Author (s): Clare Krska and
ACID’S EATING MY NOSE
Title of
Ashley McDade
Lesson:
Team Members: Clare Krska and
Ashley McDade
Lesson Source: http://www.hcdoes.org/airquality/outreach/Teacher%202%20-%20Acid%20Rain.htm
Lesson #: 1
Mentor’s
Date lesson will be taught: March Name:
1st
Mentor’s
School:
Subject/Grade
level:
Concepts/Main Idea – in
paragraph tell the concepts and
vocabulary of this activity. (see
Mrs. Dieker
West Middle School
7th grade Science
The purpose of this lesson is to demonstrate the effects of acid rains on buildings and statues and to learn what
causes acid rain. Two gases, sulfur dioxides and nirtogen oxides, from pollution react with water molecules in
clouds to create acid rain. pH describes the acidity/basicity of a liquid.
model lesson examples):
Objective/s- Write objectives in
SWBAT form…
The Students Will Be Able To:
SWBAT... explain how acid rain is
an air pollution problem.
SWBAT... Discover how acid rain
affects sculptures.
SWBAT... identify the sources of
acid rain.
Evaluation
Based on your objectives, draft the content of the questions you will ask on your pre- and
post-tests; at least 1 question for each objective. Questions do not have to be multiple choice. The your
actual pre- and post-tests will be attached to the end of this lesson plan.
Kansas Science and Math Standards- Include standard, benchmark and indicator where applicable
Science Lessons:
1.
2.
3.
Must include inquiry standard, benchmark, indicator (Standard 1)
At least one other science content standard, benchmark, indicator
A minimum of one Common Core Math Practice Standard (Number and Title of standard)
EARTH and SPACE SCIENCE – The student will apply process skills to explore and develop an understanding of the structure of the
earth system, earth’s history, and earth in the solar system.
Benchmark 1: The student will understand that the structure of the earth system is continuously changing due to earth's physical and
chemical processes
Indicator: 2. ▲ models earth’s cycles, constructive and destructive processes, and weather systems.
SCIENCE AS INQUIRY – The student will develop the abilities necessary to do scientific inquiry and develop an understanding of
scientific inquiry.
Benchmark 1: The student will demonstrate the abilities necessary to do scientific inquiry.
Indicator: 1.
research
▲ actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting
Common Core Math Practice Standard: 5. Use Appropriate Tools Strategically
Materials list (BE SPECIFIC about quantities)
per Group--6 groups total:
3 Clear plastic cups
Vinegar
Water
2:1 vinegar-water mix (pH 5)
3 --½ pieces chalk
3 pH strips
pH readout key
per Student:
goggles
observations/pH chart
Advance preparation:
Mix a 2:1 water-vinegar solution...approximately ½ a
gallon
Include handouts at the end of this lesson plan
document (blank page provided to paste a copy of
your document). List handouts in your materials list.
Accommodations: Include a general statement and any specific student needs
Due to the group nature of this lesson, students with a disability will be able to participate with
the assistance of a group member. For students with ADHD or ADD, tasks will be quick and
short and move on quickly. For students with paralysis, any tasks they cannot perform will be
demonstrated where they have a good view.
Safety: Include a general statement and any specific safety concerns
Wear goggles because even though vinegar is a household item, it is still an acid!
Uphold standard classroom procedures.
Engagement: Estimated Time:
_____5_____
What the teacher does AND how will the Probing Questions: Critical questions that will
teacher direct students: (Directions)
connect prior knowledge and create a “Need to
know”
Show a slide show of acid rain destruction. What do you think caused this damage?
(do not show last slide)
We are going to give you your own
“statue” so you can see what happens.
Expected Student Responses AND Misconceptions - think like a
student to consider student responses INCLUDING
misconceptions:
Some animals ate the _____ (leaves, statues, etc.)
What do you think will happen if we put your
statue into vinegar, vinegar-water mix and just
water?
Exploration: Estimated Time: _____10____
What the teacher does AND what the teacher will direct students to do:
(Directions)
Probing Questions: Critical questions
Expected Student Responses AND
that will guide students to a “Common Misconceptions - think like a student to
consider student responses INCLUDING
set of Experiences”
misconceptions:
Give each group a piece of chalk. Explain to students that this is their mini
statue. Tell them that will be experimenting with vinegar, water and a mix of
vinegar and water. Insist on being safe with the vinegar--goggles on. Tell them
that before the chalk goes in, they will have to take a pH on a piece of pH
paper.
--Write a pH scale on board with common objects on the scale (lemon,
apple, water, bleach, etc.)
Explain that pH measures acidity—low numbers are more acidic. Explain
that pH paper turns a color that corresponds to a key.
Do you see the key at your lab station?
What color is one? What color do you
The paper will be red if dipped in
lemon juice.
think the paper will turn if you dipped
the paper in lemon juice?
