LESSON 1: OIL SPILLS
OBJECTIVES:
1. To make a model of an oil spill
2. To evaluate the efficiency of oil spill cleanup methods.
MATERIALS:
For each group of students the following materials will be needed
l. A shallow pan or container (oblong)
2. Vegetable oil
3. Water
4. Cotton balls
5. Medicine dropper
6. Teaspoon
7. Timer
8. Plastic bucket
9. Wastepaper basket with plastic bag (to discard cotton balls)
10. Liquid detergent, brush, bird feather, wire whisk, pebbles
11. Paper towels
12. Wide-mouthed plastic containers (quart sized)—-two for each group
13. Toothbrush
14. Pebbles, small rocks
MODIFICATIONS FOR BLIND AND VISUALLY IMPAIRED STUDENTS
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l. Magnifiers (stand and hand-held)
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2. Small groups or teams ( 1 or 2 students )
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3. Readings and handouts provided in braille or large print
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4. A description of the visual parts of this lesson must be provided by the teacher, vision tutor, or class member
PROCEDURE
Materials provided at each workstation:
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l. Divide the students into teams of 1-4 students. Each team will create a simulated oil spill and then work cooperatively in cleanup efforts.
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2. Provide directions on how to make an oil spill and then clean it up. Encourage them to use their resources wisely, as they will be “charged” for each piece of equipment used and the disposal of the oil.
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3. Instruct the students to collect the oil-soaked cotton balls and can count them when the oil spill is cleaned up. Remind them that they will be charged for each cotton ball used.
NOTE: A student , vision tutor, or the classroom teacher should be assigned to verbally describe the actions or visual parts of this lesson.
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1. Demonstrate that “oil and water don’t mix” by pouring some oil into a clear container of water. Have students observe how the oil forms a layer on top of the water.
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2. Use a wire whisk to stir up the oil and water. Students should note that oil can be made into smaller and smaller droplets. Explain that these droplets will disperse in the open ocean where there is room to spread out. (This is similar to one of the techniques used in cleanup operations. )
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3. Suggest that students use the whisk in their pans and discuss the fact that this will make skimming the oil much more difficult.
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4. Dip a bird feather in oily water and have students try to clean the feather using liquid detergent and a brush.
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5. Suggest that one group to simulate an oil spill that hits a rocky coast by using pebbles at one end of the pan. Students should compare the amount of surface area for that cleanup with an oil spill on the ocean sea or in a body of water such as Long Island Sound.
Have the groups work on their oil spills for twenty minutes and then have them tally the cost of their efforts for cleaning up their spill sites. Students can then answer the discussion questions and compare their results.
LESSON 2: “FOLLOW A RIVER”
OBJECTIVE:
To illustrate the fact that human activities far inland can cause marine pollution. Students, either individually or in small groups, should trace the path of a local river to Long Island Sound—-for example the Qunninipiac Rivers route to New Haven harbor.
MATERIALS NEEDED:
1. Maps of Connecticut and Long Island Sound
2. Closed circuit television for enlargements
MODIFICATIONS FOR VISUALLY IMPAIRED / BLIND STUDENTS
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1. Magnifiers (hand-held and stand)
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2. Large print maps
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3. Tactical map of Connecticut and Long Island Sound
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4. Allow students to move their seat to gain the best possible view of lessons
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5. Conduct lectures using a portable whiteboard (erasable blackboard) for writing
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This will allow you to present lecture closer to students
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6. Use wide tipped magic marker
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7. Use black and white print for better contrast
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8. Provide student with individual copy of materials written on blackboard or have tutor print materials in large print
LESSON:
Find the local watershed and streams that are closest to your school. Show major point and non-point sources of water pollution on the map. Locate additional watersheds and show major pollution sources such as factories, sewage plants, etc. Indicate the flow of the pollutants as they move toward The Sound.
Discuss the land uses, such industrial, urban agricultural, forest lands, around the river. What pollutants will likely be picked up on its way to The Sound?
