1 LESSON PLAN USING TECHNOLOGY NAME: Natalie Hudok CLASS: Science 6 Glade Spring Middle School DATE: November

2,5,7,9 2012 TIME: 50 minutes per day for four days LESSON AIM: Drinking Water RATIONALE FOR THE USE OF TECHNOLOGY: SOL 6.1j states that current applications be used to reinforce science concepts. In our unit on water, I wanted my students to become familiar with the types of tools that are used to test various aspects of drinking water. To allow students to interact with the most current and realistic equipment, I borrowed various test kits from the chemistry department at Emory & Henry CollegepH strips and probes, phosphate test kits, and nitrate test kits. I also borrowed a chlorine test kit from a local water treatment employee. With this equipment, we performed a 5-day lab testing five different water samples. Lab instruction involved both the qualities of the water we were measuring as well as the proper use of the lab equipment. STUDENT LEARNING OBJECTIVE: SOL 6.5 The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include a) water as the universal solvent; b) the properties of water in all three phases; c) the action of water in physical and chemical weathering; d) the ability of large bodies of water to store thermal energy and moderate climate; e) the importance of water for agriculture, power generation, and public health; and f) the importance of protecting and maintaining water resources. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations are made involving fine discrimination between similar objects and organisms; b) precise and approximate measurements are recorded; c) scale models are used to estimate distance, volume, and quantity; d) hypotheses are stated in ways that identify the independent and dependent variables; e) a method is devised to test the validity of predictions and inferences; f) one variable is manipulated over time, using many repeated trials; g) data are collected, recorded, analyzed, and reported using metric measurements and tools; h) data are analyzed and communicated through graphical representation; i) models and simulations are designed and used to illustrate and explain phenomena and systems; and j) current applications are used to reinforce science concepts.

SOL 6.1

Day 1

Distribute lab reports (p. 4-7). Go through Title and Purpose together. Discuss Hypothesis and allow students time to write their own. Introduce students to each of the materials we will be using.

Materials (see lab report p. 4) Allow select students to read the water bottles and fill out Background Information together about the types of water. Project the website http://www.h2ou.com/h2wtrqual.htm on the Smartboard and fill out the rest of the Background Information about the chemicals. Allow students to choose partners. Do Procedure #1. Distribute one cup to each student. Pass the different water types around for students to taste and record observations.

Day 2 Review of what we did last time. Check to make sure all students have filled out the column for taste in their data charts. Distribute supplies: five cups and fill with water, pipets, gloves. Describe pH and how to use pH paper. Distribute pH paper so pairs can test and record pH for each sample. Got a couple groups started using the chlorine tester and allowed each of the groups to test one of their water samples. Gave another set of groups a demo on using the pH probe. Allowed each group to test one of their water samples. Gave instructions to class for using the nitrate tester, which we will use next time. Day 3 Divided students into three groups: one to do the nitrate test, one to do the chlorine test, and one to do the hardness test. Each group received directions (see p. 8-12)and materials for their test and were told they had until 3:40. In each group, I chose a reader to read the directions aloud, a leader to make sure everyone was assigned a job, and a facilitator to make sure everyone stayed on task. (On further reflection, it would have been good also to have a member to ask any questions needed of me.) At 3:45, instructed groups to clean up. Chose one member of each group to share that groups data, which everyone copied into their data charts. Discussed data. Previewed Assigned Questions and assigned to be done by Friday.

3 Days 4 Went over Assigned Questions. Discussed considerations for Conclusions. For example, what they learned and questions they had both about water and about experimental procedure. Gave students time to complete Conclusions. Discussed who to thank for the equipment we borrowed and completed thank you notes.