Add vinegar to the groups cup (fill half way) and ask them to take the pH.
Next ask students to drop in their ‘statue’ observing the chalk closely.
Ask them to record their observations on a piece of paper.
What do you observe?
What would happen if you used water
instead of vinegar? (vinegar is more
acidic than acid rain)
Observe bubbling and vinegar
dissolving.
Bubbles in vinegar is eating the chalk.
Ask students to get a new piece of chalk. Fill a new cup with water and ask
students to take pH.
Direct them to place a piece of chalk into the water.
Ask them to record their observations again.
What do you think will happen to the
chalk in acidic water?
Will it dissolve anyway?
Chalk doesn’t do anything in water.
Water is safe for the chalk.
In a third cup, add the mixture of vinegar and water.
Tell them to record the pH of this.
Ask them to place their new piece of chalk in and record what happens on
their observations chart.
Which one of these do you think is
most similar to real acid rain? Why?
Ask students to pour out liquid in sinks and dispose of chalk in garbage bins.
No chalk should go down the sink. Keep goggles on until all liquids in the
room have been disposed of.
Explanation: Estimated Time: _____10_____
What the teacher does AND what the teacher will direct
students to do: (Directions)
Have class discussion on what results they saw.
Acid rain, or acid deposition, is more acidic than normal rain
because of a chemical process that happens because of air
pollution. –Show final slide of power point with the acid rain
cycle.
Ask students to draw out the cycle of acid rain on back of
observation chart.
Clarifying Questions: Critical questions that will help Expected Student Responses AND
Misconceptions - think like a student to
students “clarify their understanding” and
consider student responses INCLUDING
introduce information related to the lesson
misconceptions:
concepts & vocabulary
How did the pH’s differ in the three mixtures?
Most acidic is pure vinegar.
Which was the most acidic?
Students may believe that vinegar is most
Which of these do you think is closest to acid rain? like acid rain because the chalk dissolved
Why do you believe this?
the quickest.
The two main components that contribute to acid rain are
sulfur dioxide (SO2) and nitrogen oxides. These react with
the moisture in the atmosphere and form acid rain.
These compounds are produced by humans, by automobiles,
industries and utilities.
What kind of factories do you think produce these
kinds of gases?
Do all cars produce these gases?
How could we help lower these gases emitted?
Power plants, product producing plants,
glass plants
not electric cars
drive less and buy less
Why might this be harmful to plants and animals?
it will eat away the protective layers.
(actual: by washing away nutrients and
poisoning the plants. )
What was the pH of vinegar? Is this higher or
lower than acid rain?
Is vinegar or acid rain more acidic.
Students may think that because the pH is
lower, the vinegar is less acidic
Acid rain can come in many forms such as snow, hail, sleet,
fog, and dry particles.
Acid rain can harm forests and crops. Bodies of water can
have the pH altered to the point where the aquatic life dies
or different species that can handle the acidity take over.
Acid rain can harm non living things as well such as buildings,
their corners can slowly be eaten away. Statues also get the
same treatment by having their ears, noses and any other
parts that stick out dissolved.
Acid rain is not strong enough to harm your skin if it lands on
you. It has a pH f 5.4-5.6 when pure water has a pH of 7. It is
not as acidic as a lemon (pH 2.2) or an apple (pH 3.0)
Elaboration: Estimated Time:
____10______
What the teacher does AND what the
teacher will direct students to do:
(Directions)
Have a class discussion on why we
should be concerned with acid rain.
Probing Questions: Critical questions that will help
students “extend or apply” their newly acquired
concepts/skills in new situations
Do you think pollution from Lawrence could create acid
rain in Lawrence or somewhere else?
If we had acid rain in Lawrence, where do you think it
came from?
How far can acid rain travel?
Expected Student Responses AND Misconceptions - think
like a student to consider student responses INCLUDING
misconceptions:
They may think because they see the pollution (ie: power
plant smoke) in Lawrence that it would cause acid rain
here.
Make a list of student’s ideas on how to How can we try to prevent acid rain from occurring?
prevent acid rain on board.
Driving less
Saving energy
Buying less stuff
Evaluation: Estimated Time: ____10______
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Formative Assessment(s): In addition to the pre- and post-test, how will you determine students’ learning within this lesson: (observations, student
responses/elaborations, white boards, student questions, etc.)?
- Observing students throughout the lessons
- Having a class discussion on why they think the chalk gets “eaten” away in
Summative Assessment: Provide a student copy of the multiple choice quiz (a blank page provided at the end of this document for you to paste your quiz).
Name:___________________
Quiz
1.) What causes acid rain?
2.) What is the process that water goes through to become acid rain (draw it).
3.) How does acid rain affect sculptures and buildings (think about the stone that the acid reacts with).
4.) Which reacts most with chalk? (Vinegar, Vinegar-Water Mix, or Water) Which is most like acid rain?
Observation Chart
Liquid:
Observations:
pH: