Science Notebooking. Chemical Spill. What Do Scientists Do?. 80% of their time is devoted to reading and writing! ( Palincsar & Magnusson, 2000). Standards addressed.
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80% of their time is devoted to reading and writing!
(Palincsar & Magnusson, 2000)
K-1 LS2C Humans can change natural habitats in ways that can be helpful or harmful for the plants and animals that live there.
2-3 LS2D Humans impact ecosystems in both positive and negative ways. Humans can help improve the health of ecosystems so that they provide habitats for plants and animals and resources for humans over the long term. For example, if people use fewer resources and recycle waste, there will be fewer negative impacts on natural systems.
4-5 LS2F People affect ecosystems both positively and negatively.
Based on the standards on the page before, what do you think the student performance expectation should be? (We will revisit this at the end.)
Attention!!! A late breaking news report!
A truck headed southbound on Highway 46 has been involved in an accident. The truck was carrying a white powder substance and has overturned and the substance is now lying across the roadway. Hazmat crews have been called to the scene. At this time it is not sure what the truck was transporting. It is advised that motorists find an alternative route to avoid this situation. Stay tuned to updated reports!
Manure & Hazardous Material Spill, Overflow and Accident Incident Worksheet
Date/Time of Incident:
Type of Incident:
People/Agencies Contacted (how/when):
What do we know about Chemical Spills?
What kind of chemicals are transported on US highways?
Can these chemicals cause harm to humans, animals, and the environment?
What kind of safety rules are in place to protect us?
If a spill happens, how do we identify what the chemical is?
What is a Hazmat crew and what do they do?
Question 1: Write a safety issue that was addressed in the article.
Question 2: What was the cause of the accident?
Question 3: What was the name of the hazardous chemical spilled and what kind was it?
All of you are the Hazmat crew called to the scene of this accident. Your job is to assess the spill and try to determine what the substance is. The only symbol found on the truck was:
Since “Dangerous” does not really tell you what the material is, you will have to do some chemical testing to determine what was being carried in the truck. In each of your teams, create a testing procedure that will involve each member of the team, write it in your report journal, and then have it approved by the hazmat chief before beginning your procedure process. (Remember the basic scientific method: ask a question, background research, hypothesis, testing, collection of data, conclusion, and communicate your results.)
To make your job hopefully a little easier, the chief has brought 6 substances commonly hauled in trucks in your region. One is an Corrosive; Two is a Flammable; Three is an Irritant; Four is an Oxidizer; Five is a Poison; and Six is Radioactive. Common testing solutions are also available for the team to use. Using your procedure, test each of the substances, document your findings, discuss any questions that arise in your group (write the questions down in your journal along with the agreed upon answers.)
A report sheet has been created for your use in determining what the substance is. Record all your observations on the sheet for each of the six substances and in your journal draw a picture of what each looks like under a magnifying glass. Using the information you create, obtain a sample of the truck spill and try to determine what it is.
It is always nice to compare data that one creates! Take time and create a line graph of the pH’s that you found when testing all of the substances.
(handout pH graph, attach in your Science Journal)
What Safety things are needed to work on the spill site? List those things that you think are needed to keep you safe while you do your job.
(write those safety things in your journal and discuss why each is important.)
The six Hazardous Materials that you tested may not be known by everyone who reads your report. In your teams discuss what you think each one means, paste a picture of it in your Science journal, then add a short meaning beside it.
(use one of the blank white sheets in your journal.)
In your report, some of the words that you use may not be understood by those that read it, so discuss in your group the following words and their meanings. In your report journal, create a glossary area to put these words and what they mean. You may want to have a picture that helps people understand better what each means.
(Do word search puzzle hand out and insert into journal.)
Description: a word used to describe a hazardous chemical or product.
Drawing: More ideas: I think it means that if this is spilled on you or something, it will eat you or it up!
Definition: a corrosive is a substance that will destroy and damage other substances that it comes into contact with.
Description: is an instrument that uses color or numbers to determine if something is an acid or a base.
Drawing: More ideas: I think that acids dissolve things and bases can burn you.
I think that our stomach has acid in it.
My mom says that our detergents are alkaline to help remove dirt, stains, and oils from things.
Definition: pH is a scale that indicates whether something is acidic or basic and is determined using litmus paper or special instruments called pH meters.
Description: letters that mean Hazardous Materials
Drawing: More ideas: It is a special group of people that cleanup bad, dangerous spills. Workers that help everyone understand things about dangerous chemicals.
Definition: a material (as flammable or poisonous material) that would be a danger to life or to the environment if spilled or released.
Lets learn a little more about Physical and Chemical properties and changes.
Please read the Physical and Chemical Properties and Changes sheet then do the Box and T-Chart provided. How are they the same? How are they different?
(see if you can answer the 10 questions about Physical and Chemical properties and changes.)
Attach the handouts in your journal.
How are they the same?
How are they different?
Question 1: What were two safety precautions used by the LAFD?
Question 2: What was the name of the chemical that was spilled?
Question3: What symptom were some of the workers diagnosed with?
Create a procedure, with safety in mind, to clean up a cleaning chemical spill in your home or yard. Think of all the things you just learned about hazardous chemical spills as you write your procedure.
Create a graph showing the total number of each recycling/waste disposal center article. Are they all hazardous wastes? Explain your answer.
I learned all about ____________________________________________. I found out that they are ______________________________________________. One must always use safe practices when around any spilled materials. Some things I would wear if I were working on a spill site are _______________________________________________________________________________________________________________________________________________________________.
It was also neat to learn about the different placards they use on vehicles to identify what they are transporting. The skull and crossbones means it is a __________________. The Burning flame means it is a __________________________________. The triangle with the X in the middle means it is a ______________________. The one with the hand and metal being eaten up by a chemical means it is a ________________________.
I really liked doing the experiment to try and find out what the mystery substance was. My first hypothesis about what the mystery substance was _______________________________________________________________________________________________________________________________________________________________. It was great to be able to do test to determine how the substances reacted to different tests. The test that helped me figure out what the mystery substance was ______________________________________________________. I will remember this lesson because__________________________________________________________________________________________________________________________________________________________.
(Please write this writing frame into your journal and fill in all the blanks with words and sentences.)
Now what do you think the student performance expectation should be? Is there more than one? What others should be added?
Understanding of construction of a Science Notebook with the different entry types.
To discuss the importance of students understanding the Standards being taught and the Performance Expectations for each of them.
Hands-on lesson with actual note taking strategies and components.
To learn about and discuss Common Core Reading, Writing, and Literacy skills that can be incorporated into the notebooks.
Discuss the importance of a student Making Meaning Conference and continuous Review.
To introduce participants to the use of fold-able’s in Science Notebooks.
To give them a web site that shows all the different types of entries done by students from the State of Washington.
To guide teachers through the note-booking process using as many types of entries as possible.
To express the importance of reviewing the student notebooks at least once a week.