as a substitute) Do not let any spill out. 6. Have a student help you hold the test tube by squeezing the test tube gently from the outside of the bag while you squeeze the excess air out and seal the bag. 7. Hold the test tube and bag up and slowly spill the water out of the test tube (while the bag is still sealed). The contents will turn bright pink. Cabbage Juice will turn greenish blue for a base and purple-ish for neutral, pink for acid 8. Pass the bag around and have students look at and feel the contents of the bag. At this point, they will see the baking powder and calcium chloride dissolving, foaming, bubbling, instead of pink, it will become clear/white, and the bag will be warm. As the bag is passed around, it will start to inflate and puff out. At this point, you will have all 3 bags on your table. You can have the students compare the 3 bags and discuss what is the same, what is different, why it was important that you did the same procedure for each bag etc. Have students try to guess why the 3rd bag is puffy and not pink, etc. Procedure - Part 2: 1. After you have discussed what happened in the three bags, have a student come up and light a match for you. 2. While you hold the wooden splint, have them light the splint with the match. 3. Have another student hold the 3rd bag. 4. Tell the student to open the bag then you will quickly place the burning splint into the bag. 5. The flame will go out (even though the kids hope for a huge explosion!) and you can have them guess why it went out. Observations Part 1: Color? Bag 1 Bag 2 Bag 3 Observations - Part 2 What happened when you placed the splint into the 3rd bag? Why? _______________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ __ Heat Produced? Foam or Bubbles? Gas?

Analysis and Results: 1) Was there a change in pH? How do you know? _____________________________________________________________________________ __ 2) What happened to the contents of the bags? _____________________________________________________________________________ __ 3) Without opening the bags, how can you tell if a gas was produced? _____________________________________________________________________________ _ 4) This equation tells us what chemical reaction happened in the bag. Identify and count the elements on each side of the "yield" sign: 2NaHCO3 + CaCl2 -----------> CaCO3 + 2NaCl + H2O + CO2 _____________________________________________________________________________ _ _____________________________________________________________________________ _ 5) Place a CIRCLE around the Calcium Chloride. Place a SQUARE around the Salt. Place a TRIANGLE around the Water. 6) What gas was produced in this reaction? ____________________________________________ 7) Was there a change in temperature? How can you tell? _____________________________________________________________________________ _ Conclusion: 2-3 Sentences on what you learned. Teacher Notes: You might want to double bag the bags if you pass them around. As the kid massage the bag, small tears in the bag may occur. The 3rd bag may burst, it gets pretty full and tight. The Phenolphthalein turns pink in a base and clear for an acid/neutral. Cabbage Juice will turn greenish blue for a base and purple-ish for neutral, pink for acid Go over safety procedures for how to use matches, some students are afraid of matches or have never used them before. Do NOT do a flame test for bags 1 & 2, it will ignite. (Phenolphthalein is flammable) Click for MSDS info for Phenolphthalein : https://fscimage.fishersci.com/msds/96382.htm

Adopted from: http://www.middleschoolscience.com/bag.htm

RUBRICS FOR LAB REPORT Lab Report Rubric

(4 pts) (3 pts) (2 pts)
Two of the "excellent" conditions is not met

(1 pt)
Three of the "excellent" conditions is not met

(0)

Introduction

1. Includes the question to be answered by the lab 2. states hypothesis that is based on One of the "excellent" research and/or sound reasoning conditions is not met 3. title is relevant. 4. Hypothesis (prediction) is testable.

Methods

A description or step-by-step list of how the experiment was performed

Description unclear, couldn't be repeated

Results (data)

Results and data are clearly recorded, organized so it is easy for the reader to see trends. All appropriate labels are included

Results are clear and labeled, trends are not obvious,

Resulsts are unclear, missing labels, trends are not obvious at all

Results are present, though too disorganized or poorly recorded to make sense of

Analysis

The data and observations are analyzed accurately, trends are noted, enough data was taken to establish conclusion

Analysis somewhat lacking in insight, enough data, though additional data would be more powerful

Analysis lacking in insight, not enough Analysis poor, not data was gathered enough data, to establish trends, inaccurate analysis OR analysis does not follow data

Conclusions

1. Summarizes the essential data used to draw conclusions 2. Conclusions follow data (not wild guesses or leaps of logic), 3. Discusses applications of experiment ("real world" connections) 4. Hypothesis is rejected or accepted based on the data.