I. TITLE: _____________________________________________________ II.PURPOSE: ___________________________________________________ ______________________________________________________________ ______________________________________________________________ III. HYPOTHESIS: (What do you predict you will observe?)________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ IV. MATERIALS: Spring water Mineral water Distilled water Well water GSMS tap water Five small plastic cups Paper cup pH paper Soap Pipet Nitrate tester Phosphate tester Chlorine tester Gloves

V. BACKGROUND INFORMATION Describe each type of water. From where was it obtained? How was it treated? Spring________________________________________________________________________ Mineral_______________________________________________________________________ Distilled______________________________________________________________________ Well_________________________________________________________________________ GSMS Tap______________________________________________________

Describe each of these types of chemicals. How do they get in water? Are they dangerous to humans? Chlorine______________________________________________________________________ Nitrates______________________________________________________________________ Phosphates__________________________________________________________________ VI. PROCEDURE: 1. Taste each type of water (in paper cups) and note observations. ~~~~~~From this point on, there will be no tasting of any samples~~~~~~~ 2. Note any general observations of each type of water (color, smell, etc.) 3. Use the pH strips to test the pH of each type of water. a. Break off a piece of pH paper about 1 inch long. b. Dip pH paper into water. c. Compare color to chart. 4. Test the chlorine content of each type of water. 5. Test the nitrate content of each type of water. 6. Test the phosphate content of each type of water. 7. Using the pipet, place one drop of soap in each cup of water. While covering the top, shake each one well. Note the suds. VII. DATA COLLECTION: Type of Water Spring General Taste Observations pH Chlorine Nitrates Relative Hardness

Mineral

Distilled

GSMS Tap

Well

VIII. ASSIGNED QUESTIONS: 1. Rank samples from the one with the most soapsuds to the one with the least. What does this tell you about the hardness of the water. Most_______________________________________________________________Least _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 2. What other information about the water samples might you need before deciding which one to drink regularly? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
3. Based on your results, which sample would you most want to use for a) drinking, b)

boiling in a kettle, and c) washing laundry? Which sample would you least want to use for each purpose?
Best Water Sample Drinking Boiling in a Kettle Washing Laundry Worst Water Sample

IX. Conclusions
What did you learn from this experiment? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ What questions do you have? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

8 Phosphate Test 1. 2. 3. 4. 5. Fill the sample cup to the 25 mL mark with the water sample. Add 2 drops of activator solution. Cap the sample cup and shake. Break the tube in the cup and allow it to fill with water. Pull the tube out of the cup. Mix by inverting several times. Do this by flipping it up and down slowly so that the bubble travels all the way to the end of the tube each time. 6. Set the tube on a paper towel. Wait 2 minutes for color development. 7. While you are waiting, pour the contents of the sample cup into the waste bottle. Tap the sample cup to make sure the glass piece falls into the waste bottle. Rinse the sample cup at the sink with distilled water. 8. After 2 minutes, compare to color standards to determine the concentration. Record the concentration in your data table.

9 Nitrate Test Need: Nitrate Test Kit, Gloves for the Student who Pours the Cadmium Packet, Scissors, Nitrate Waste Bottle, Distilled Water, Paper Towel 1. Fill the sample cup to the 15 mL mark with the water sample (only well water is left to be tested). 2. Get a cadmium packet. Flick it with your fingers so that the powder settles to the bottom. Cut across the top. Empty the packet into the sample cup. Tap the packet with your finger to get as much of the powder into the sample cup. Dispose of the packet into the waste bottle. 3. Cap the sample cup and shake vigorously for exactly 3 minutes. 4. Allow the sample to sit undisturbed for 30 seconds. 5. Break the tube in the cup and allow it to fill with water. 6. Pull the tube out of the cup. Mix by inverting several times. Do this by flipping it up and down slowly so that the bubble travels all the way to the end of the tube each time. 7. Set the tube on a paper towel. Wait 10 minutes for color development. 8. While you are waiting, pour the contents of the sample cup into the waste bottle. Tap the sample cup to make sure the glass piece falls into the waste bottle. Rinse the sample cup at the sink with distilled water. 9. After 10 minutes, compare to color standards to determine the concentration. Record the concentration in your data table.

Roles Fill sample cup with well water Add cadmium packet (need gloves!) Shake for three minutes (need gloves!) Break tube (need gloves!) Invert tube and lay down to develop (need gloves!) Rinse the sample cup (need gloves!)