Prepare a poster with a large map and explanatory notes to show the path and final destination of the pollutants that enter the storm drains in a cities and towns throughout Connecticut.
DISCUSSION QUESTIONS / EXERCISES:
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1. Trace the path of pollutants that enter the water in your community and discuss where they are likely to end up.
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2. Where are the reservoirs that provide drinking water for your community?
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3. Are the watersheds protected?
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4. If your water is drawn from a river, how many other communities upstream and downstream draw their drinking water from this river?
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5. What changes are planned to meet future demands, such as building dams, reservoirs, aqueducts?
Present answers to these questions on a regional map.
If possible, go on a field trip to visit a water or sewage treatment plant.
LESSON 3: Analyze The Chemicals That Go Down The Drain At Home and In School
Students should determine what substances they add to the water.
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1. Give the students a block of time to list everything they can think of that is poured down the drain in their household or at school.
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2. Have them list all the products at school (and later for homework) that are flushed down the drain. Include items found in the kitchen, bathroom cabinets, workshop, or garbage, art room, janitorial room, science labs, etc. Types of products include: hair products, soaps, detergents, bleach, specialized cleaners (glass, toilet bowl, drain cleaners), ammonia, paint products, etc.
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3. Read the labels to determine what types of chemicals these products. Compare the lists between groups.
Discuss the variety of substances found? What are the potential health and ecological effects of improper disposal of these substances. Discuss safe disposal methods for household products such as motor oil, pesticides, paint, and turpentine. Which of these substances not be dispose in the sewage system? Have students suggest alternatives to common household chemicals.
LESSON 4: ALTERNATIVE CLEANING PRODUCTS
Common cleaning products can be harmful to the environment and so many people are turning to alternatives cleaning products. Natural products such as vinegar, baking soda, table salt, lemon juice, and borax can be used to clean many items in the home. Students should research and try out these alternative cleaners.
Try using these home-made products to clean common items and areas. Discuss how effective the alternative cleaning products are compared to store-bought cleaners.
Compare the costs.
An example of an all-purpose cleaner:
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1. Add 1/4 cup ammonia, 1/4 cup vinegar, and 1 tablespoon baking soda to 1 gallon of hot water.
MATERIALS:
1. Measuring cup
2. Cleaning rags and pail
3. Ammonia
4. Vinegar
5. Baking soda
6. Water
7. Several commercial cleaners
LESSON 5: WATERSHED SURFACES
OBJECTIVE:
To determine if different types of Earth surfaces absorb water at different rates?
MATERIALS NEEDED:
1. Metal can —16 oz. (both ends removed)
2. Liter bottles (cut flat on each end)
3. Watches with second hand or stopwatch or talking watch
4. Water
5. Centimeter ruler (large print or braille)
6. Masking tape
7. Black magic marker (thick tip)
PROCEDURE
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l. Select several areas to study. They should have different surfaces such as a garden, a gravel area, a sandbox, a grassy area or a compact surface area
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2. Mark the can about 5 cm from one end (use magic marker or masking tape).
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3. Write or record a brief description of each surface. Note types of plants present, soil conditions and location and how long it’s been since the last rainfall.
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4. Put the marked end of the can on the ground. Twist can firmly in place, trying to push it down into the ground to the 5 cm line you drew and taped.
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5. A. Pour l liter of water into the can. Mark the level of the water inside the can. Immediately record the time you poured the water into the can.
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B. Measure the height of the column inside the can with a centimeter ruler
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C. Record your ESTIMATE of the time you think it will take for all the water to soak into that surface area
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D. Record the ACTUAL TIME by measuring the height of the water column after 5, 10, 30, 60 minutes. Calculate the distance between the starting height and surface of the water for each time interval. This will tell you how many centimeters of water are absorbed by the soil in that time period. Note: Some areas may not absorb the water.
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6. Repeat steps 4 and 5 in your other study areas