One of the "excellent" conditions is not met

Two of the "excellent" conditions is not met

Three of the "excellent" conditions is not met

Format

Neat, organized with headings, few spelling/grammar errors

Somewhat lacking in organization, multiple spelling/grammar errors, not neat

Comments _____________________________________________________________________________________ _____________________________________________________________________________________ Adopted from: http://www.biologycorner.com/worksheets/labreport_rubric.html

STUDENT WORKSHEET CARTOON CHEMISTRY

Types of Chemical Reactions _______________________

Name:

Describe the chemical reaction illustrated below each diagram:

__________________________________________________________________________ _ __________________________________________________________________________ __________________________________________________________________________ __ Type of reaction: ________________________________

__________________________________________________________________________ _ __________________________________________________________________________ __________________________________________________________________________ __ Type of reaction: ________________________________

__________________________________________________________________________ _

__________________________________________________________________________ __________________________________________________________________________ __ Type of reaction: ________________________________

__________________________________________________________________________ _ __________________________________________________________________________ __________________________________________________________________________ __ Type of reaction: ________________________________ Adopted from: http://www.nclark.net/ChemicalReactions

Homeland security activity STUDENT WORKSHEET HAZARDOUS CHEMICALS IN YOUR NEIGHBORHOOD Estimated class time: Two periods Lesson Objectives: Students will be able to: 1) Understand hazardous chemicals, their effect on human health and the environment. 2) Explain the importance of cleaning up hazardous waste.

3) Identify facilities in their neighborhoods that deal with hazardous chemicals. 4) Recognize local and federal agencies responsible for environmental hazards in their communities. Materials: 1) Internet Access 2) Chart Paper & Colored Pencils 3) Sources of Common Contaminants and Their Health Effects handout Introduction Chemical manufacturing companies played a vital role in the industrial revolution of the modern world. During the past two hundred years many new chemical elements and compounds were discovered and they formed an essential part of our day-to-day life. Many household items such as plastics, paints, batteries, metallic appliances, pharmaceutical products, petroleum products all contain chemicals directly or indirectly. As a byproduct of all the great developments in the industrial world, there came the problem of environmental pollution due to hazardous chemicals being used in the manufacturing processes. Some of these chemicals, leaked into the environment or ingested by people, can cause death, disease, behavioral abnormalities, cancer, genetic mutation, physiological malfunctions and physical deformations. The cost to plant and animal life can also be high. Due to the high cost of cleaning up industrial pollution, some companies who spill chemicals into the environment have abandoned their sites leaving behind hazardous waste and polluted soil, water and air. Nowadays there are numerous environmental protection agencies all over the world, whose job it is to prevent pollution of local and national areas. The U.S. Environmental Protection Agency (EPA) is one such group. In 1979 the EPA estimated that there were thousands of inactive and uncontrolled hazardous waste sites in the country that could pose a serious risk to public health. Chemical spills posed another danger. Environmental damage resulting from such spills can result in massive death of fish, destruction of wild life, air pollution and loss of livestock by contamination of drinking water. Spills also resulted in loss of life and direct threat to human health from toxicity, fires and explosions. Some of the examples of environmental damages due to hazardous chemicals are cited below.

