Objectives:
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1. Students will learn that the chemicals and toxins in the soil are taken into the plant when it absorbs water.
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2. Students will learn how these toxins are passed on to humans and animals when we eat.
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Materials:
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stalks of celery
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food coloring
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jar of water able to hold celery stalk
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Procedure:
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1. Fill container with water.
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2. Add food coloring. This is to represent toxic chemicals in the soil and water.
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3. Put stalk of celery in the water
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4. Observe the celery stalk for 24 hours. Students should see the stalk turn color as it absorbs the food coloring.
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5. Ask children what would happen if they ate this celery?
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Objectives:
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1. Students will understand the Water cycle.
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2. Students will see how the cycle can help to carr toxic chemicals.
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3. Students will construct rain cycle stick puppets .
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4. Students will be able to act out the rain cycle
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Materials:
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scissors
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craft sticks
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patterns made by teacher of sun, raindrop, flower, and cloud
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tag board or colored construction paper
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crayons and glue
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Procedure:
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1. Students will trace out puppet figures and cut them out.
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2. Students glue each piece to a craft stick.
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3. Students color in puppets if desired.
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4. Students practice acting out the water cycle showing the cloud passing over and finally a rain drop is released. The rain drop falls onto the ground and a flower grows. The sun is out and the raindrop evaporates and becomes part of a cloud once more.
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Objectives:
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1. Children will learn how toxic levels build up as the food chain progresses.
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2. Students will understand why we need to worry about life further down the food chain.
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Materials:
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fish patterns in 3 sizes.
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Colored circle stickers in various colors
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colored paper
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scissors
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Procedure:
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1. Cut out 8 small fish.
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2. Have a student hold each fish and make believe the absorb toxins from the water filtering through their gills. Each one adds a sticker to their fish to represent the toxins.
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3. Next have two students holding the middle size fish act out their fish eating 4 of the smaller fish. They will each add 4 stickers to their fish. Students can visually see the toxic level for the second fish growing.
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4. Finally have the last student with the largest fish act out eating the two medium ones. This fish will then have 8 stickers put on them.
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5. Finally, show that if this fish were caught and eaten by a human, they would have a large concentration of toxic chemicals introduced into their system.
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