Students

10 Hardness Test Need: Test tubes with caps, Cup of soap, Pipet 1. Pour the first water sample into a test tube to the 4 mL mark. 2. With a pipet, put two drops of soap into the test tube. Make sure the soap falls directly into the water and not on the sides. 3. Shake the test tube. 4. Note how high the soap suds are. Record this height in your data chart. 5. Rinse the test tube at the sink with sink water several times and then once with distilled water. 6. Do #1-4 for each of the remaining samples. Roles GSMS Tap Spring Distilled Mineral Well Students Pour and add soap Shake and note the height Pour and add soap Shake and note the height Pour and add soap Shake and note the height Pour and add soap Shake and note the height Pour and add soap Shake and note the height

11 Chlorine Test Need: Chlorine Test Kit, Distilled Water, Paper Towel, Scissors, Chlorine Waste Bottle 1. Pour the first water sample into the sample tube up to the middle line. 2. Get a chlorine indicator packet. Flick it with your fingers so that the powder settles to the bottom. Cut across the top. Empty the packet into the sample tube. Tap the packet with your finger to get as much of the powder into the sample tube. Dispose of the packet into the waste bottle. 3. Mix by inverting several times. Do this by flipping it up and down slowly. 4. Insert the tube into the HACH instrument in the slot marked with an arrow. Turn the dial until the color on the left matches the color on the right of the sample you just inserted. Record the number (between 0 and 3.5 mg/L) on your data sheet. 5. Take the sample tube out of the instrument. Pour the contents into the waste bottle. Rinse the sample tube at the sink with distilled water. 6. Do #1-5 for each of the remaining samples. Roles GSMS Tap Students Pour, add powder, and shake Compare to standard colors Rinse Pour, add powder, and shake Compare to standard colors Rinse Pour, add powder, and shake Compare to standard colors Rinse Pour, add powder, and shake Compare to standard colors Rinse Pour, add powder, and shake Compare to standard colors Rinse

Spring

Distilled

Mineral

Well

Extra Notes: This tester tests free chlorine (Cl2). Chlorine is added to water at a water treatment plant to kill germs as the water travels to your faucet. The treatment plant has to put in enough chlorine to kill the germs but not enough to harm people who drink the water.

12 The Health Department says that you need 0.5 mg/L at the end of water lines to make sure all germs are killed. Our GSMS water starts with 1.2 ppm or mg/L of chlorine added by water treaters at the wells and 0.8 ppm or mg/L by the time it passes through our water lines to the faucet because some is lost along the way. Water treatment plants put extra chlorine into the water at the beginning to kill all germs because the water has to travel a long way to the faucet, where it may be exposed to more germs along the way. Water treatment employees run tests each day to make sure all the chemicals are in a safe range.

13 REFLECTIONS: The students kept up surprisingly well with the lab write-up. They all seemed to be up-to-speed more than usual. They also had a lot of comments to make. On Day 1, they loved the tasting part and had strong opinions about what different types of water they liked. I spent some time introducing the procedure and instruments we would be using. I told them that the instruments came from a professor at E&H and emphasized the quality and expense of the instruments as well as the potential danger from the broken glass and the cadmium powder. The students were in awe and obviously impressed that I was entrusting them with such instruments. That first day, I believe we established a solid background that made the experiment phase much more meaningful to them. On Day 3, I had three different groups performing three different tests at once because I realized there were not enough resources for all students to perform all tests. This allocation of tasks worked out surprisingly well. Every student had a role, and the whole activity was not nearly as chaotic as I had anticipated it could be, although it is important to note that I did have my mentor teacher helping students along with me. If I were to alter the role assignments, I would have a reader, an assignmentallocator, and a researcher who asks me any questions the group has. After all tests were done, each group got to share with the class the results they had observed. This went well, too. Day 4 yielded excellent discussion from the students. They critiqued their methods, the validity of the results, the implication of the results, and how the experimental method could be improved in the future. I was impressed by the depth of their analysis.