Updated Lesson Plan ( Chemical Reaction) Deceber 10, 2011

8/2/2019 Updated Lesson Plan ( Chemical Reaction) Deceber 10, 2011

1/21


2/21

Teachers JULITA L.B ELCHES, W.E.B Dubois High SchoolJUDITH K. BEBORA, Mergenthaler Voc-TechHigh School

UNIT Atomic StructureTopic: Chemical reactions

Materials/resources

Materials on activity:Activity 1: Stomach Chemistry link:http://www.uen.org/Lessonplan/preview.cgi?LPid=2689

Materials:Each group of students need:

paper bag of classroom supplies and materials(pencil, eraser, paper clip, small vial of water, pingpong 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)

For teachers demonstration: piece of steel wool vinegar

glass pop bottle balloon

Worksheet: Chemical Reaction Physical Change Handout

Activity 2: Chemistry in a Bag

Resource: http://www.middleschoolscience.com/bag.htm

Materials:

s

an

d

wi

ch

siz

e

zi

p

top

ba

g

(x

3)

2

pl

as

ticsp

oo

ns

2

tb

sp

ca

lci

um

ch

lor

id

e

(x

3)

2

Tb

sp

.

ba

ki

ng

so

da

(x

3)

1

30

m

L

ofP

h

e

n

ol

p

ht

h

alei

n*(x

3)

m

at

ch

es

w

oo

de

n

sp

lin

ts

go

ggle

s,

gl

ov

es

,

la

b

ap

ro

n
http://www.uen.org/Lessonplan/preview.cgi?LPid=2689http://www.uen.org/Lessonplan/preview.cgi?LPid=2689http://www.middleschoolscience.com/bag.htmhttp://www.middleschoolscience.com/bag.htmhttp://www.middleschoolscience.com/bag.htmhttp://www.middleschoolscience.com/bag.htmhttp://www.uen.org/Lessonplan/preview.cgi?LPid=2689http://www.uen.org/Lessonplan/preview.cgi?LPid=2689


3/21

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, paperclip, 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

st
http://www.uen.org/Lessonplan/preview.cgi?LPid=2689http://www.youtube.com/watch?v=dTcvO-o8NTAhttp://www.youtube.com/watch?v=66kuhJkQCVM&feature=relatedhttp://www.biologycorner.com/worksheets/labreport_rubric.htmlhttp://www.youtube.com/watch?v=i-HHvx1VC_8&NR=1http://www.slideshare.net/JDLongenberger/chemical-reactions-2717246http://www.nclark.net/ChemicalReactionshttp://www.youtube.com/watch?v=dTcvO-o8NTAhttp://www.youtube.com/watch?v=66kuhJkQCVM&feature=relatedhttp://www.biologycorner.com/worksheets/labreport_rubric.htmlhttp://www.youtube.com/watch?v=i-HHvx1VC_8&NR=1http://www.slideshare.net/JDLongenberger/chemical-reactions-2717246http://www.uen.org/Lessonplan/preview.cgi?LPid=2689


