pH Around the Pond Title: pH Around the Pond--Does location alter the pH of Black Bayou Lake?
Subject: Science
Grade Level: 7- 8
Overview:
Using wireless laptops and pH probes, middle school science students will predict and measure the pH of water samples taken from 3 different locations at Black Bayou Lake. The students will gather data, classify water samples, and synthesize possible pollution sources.
- Approximate Duration: 5 - 50 min. classes
- Content Standards:
Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
Physical Science
Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world.
Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
Benchmarks:
SI-M-A1
identifying questions that can be used to design a scientific investigation; (1,2,3,4,5)
SI-M-A2
designing and conducting a scientific investigation; (1,3,4,5)
SI-M-A3
using mathematics and appropriate tools and techniques to gather, analyze, and interpret data; (1,2,3,4)
SI-M-A8
utilizing safety procedures during scientific investigations. (1,3,4,5)
SI-M-B1
recognizing that different kinds of questions guide different kinds of scientific investigations; (1,2,3,4,5)
SI-M-B3
understanding that mathematics, technology, and scientific techniques used in an experiment can limit or enhance the accuracy of scientific knowledge; (1,2,3,4,5)
SI-M-B6
communicating that scientific investigations can result in new ideas, new methods or procedures, and new technologies; (1,2,4)
PS-M-A1
investigating, measuring, and communicating the properties of different substances which are independent of the amount of the substance; (1,2,3,4,5)
LS-M-C3
investigating major ecosystems and recognizing physical properties and organisms within each; (1,2,3)
LS-M-D1
describing the importance of plant and animal adaptation, including local examples; (1,2,3,4,5)
SE-M-A1
demonstrating knowledge that an ecosystem includes living and nonliving factors and that humans are an integral part of ecosystems; (1,2,3,4,5)
SE-M-A3
defining the concept of pollutant and describing the effects of various pollutants on ecosystems; (3,5)
SE-M-A4
understanding that human actions can create risks and consequences in the environment; (2,4)
SE-M-A7
demonstrating knowledge of the natural cycles, such as the carbon cycle, nitrogen cycle, water cycle, and oxygen cycle; (3,4)
SE-M-A8
investigating and analyzing how technology affects the physical, chemical, and biological factors in an ecosystem; (1,3,4)
Grade-Level Expectations (GLEs):
Grade 5-8
3. Use a variety of sources to answer questions(SI-M-A1)
4. Design, predict outcomes, and conduct experiments to answer guiding questions(SI-M-A2)
5. Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2)
7. Record observations using methods that complement investigations (e.g., journals, tables, charts)(SI-M-A3)
9. Use computers and/or calculators to analyze and interpret quantitative data (SI-M-A3)
23. Use relevant safety procedures and equipment to conduct scientific investigations(SI-M-A8)
31. Recognize that there is an acceptable range of variation in collected data (SI-M-B3)
49. Identify and give examples of pollutants found in water, air, and soil (SE-M-A3)
50. Describe the consequences of several types of human activities on local ecosystems (e.g., polluting streams, regulating hunting, introducing nonnative species)(SE-M-A4)
Grade 7
39. Analyze the consequences of human activities on ecosystems (SE-M-A4)
43. Identify and analyze the environmental impact of humans’ use of technology (e.g., energy production, agriculture, transportation, human habitation) (SE-M-A8)
Grade 8
50. Illustrate possible point and non-point source contributions to pollution and natural or human-induced pathways of a pollutant in an ecosystem(SE-M-A3)
51. Analyze the consequences of human activities on global Earth systems (SE-M-A4)
Grade 5
26. Identify and describe ecosystems of local importance (LS-M-C3)
Educational Technology Standards:
Compose and edit a multi-page document with appropriate formatting using word-processing skills. (e.g., menu, tool bars, dialog boxes, spell check, thesaurus, page layout, headers and footers, word count, margins, tabs, spacing, columns, page orientation)
Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.
Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
Communicate information using spreadsheets and databases to visually represent data and integrate into other documents (e.g., entering data, formatting using formulas, analyzing data, and sorting).
Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Objectives:
TLW identify common factors that affect water quality.
TLW compare pH values of water samples.
TLW evaluate possible human activities that might affect water pH.
TLW demonstrate the ability to use a pH sensor & Data Studio by measuring and analyzing data.
TLW recognize that pH is a quality of aqueous solutions.
TLW identify the pH scale range from 1-14.
TLW define acidic, alkaline, and neutral as it relates to the pH scale.
TLW identify that most rain water has a pH of 5.6.
Lesson Materials and Resources:
3 water samples from Black Bayou Lake
pH sensors
USB link
safety goggles
lab sheets
Technology Tools and Materials:
Hardware:
wireless laptops
pH probes
USB linksSoftware:
DataStudio
Inspiration
Power Point
- Websites:
Water on the Web
http://waterontheweb.org/
Miami Museum of Science
http://www.miamisci.org/
Water Science for Schools
http://ga.water.usgs.gov/
Chemtutor
http://www.chemtutor.com/
LPB CyberChannel
Biology of Water: The River of Life
http://www.lpb.org/education/cyberchannel.cfm
Background Information:
The students should have basic knowledge of pH. Students should also have basic knowledge of pollution and the environment. Students should have previous experience with pH probes, laptops, and Data Studio. A background Power Point presentation is being provided.
Lesson Procedures:
Day 1
1. The teacher will introduce pH by showing a media clip on pH in the environment (Biology of Water: The River of Life 30 min, LPB CyberChannel ). The teacher will pass out a viewer's guide from LPB CyberChannel for the students to fill out while watching the video.
2. The teacher will discuss with students a review the pH ranges, what is considered acidic, alkaline, and neutral, and some common substances and their location on the pH scale.
3. The teacher will demonstrate procedure on collecting pH utilizing the pH probe.
- Day 2
1. The teacher will assign and group students, and lab stations will be assigned.
2. The students will connect USB link, pH sensor, and open DataStudio.
3. The students will put on goggles for safety.
4. The students will create a hypothesis: Black Bayou Lake is (acidic, alkaline, or neutral). Location (does, does not) alter the pH of Black Bayou Lake.
5. Students will look at a map of Black Bayou Lake and note the locations where samples were taken.
6. The students will use the gathered materials to complete the experiement.
7. The students will submerge pH probes into Sample 1. The students will wait until the pH value has stabilized. Students will press KEEP to record the value. Probes will be rinsed and placed into Samples 2 and 3. After all pH data is recorded, students will press STOP.
8. Students will evaluate collected data and draw conclusions. At this time the hypothesis will be revisited to see if it was proven or disproved.
- Day 3
1. Groups will go to assigned lab stations.
2. The teacher will review pollution sources: point v/s nonpoint pollution.
3. The class will view the last part of the video "Categories of Pollutants." The class will discuss possible causes of pollution based on the location of Black Bayou Lake.
4. Students will open Inspiration. Students will make a brainstorming web of possible pollution sources that might affect Black Bayou Lake.
- Day 4-5
1. Students will go to assigned lab stations.
2. Students will review the week's activities.
3. Students will work on a group project. Each group is to create a Power Point presentation highlighting this week's experiment and results. It is to be written as a lab report. Students are to import graphics from Data Studio and at least one picture from the internet. These Power Point Presentations will be graded on a rubric.- Assessment Procedures:
Data Studio lab sheets
Inspiration brainstorm web rubric
Power Point presentation rubric
Teacher Made Test- Accommodations/Modifications:
Students will work in groups of two or three.
Students will be grouped based on varying abilities.- Reproducible Materials:
pH Around the Pond Lab Report
Inspiration Example Brainstorming Web
pH Around the Pond Lab Report Rubric- pH Around the Lake Powerpoint
Explorations and Extensions:
This experiment could be extended to include pH of soil. Another extension could include testing to see if water temperature was affected by water depth.
Lesson Development Resources:
Pasco Measuring Matters bundle
Pasco.com
LPB CyberChannel
Contact Information:
Lynne Anders
lynne.anders@mcschools.net
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