LESSON PLAN – KS3: All water’s the same? Think again! – Neutral water. SUGGESTED TIME: 60 MINS Age group No. of pupils in cohort Classroom support (to be completed by teachers) In this lesson, your students will be learning all about the pH scale and how to use it to test the purity of water samples. They’ll also be investigating the causes of water pollution and debating what can be done about it. England 3.2 Chemical and material behaviour ■ The particle model provides explanations for the different physical properties and behaviour of matter. ■ Elements consist of atoms that combine together in chemical reactions to form compounds. ■ Elements and compounds show characteristic chemical properties and patterns in their behaviour. 2.1 Practical and enquiry skills ■ Use a range of scientific methods and techniques to develop and test ideas and explanations. ■ Assess risk and work safely in the laboratory, field and workplace. ■ Plan and carry out practical and investigative activities, both individually and in groups. 2.2 Critical understanding of evidence ■ Obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use the findings to provide evidence for scientific explanations. Curriculum opportunities of Science key stage 3 ■ Study science in local, national and global contexts, and appreciate the connections between these. Pupils will be able to identify different pH values of everyday solutions and unknown solutions, and use this knowledge to answer exam-style questions involving pH. Students can explain how and why waters become polluted. Success criteria All must be able to use universal indicator and a pH scale to identify samples. Most will relate ideas of pH to acid rain and pollution and testing for pollution. Some might be able to evaluate why areas become polluted and how we could reduce water pollution in Britain and across the world. Learning objectives Curriculum links Water The Co-operative’s Green Schools Revolution www.greenschools.coop
Transcript
LESSON PLAN – KS3:All water’s the same? Think again! – Neutral water.SUGGESTED TIME: 60 MINS
Age group No. of pupils in cohort Classroom support (to be completed by teachers)
In this lesson, your students will be learning all about the pH scale and how to use it to test the purity of water
samples. They’ll also be investigating the causes of water pollution and debating what can be done about it.
England
3.2 Chemical and material behaviour■ The particle model provides explanations for the different physical properties and behaviour of matter.■ Elements consist of atoms that combine together in chemical reactions to form compounds.■ Elements and compounds show characteristic chemical properties and patterns in their behaviour.
2.1 Practical and enquiry skills■ Use a range of scientific methods and techniques to develop and test ideas and explanations.■ Assess risk and work safely in the laboratory, field and workplace.■ Plan and carry out practical and investigative activities, both individually and in groups.
2.2 Critical understanding of evidence■ Obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use the
findings to provide evidence for scientific explanations.
Curriculum opportunities of Science key stage 3■ Study science in local, national and global contexts, and appreciate the connections between these.
Pupils will be able to identify different pH values of everyday solutions and unknown solutions, and use this knowledge to answerexam-style questions involving pH.Students can explain how and why waters become polluted.
Success criteria
All must be able to use universal indicator and a pH scale to identify samples.Most will relate ideas of pH to acid rain and pollution and testing for pollution.Some might be able to evaluate why areas become polluted and how we could reduce water pollution in Britain and across the world.
Learning objectives
Curriculum links
WaterThe Co-operative’s Green Schools Revolution
www.greenschools.coop
LESSON PLAN – KS3:All water’s the same? Think again! – Neutral water.
Scotland
SCN 3-16a Differentiate between pure substances and mixtures in common use and select appropriate physical methods forseparating mixtures into their components. SCN 4-15a Through gaining an understanding of the structure of atoms and how they join, begin to connect the properties ofsubstances with their possible structures. SCN 3-15b Having contributed to a variety of practical activities to make and break down compounds, describe examples of howthe properties of compounds are different from their constituent elements.
Northern Ireland
■ Mutual understanding: respect and co-operate with others in the process of scientific enquiry, e.g. work effectively as partof a team in investigative work etc.
■ Cultural understanding: consider how the development of scientific ideas or theories relates to historical or culturalcontext. For example, the development of the heliocentric model of the solar system, Jenner’s work on vaccination etc.
■ Chemical and material behaviour: atoms and chemical changes, structures, properties, uses of materials■ Elements, compounds and mixtures■ Investigate the effects of pollution, e.g. on water, air, land, noise levels etc■ Explore some ethical dilemmas arising from scientific developments.
Wales
Planning■ Decide on the most suitable type of enquiry to carry out and outline the planned approach/method, recognising, deciding upon
and justifying the choice of success criteria.
Developing■ Follow the planned approach/method, revise it as necessary and, where appropriate, use a range of apparatus and equipment
safely and with skill, taking action to control the risks.
The sustainable Earth■ The properties of solids, liquids and gases and how the particle model can be used to explain these properties.■ The physical and chemical properties of some elements, compounds and mixtures and how mixtures can be separated by
simple techniques.■ The differences between physical and chemical changes using some common examples.■ Investigations into the patterns of behaviour of elements and compounds and their use to describe and predict their behaviour in
chemical reactions.
Curriculum links continued
WaterThe Co-operative’s Green Schools Revolution
www.greenschools.coop
Resources
Development
Teaching activities
■ Neutral water PowerPoint (supplied)■ A string across the classroom with pegs ■ Slides with numbers 1 to 14 from the PowerPoint printed on coloured card to match the pH scale■ Photos/pictures of everyday objects of varying in pH including vinegar and water■ Demo of distilled water and rainwater with universal indicator■ Demo of acid on calcium carbonate chips.