4/21

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.
http://www.youtube.com/watch?v=66kuhJkQCVM&feature=relatedhttp://www.youtube.com/watch?v=66kuhJkQCVM&feature=relatedhttp://www.youtube.com/watch?v=66kuhJkQCVM&feature=relatedhttp://www.youtube.com/watch?v=66kuhJkQCVM&feature=relatedhttp://www.uen.org/Lessonplan/preview.cgi?LPid=2689http://www.uen.org/Lessonplan/preview.cgi?LPid=2689http://www.middleschoolscience.com/bag.htmhttp://www.youtube.com/watch?v=i-HHvx1VC_8&NR=1http://www.youtube.com/watch?v=i-HHvx1VC_8&NR=1http://www.youtube.com/watch?v=i-HHvx1VC_8&NR=1http://www.youtube.com/watch?v=i-HHvx1VC_8&NR=1http://www.nclark.net/ChemicalReactionshttp://www.nclark.net/ChemicalReactionshttp://www.nclark.net/ChemicalReactionshttp://www.slideshare.net/JDLongenberger/chemical-reactions-2717246http://www.youtube.com/watch?v=rpf2xeCgX1Q&feature=relatedhttp://www.youtube.com/watch?v=rpf2xeCgX1Q&feature=relatedhttp://www.youtube.com/watch?v=rpf2xeCgX1Q&feature=relatedhttp://www.youtube.com/watch?v=9TjEklyF7-Ehttp://www.youtube.com/watch?v=9TjEklyF7-Ehttp://www.youtube.com/watch?v=9TjEklyF7-Ehttp://www.youtube.com/watch?v=dTcvO-o8NTAhttp://www.youtube.com/watch?v=66kuhJkQCVM&feature=relatedhttp://www.uen.org/Lessonplan/preview.cgi?LPid=2689http://www.middleschoolscience.com/bag.htmhttp://www.youtube.com/watch?v=i-HHvx1VC_8&NR=1http://www.nclark.net/ChemicalReactionshttp://www.slideshare.net/JDLongenberger/chemical-reactions-2717246http://www.youtube.com/watch?v=rpf2xeCgX1Q&feature=relatedhttp://www.youtube.com/watch?v=9TjEklyF7-E


5/21

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 background 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 rippedup 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.


6/21

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 anindicator 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


7/21

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 studentgroups 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, theantacid 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 ineveryday 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:
http://www.uen.org/Lessonplan/preview.cgi?LPid=2689http://www.uen.org/Lessonplan/preview.cgi?LPid=2689


8/21

sandwich size zip topbag (x3)

2 plastic spoons

2 tbsp calcium chloride

(x3) 2 Tbsp. baking soda

(x3)

1 test tube of water (x3)

30 mLofPhenolphthalein* (x3)

matches

wooden splints goggles, gloves, lab

apron

* You can substitute Phenolphthalein with Cabbage Juice if you have safety concerns or aredoing 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 followedso 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 ofPhenolphthalein to the bag. (Skip this step if you are using CabbageJuice)

3. Massage the bag to mix the contents.

4. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. (ORLower 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 theoutside 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 bagis still sealed). The contents will turn bright pink. Cabbage Juice will turn greenish bluefor 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 thispoint, 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 ofPhenolphthalein to the bag. (Skip this step if you are using CabbageJuice)


4. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. (ORLower a small cup or beaker with 50 ml of Cabbage Juice as asubstitute) Do not let any spill out.

5. Have a student help you hold the test tube by squeezing the test tube gently from theoutside 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 bagis still sealed). The contents will turn bright pink and start to get warm. Cabbage Juicewill 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 thispoint, they will see the calcium chloride dissolving and the contents turning pinker andgetting warmer.

Procedure Bag 3:

1. Place 2 tsp of baking soda into the bag.


9/21

2. Place 2 tsp of calcium chloride.

3. Add 30 mL ofPhenolphthalein . (Skip this step if you are using Cabbage Juice)


5. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. (ORLower 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 theoutside 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 bagis still sealed). The contents will turn bright pink. Cabbage Juice will turn greenish bluefor 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 thispoint, 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 thebag 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 3bags and discuss what is the same, what is different, why it was important that you did the sameprocedure 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 andlight 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 thebag.

5. The flame will go out (even though the kids hope for a huge explosion!) and you canhave them guess why it went out.

Observations Part 1:

Color? Heat Produced? Foam or Bubbles? Gas?

Bag 1

Bag 2

Bag 3

Observations - Part 2

What happened when you placed the splint into the 3rd bag?Why? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________


10/21

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 theelements 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. Placea 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 thebag, 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 orhave never used them before.