1) Love Canal, Niagara falls, New York Hooker Chemical Company used this Canal during 1940s and 1950s to dump 82 different chemical compounds, 11 of them suspected carcinogens. In 1953 the canal was covered with earth and sold to the city for one dollar. It was a bad buy. Through the 1960s and 70s, residents, whose homes were built above the polluted canal, reported odors and incidents of chemical residues seeping in to their basements and lawns. The contamination caused miscarriages, birth defects, respiratory ailments, and cancer. 2) Bridgeport, New Jersey In 1977 sparks from a welder torch ignited an accumulation of chemicals including benzene, toluene and PCBs (Polychlorinated Biphenyls) at a waste storage facility. Six people died and 35 were hospitalized. 3) Toone, Tennessee (1978-79) A chemical company dumped pesticide waste into a landfill. Six years after the landfill is closed, the drinking water is found contaminated and the city of Toone is required to provide an alternative water supply to residents living within three miles radius. 4) Riverside, California (1978) Erosion of the retaining dam for a waste pit threatened eight million gallon torrent of waste materials including DDT (Dichloro Diphenyl Trichloroethane), nickel, lead, chloroform and trichloro ethylene. In order to deal with the hazardous waste problem, Congress proposed the creation of a "Superfund" - a multi-million dollar federal toxic waste clean-up initiative. On December 11, 1980 President Jimmy Carter signed the new Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA) or "Superfund." The responsibilities of the Superfund program were to: Determine the number of sites where potentially significant contamination existed; Assess who was responsible for the waste; Develop a structure to enforce CERCLA; Determine the contaminants and quantities dumped; Research where the contaminants were coming from; Calculate the actual human exposure to contaminants and the potential health risks; and Create technologies to remove or control contaminants.

Procedure 1. Introduce the lesson hazardous chemicals. Ask the students about their knowledge of environmental damage due to hazardous chemicals. Accept any responses and clarify them. 2. Briefly explain the role of the EPA and ask them about their knowledge of any industries dealing with hazardous materials. Accept all answers and clarify them. 3. Ask students how they would identify hazardous chemicals and the facilities that make them. Hopefully students should come with answers such as "do research" or "refer to books" etc. Activity 1 1) Divide students into small groups of three each. Direct students to the EPA's Cleanup Process page and Appendix A (a pdf version of the Appendix is provided in the materials section of this lesson), an EPA list of hazardous chemicals, their sources and effects on health. 2) In small groups have the students answer the following questions. Questions 1. What are hazardous chemicals? Write 5 examples 2. When did the EPA begin its Superfund program? What were the reasons for its establishment? 3. What are the responsibilities of the Superfund program? 4. What were the environmental effects of Love Canal tragedy? Who was responsible for the tragedy? 5. What are the four important pathways used by Hazard Ranking System (HRS) to score a hazardous site? 6. What are the health effects of PCBs? 7. What are the sources of mercury contamination? What are its health effects? 8. What chemical contaminants are present in dry cleaning agents? What are the potential health effects? 9. List five health effects of pesticides? 10. Where should you report environmental damage or health effects due to any facility dealing with hazardous chemicals in your neighborhood? Activity 2 - Role Play 1. Divide students into three groups. One group acts as victims of the Love Canal tragedy (residents of the area) and the second group acts as EPA officials, local authorities and political leaders (examples may be mayor of the town, congressmen, senators etc.). The third group acts as the owners of a mid-sized chemical manufacturing plant being sued for millions of dollars for leaking chemicals into the