Per group or pair:■ 4 samples of water labelled A, B, C and D■ Doctor the samples with nitrate, lead, sulphate and copper respectively■ Students test each sample and record their results■ Test for nitrate using a nitrate testing strip which will change colour in the presence of nitrate (see side of the packet).■ Test for lead by adding a few drops of potassium iodide. If sulphates are present, yellow precipitate will form (please refer to hazards).■ Test for sulphates using a few drops of lead nitrate, which will form white precipitate in the presence of sulphates (please refer
to hazards).■ Test for copper using a few drops of sodium hydroxide. When copper is present, a blue precipitate is formed (please refer to hazards).
Introduction (WALT) using appropriate pupil language■ Explain the pH scale the use of indicators■ Then explain the concept of acid rain and water being polluted by several different sources. ■ Check the understanding of the polluted town scenario■ Pull together class discussions.
Independent, paired and group activity■ Whole class make a visible pH scale ■ In pairs, pupils investigate water pollution ■ In pairs or alone, they tackle a National Curriculum level-style question on pH ■ Alone, they take a role in the town meeting.
LESSON PLAN – KS3:All water’s the same? Think again! – Neutral water.
Differentiated activities SEN/G&T ■ Lower-ability students will need more prompts from you and may need to do the water pollution experiment as a step-by-step
class experiment akin to a cookery lesson. Everyone does the experiment at the same time and then discusses their findingsas a class with a lot of input from you.
■ Higher-ability pupils will carry out their investigations alone and come up with their own ideas about pollution.
WaterThe Co-operative’s Green Schools Revolution
www.greenschools.coop
Plenary
Whole-school activity
Follow-up lesson
Extension/homework
AfL assessment opportunities (WILF)
■ Students summarise their water pollution investigation by role-playing a town meeting and arguing what they think should bedone about water pollution in the town from the perspective of their given character.
■ Mixed sets may want to have higher-ability students playing very full roles with their own written script while lower-ability pupilstake the role of the audience, i.e. the local residents, who will listen to the arguments, ask questions and then vote.
■ Lower-ability sets could also be given role arguments to read and then summarise to their audience.
■ Whole-class assessment during starter and plenary■ Self-assessment by students as they work through their practical ■ Teacher assessment as they work through investigation■ Individual assessment from the National Curriculum level-style questions.
■ At home, pupils should make a list of 10 items commonly found in the kitchen and record their pH.■ Research the effects of acid rain on the countryside. More able students could look at the idea of rain movement (the water
cycle) and laws needed to protect countries from others’ pollution.
■ Investigate water pollution in the local area – this could involve going to a local library or town hall to research or it could evenbe a field trip to take water samples from a local water source and then test them for pollutants.
■ A trip to a water-treatment plant.
■ Collect rainwater and use it to water plants, fill a school pond or bird baths (project-build the bird baths).■ Nominate school water monitors who will be responsible for checking that fountains stop, taps are not dripping etc.■ Start a water-bottle recycling campaign. Encourage pupils to bring an empty bottle to school for drinking water, so they don’t
have to buy new plastic bottles every day. This could form part of your activities for Green Schools Revolution week. Please visit www.greenschools.coop for more information.
■ Hold an assembly on the difficulties the developing world faces in obtaining clean water (include positive stories like the PlayPumps).
LESSON PLAN – KS3:All water’s the same? Think again! – Neutral water.
WaterThe Co-operative’s Green Schools Revolution
www.greenschools.coop
We are going to hang up a pH scale
Print out the following slides and get your students to arrange them in a line across the class room
SMALLVILLE is a small town surrounded by beautiful countryside. It’s a popular activity-holiday destination for tourists. There is a river running close to the town, which is used by fishermen to catch wild salmon and other fish. Local restaurants often include fresh fish on their menus and some local supermarkets sell the freshly caught fish. Close to the town is a forest with trails for hikers and areas where groups can camp. The forest is full of wildlife and local conservation groups have put up bat and bird boxes to encourage these creatures to nest and breed. There are also some rare woodland plants and insects which are only found in this forest and the surrounding area. Many tourists come to Smallville to visit the forest and its wildlife. The forest rangers take groups of schoolchildren on nature trails through the forest and the money raised from these trips is used to fund research into conserving other rare species. The town is a historic place with many medieval buildings and churches. Lots of visitors come to the town to see the famous buildings and stonework. The town boasts several large hotels, which are fully booked for most of the year and there is a thriving community with many restaurants, bars and cafes which cater for holidaymakers. Recently, holidaymakers and the townspeople themselves have begun to notice a change in the local environment. Dead fish are often seen floating on the river surface, trees in the forest are losing their leaves in summer and less wildlife is present. Your job is to identify the environmental problems that are occurring and to discuss the economic effects of these on Smallville and the surrounding area.
Rivers become polluted whenever anything harmful is poured into them. Some rivers are so badly polluted that they contain no living creatures at all. River animals are sometimes killed by poisonous chemicals which are dumped in the river by industry. They can also be killed by more everyday and less poisonous materials like fertilisers, sewage, detergents and hot water.
You will need to know: Factories often add chemicals such as lead and
copper to rivers.
Rivers and streams near farmland often have higher levels of sulphates which come from the fertilisers added to fields.
Complete these questions in your book using full sentences
a) Chemicals that pollute rivers can kill creatures living in the water. What will happen to the fishing industry if the fish are killed? b) What do you think will happen to the hotels in the town if fishermen stop going there on holiday? c) Will any other industries be affected by the fish dying? What will happen to the people who work in the hotels and cafes? What effect will this have on town? d) Farmers can use organic fertilisers such as manure instead of chemicals. This means less chemicals can leak into rivers causing less pollution and killing less fish. Do you think farmers should use manure instead of chemicals? What about if manure is more expensive? What about if manure doesn’t give such good results (i.e. you get less crops) as using chemicals does? e) Factories can reduce pollution by cleaning their waste water properly before discharging it into rivers. This cleaning process can be expensive. What would you do if you owned the factory?
