Topic: Chemicals--Water
ContaminationTopic: Chemicals--Water
ContaminationGrade Level: 6,7,8
Goals:
*The students will learn how household chemicals effect the environment
*The students will see the connection between the water cycle and water contamination.
Materials:
* Materials to make their own chemical labels(i.e.: glue, paper, scissors, markers)
Content Areas:
*Science
*Language Arts
*Health
Concepts:
*Consumer Education
*Chemical Contamination
*Water cycle
Procedure:
1. Begin by asking the students a question--what are some chemicals in agriculture, society or culture that are damaging? Such things as CFCs, fertilizers, household toxic chemicals, etc.
2. Ask the students if they have ever closely looked at the label of any household chemical or yard product. Then, ask the students what they have noticed about warnings and potential hazards that the product could cause when used improperly.
3. Then, the teacher will discuss with the students the hazardous effects of some products on the market today. He/she can begin by talking about medical concerns that can arise due to consumption or abuse of some of these products. Then, the teacher will explain that they will be discussing that day the environmental concerns that can arise from such chemicals. It will be explained that the products do not simply disappear when dumped down the drain, for example, but instead can cause serious environmental concerns.
4. The teacher will then explain that after the product is used it has a possibility of getting into the water supply. This can happen by using the product in the field and having the product washed off the plants during rainfall and into the water table which, in turn, this contaminated water becomes part of the water cycle. This contaminated water affects all parts of the world because the water, because of the water cycle, travels all over the world which affects the six port cities which the students have been discussing.
5. The students will then be asked what they as consumers can do to help reduce this contamination of water from occurring and affecting the world. The teacher can then explain how such things as biodegradable products, filtration systems, chemical treating, etc. have been initiated to help curb the problem of chemical contamination.
6. The students will then be given an assignment dealing with chemical contamination. The students will be told that for their project they will be coming up with their own products and making labels for them.
7. The students must create a product that is less harmful to the environment than a current product that is being used. For example, a student may develop a product similar to Drano that less toxic and damaging by using their creativity. The students need to develop the label that this product would have.
8. The teacher will give the students all of the materials needed for their product label. (i.e.: markers, paper, crayons etc.)
9. The students will be given time to work on their labels and their products.
Evaluation: The students will be evaluated based on a rubric.
Approximate Time: 2-3 hours
Extensions:
-The students could make a commercial advertising their product. This would get them interested and aware of multimedia presentations and how to use them.
-The teacher could chose to do an experiment with the students on acid rain. One possible experiment called "Make acid rain fall in your classroom," can be found in Curriculum Review, May 1997, vol. 36, issue 1, p.10.
Resources:
~Boyes, Edward & Stanisstreet, Martin. "The environmental impact of cars: children's_ ideas and reasoning." Environmental Education Research. Oct. 1997, Vol. 3, Issue 3, 269-283. ~Georgia, Paul. "The problem that wasn’t." Christian Science Monitor. May 7, 1996, Vol. 88, Issue 113. 20.
~Nikiforuk, Andrew. "Acid rain’s constant menace." World Press Review. Sept. 1997, Vol. 44, Issue 9. 34-40.
~Stevens, William K. "The forest that stopped growing: trail is traced to acid rain." New York Times. April 16, 1996, Vol. 145, Issue 50399. C4.
~Sudo, Pail. "The state of the Earth." Scholastic Update. March 21, 1997, Vol. 129, Issue 12. 2-8.
Internet Sites:
~http://windows.engin.umich.edu/earth/Water/
Teacher's Note: The teacher needs to designate the number of checks that distinguish an A, B, etc. (i.e.: 7 checks=A. 6 checks=B etc.)
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