ground. This group knows that if they lose the case, they may be forced to pay out millions and will definitely go bankrupt. If they come up with some less drastic solution, they will be able to stay in business and maybe give the affected individuals some sort of compensation and lead the cleanup effort. However, this scenario, in which they admit to leaking the chemicals, could cost them lost business because of bad publicity. 2. Encourage students to volunteer themselves to join anyone of the groups. The first group will explain their sufferings due to the effect of hazardous waste materials. They will make a case for why it should be cleaned and why they should be compensated. The second group then reacts to their collective tragedy and articulates ways to help and compensate the victims and suggest methods to prevent such accidents from occurring again in the community. The third group tries to come up with the least costly alternative to cleanup. Each student in the first group can tell fake stories based on the following themes: 1. A man who began suffering from asthma after he moved to the area. He can also talk about the frequent asthma attacks of his neighbors. 2. A woman experiencing blurred vision. 3. A woman explaining her children's seizures and those of the other kids in the neighborhood. 4. A man in the neighborhood complaining about unpleasant odors and his burning eyes. 5. A woman complaining about birth defects in her children and other kids in the area. 6. A woman experiencing several miscarriages in herself and other women in the area. 7. A man describing his rare form of cancer. The second group of students acting as community leaders and authorities can react to the above grievances. Each student in this group can give lectures based on the following themes: 1. Mayor can talk about the lawsuit he is filing against the company that dumped the hazardous waste and getting compensation for the victims. 2. EPA official can talk about the steps being taken to clean up the site and the precautionary measures to be taken by the public. 3. Congressman can talk about rehabilitation and medical care for the victims. 4. Senator can talk about the steps taken by the federal government to prevent such accidents in the future.

5. Community leaders can talk about an awareness campaign among the residents of the area to report health problems. The third group represents officials of a mid-sized chemical manufacturing plant, which is being sued for leaking chemicals into the ground. Each student in this group can defend the company by giving fake lectures based on the following themes: 1. The chief executive officer of the company can explain the chemical leakage as an accident and not an intentional occurance. The officer may also empathize with the victims of the tragedy. 2. The vice president of the company can talk about the help being provided by the facility to the affected people around the area in terms of medical services and monetary benefits. 3. The general manager can talk about the recent efforts of the company to clean up the chemical leakage in the surrounding areas. 4. The public relations officer can talk about the importance of the company for the area in terms of job creation and economic growth. 5. The chief engineer can talk about the new safety equipment being installed in the company to protect the employees and the environment. 6. Another public relations officer can talk about publishing a monthly environmental report of the company including air quality, water quality and soil analysis for the awareness of general public. 7. The manager can talk about the creation of a new safety committee for the company that includes the representatives of the local communities. At the end, the teacher can add some final comments based on the progress of the role-play activity. Highlight the positive and negative aspects of the activity and reward them by giving all participants an appropriate grade for their contribution and performance. Extension Activities 1.Using the EPA's "Where You Live" Web site (http://www.epa.gov/epahome/commsearch.htm), have students research the environmental quality of their own neighborhood, write up their findings and share them with the class. 2. Direct students to the EPA's case study Web site. Have students choose one case from the list of highly polluted sites and write a 500-word news article detailing the events of the community's contamination. Students may use an Internet search engine such as Google to find additional information about the affected community. If possible, have students contact current residents of the site and interview them about the effects of hazardous waste in their community. Correlation to National Science Standards

Content Standard F: Science in personal and social perspectives Environmental Quality Natural ecosystems provide an array of basic processes that affect humans. These processes include maintenance of the quality of the atmosphere, generation of soils, control of hydrologic cycle, disposal of wastes, and recycling of nutrients. Humans are changing many of these basic processes and the changes may be detrimental to humans. Materials from human societies affect both physical and chemical cycles of the earth. Human activities can enhance potential for hazards. Acquisition of resources, urban growth and waste disposal can accelerate rates of natural change. Natural and human induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks. Students should understand the costs and tradeoffs of various hazards ranging from those with minor risk to a few people to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations

Natural and human induced hazards

Adopted from: http://www.pbs.org/newshour/extra/teachers/lessonplans/science/pollution_103.html

WORKSHEET 1- DRILL/WARMUP ( TO BEGIN THE CLASS)

DRTA (DIRECT READING THHINKING ACTIVITY) FORMAT Box 1- Preview: Write some predictions of the topic before you will read/see a movie or experiment) Box 2- Note Taking: Take note while reading a topic, seeing a movie, or during the discussion of a topic. Box 3- Review: Go back to your prediction, is your prediction right? Make corrections and summarize the topic. Preview Note Taking Review