Do NOT do a flame test for bags 1 & 2, it will ignite. (Phenolphthalein is flammable)

Click for MSDS infofor Phenolphthalein :https://fscimage.fishersci.com/msds/96382.htm
https://fscimage.fishersci.com/msds/96382.htmhttps://fscimage.fishersci.com/msds/96382.htmhttps://fscimage.fishersci.com/msds/96382.htm


11/21

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

RUBRICS FOR LAB REPORT

Lab Report Rubric

(4 pts) (3 pts) (2 pts) (1 pt) (0)

Introduction

1. Includes the question to be answered bythe lab2. states hypothesis that is based onresearch and/or sound reasoning3. title is relevant.4. Hypothesis (prediction) is testable.

One of the "excellent"conditions is not met

Two of the"excellent"conditions is notmet

Three of the"excellent"conditions is not met

Methods

A description orstep-by-step list ofhow the

experiment wasperformed

Description unclear,couldn't be repeated

Results(data)

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

Results are clear andlabeled, trends are notobvious,

Resulsts areunclear, missinglabels, trends arenot obvious at all

Results are present,though toodisorganized orpoorly recorded tomake sense of

AnalysisThe data and observations are analyzedaccurately, trends are noted, enough datawas taken to establish conclusion

Analysis somewhatlacking in insight,enough data, thoughadditional data wouldbe more powerful

Analysis lacking ininsight, not enoughdata was gatheredto establish trends,OR analysis doesnot follow data

Analysis poor, notenough data,inaccurate analysis

Conclusions

1. Summarizes the essential data used todraw conclusions2. Conclusions follow data (not wildguesses or leaps of logic),3. Discusses applications of experiment("real world" connections)4. Hypothesis is rejected or acceptedbased on the data.

One of the "excellent"conditions is not met

Two of the"excellent"conditions is notmet

Three of the"excellent"conditions is not met

Format

Neat, organizedwith headings, fewspelling/grammarerrors

Somewhat lacking inorganization,multiple

spelling/grammarerrors, not neat

Comments

_____________________________________________________________________________________

_____________________________________________________________________________________

Adopted from: http://www.biologycorner.com/worksheets/labreport_rubric.html
http://www.middleschoolscience.com/bag.htmhttp://www.biologycorner.com/worksheets/labreport_rubric.htmlhttp://www.middleschoolscience.com/bag.htmhttp://www.biologycorner.com/worksheets/labreport_rubric.html


12/21

STUDENT WORKSHEET

CARTOON CHEMISTRY

Types of Chemical Reactions Name:

_______________________

Describe the chemical reaction illustrated below each diagram:

__________________________________________________________________________

_

__________________________________________________________________________

__________________________________________________________________________

__

Type of reaction: ________________________________


13/21

__________________________________________________________________________

_

__________________________________________________________________________

__________________________________________________________________________

__

Type of reaction: ________________________________

__________________________________________________________________________

_


14/21

__________________________________________________________________________

__________________________________________________________________________

__

Type of reaction: ________________________________

__________________________________________________________________________

_

__________________________________________________________________________

__________________________________________________________________________

__

Type of reaction: ________________________________

Adopted from: http://www.nclark.net/ChemicalReactions

Homeland security activity

STUDENT WORKSHEET

HAZARDOUS CHEMICALS IN YOUR NEIGHBORHOODEstimated class time:Two periodsLesson Objectives:Students will be able to:1) Understand hazardous chemicals, their effect on human healthand the environment.2) Explain the importance of cleaning up hazardous waste.
http://www.nclark.net/ChemicalReactionshttp://www.nclark.net/ChemicalReactions


15/21


16/21

1) Love Canal, Niagara falls, New YorkHooker Chemical Company used this Canal during 1940s and 1950sto dump 82 different chemical compounds, 11 of them suspectedcarcinogens. In 1953 the canal was covered with earth and sold tothe 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 theirbasements and lawns. The contamination caused miscarriages, birthdefects, respiratory ailments, and cancer.

2) Bridgeport, New JerseyIn 1977 sparks from a welder torch ignited an accumulation ofchemicals including benzene, toluene and PCBs (PolychlorinatedBiphenyls) at a waste storage facility. Six people died and 35 werehospitalized.

3) Toone , Tennessee (1978-79 )

A chemical company dumped pesticide waste into a landfill. Sixyears after the landfill is closed, the drinking water is foundcontaminated and the city of Toone is required to provide analternative water supply to residents living within three miles radius.

4) Riverside, California (1978 )Erosion of the retaining dam for a waste pit threatened eight milliongallon torrent of waste materials including DDT (Dichloro DiphenylTrichloroethane), 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 dollarfederal toxic waste clean-up initiative. On December 11, 1980President Jimmy Carter signed the new ComprehensiveEnvironmental Response, Compensation, and Liability Act (CERCLA)or "Superfund."

The responsibilities of the Superfund program were to:

Determine the number of sites where potentially significantcontamination 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 thepotential health risks; and

Create technologies to remove or control contaminants.
http://www.epa.gov/history/topics/lovecanal/01.htmhttp://www.epa.gov/superfund/action/20years/ch2pg1.htmhttp://www.epa.gov/superfund/action/20years/ch2pg1.htmhttp://www.epa.gov/superfund/action/20years/ch2pg1.htmhttp://www.epa.gov/history/topics/lovecanal/01.htmhttp://www.epa.gov/superfund/action/20years/ch2pg1.htmhttp://www.epa.gov/superfund/action/20years/ch2pg1.htmhttp://www.epa.gov/superfund/action/20years/ch2pg1.htmhttp://www.epa.gov/superfund/action/20years/ch2pg1.htm


17/21

Procedure

1. Introduce the lesson hazardous chemicals. Ask the students abouttheir knowledge of environmental damage due to hazardouschemicals. Accept any responses and clarify them.

2. Briefly explain the role of the EPA and ask them about theirknowledge of any industries dealing with hazardous materials.Accept all answers and clarify them.

3. Ask students how they would identify hazardous chemicals andthe facilities that make them. Hopefully students should come withanswers such as "do research" or "refer to books" etc.

Activity 1

1) Divide students into small groups of three each. Direct students totheEPA's Cleanup Process pageand Appendix A (a pdf version ofthe Appendix is provided in the materials section of this lesson), anEPA 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 examples2. When did the EPA begin its Superfund program? What were thereasons for its establishment?3. What are the responsibilities of the Superfund program?4. What were the environmental effects of Love Canal tragedy? Whowas responsible for the tragedy?

5. What are the four important pathways used by Hazard RankingSystem (HRS) to score a hazardous site?6. What are the health effects of PCBs?7. What are the sources of mercury contamination? What are itshealth 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 healtheffects due to any facility dealing with hazardous chemicals in yourneighborhood?

Activity 2 - Role Play

1. Divide students into three groups. One group acts as victims ofthe Love Canal tragedy (residents of the area) and the second groupacts as EPA officials, local authorities and political leaders (examplesmay be mayor of the town, congressmen, senators etc.). The thirdgroup acts as the owners of a mid-sized chemical manufacturingplant being sued for millions of dollars for leaking chemicals into the
http://www.epa.gov/superfund/action/process/sfproces.htmhttp://www.epa.gov/superfund/action/process/sfproces.htm


18/21

ground. This group knows that if they lose the case, they may beforced to pay out millions and will definitely go bankrupt. If theycome up with some less drastic solution, they will be able to stay inbusiness and maybe give the affected individuals some sort ofcompensation and lead the cleanup effort. However, this scenario, in

which they admit to leaking the chemicals, could cost them lostbusiness because of bad publicity.

2. Encourage students to volunteer themselves to join anyone of thegroups.The first group will explain their sufferings due to the effect ofhazardous waste materials. They will make a case for why it shouldbe cleaned and why they should be compensated. The second groupthen reacts to their collective tragedy and articulates ways to helpand compensate the victims and suggest methods to prevent suchaccidents 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 thefollowing themes:

1. A man who began suffering from asthma after he moved to thearea. He can also talk about the frequent asthma attacks of hisneighbors.2. A woman experiencing blurred vision.3. A woman explaining her children's seizures and those of the otherkids in the neighborhood.4. A man in the neighborhood complaining about unpleasant odorsand his burning eyes.5. A woman complaining about birth defects in her children andother kids in the area.6. A woman experiencing several miscarriages in herself and otherwomen in the area.7. A man describing his rare form of cancer.

The second group of students acting as community leaders andauthorities can react to the above grievances. Each student in thisgroup can give lectures based on the following themes:

1. Mayor can talk about the lawsuit he is filing against the companythat dumped the hazardous waste and getting compensation for the

victims.2. EPA official can talk about the steps being taken to clean up thesite and the precautionary measures to be taken by the public.3. Congressman can talk about rehabilitation and medical care forthe victims.4. Senator can talk about the steps taken by the federal governmentto prevent such accidents in the future.


19/21

5. Community leaders can talk about an awareness campaignamong the residents of the area to report health problems.

The third group represents officials of a mid-sized chemicalmanufacturing plant, which is being sued for leaking chemicals intothe 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 thechemical 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 beingprovided by the facility to the affected people around the area interms of medical services and monetary benefits.3. The general manager can talk about the recent efforts of thecompany 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 beinginstalled in the company to protect the employees and theenvironment.6. Another public relations officer can talk about publishing amonthly 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 safetycommittee for the company that includes the representatives of thelocal communities.

At the end, the teacher can add some final comments based on the

progress of the role-play activity. Highlight the positive and negativeaspects of the activity and reward them by giving all participants anappropriate 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 studentsresearch the environmental quality of their own neighborhood, writeup their findings and share them with the class.

2. Direct students to the EPA'scase study Web site. Have studentschoose one case from the list of highly polluted sites and write a

500-word news article detailing the events of the community'scontamination. Students may use an Internet search engine such asGoogle to find additional information about the affected community.If possible, have students contact current residents of the site andinterview them about the effects of hazardous waste in theircommunity.

Correlation to National Science Standards
http://www.epa.gov/epahome/commsearch.htmhttp://www.epa.gov/superfund/programs/recycle/success/casestud/index.htmhttp://www.epa.gov/epahome/commsearch.htmhttp://www.epa.gov/superfund/programs/recycle/success/casestud/index.htm


20/21

Content Standard F:Science in personal and social perspectivesEnvironmental Quality

Natural ecosystems provide an array of basic processes thataffect humans. These processes include maintenance of the

quality of the atmosphere, generation of soils, control ofhydrologic cycle, disposal of wastes, and recycling of nutrients.Humans are changing many of these basic processes and thechanges may be detrimental to humans.

Materials from human societies affect both physical andchemical cycles of the earth.

Natural and human induced hazards

Human activities can enhance potential for hazards.Acquisition of resources, urban growth and waste disposal canaccelerate rates of natural change.

Natural and human induced hazards present the need forhumans to assess potential danger and risk. Many changes inthe environment designed by humans bring benefits to societyas well as cause risks. Students should understand the costsand tradeoffs of various hazards ranging from those with minorrisk to a few people to major catastrophes with major risk tomany people. The scale of events and the accuracy with whichscientists and engineers can (and cannot) predict events areimportant considerations

Adopted from:

http://ww w .pbs.org/newshour/extra/teachers/lessonplans/science/pollution_10-

3.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 thediscussion 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
http://www.pbs.org/newshour/extra/teachers/lessonplans/science/pollution_10-3.htmlhttp://www.pbs.org/newshour/extra/teachers/lessonplans/science/pollution_10-3.htmlhttp://www.pbs.org/newshour/extra/teachers/lessonplans/science/pollution_10-3.htmlhttp://www.pbs.org/newshour/extra/teachers/lessonplans/science/pollution_10-3.html


21/21

Documents

Updated Lesson Plan ( Chemical Reaction) Deceber 10, 2011