This resource introduces students to the basics of pH in the context of acid rain precipitation and the environmental damage it causes. It also allows students to gain an understanding of the underlying social and economic dimensions of the problem. The message is that acid rain is a product of human activity. It alters soil chemistry and these changes effect ecosystems and their sustainability.
Activities in this resource include an introduction to the effects of acid precipitation on forest and aquatic life, a soil pH lab, a group discussion about the social and economic considerations of acid rain production, and a wrap-up lesson which highlights how these complex social and economic issues are preventing a speedy solution.
Day One: Introduction
After a brief introduction students read the article “Acid rain precipitation and its implications for forest productivity” and complete study guide questions. A slide show summarizes the different forms and sources of acid precipitation, explains the pH scale and acidity, raises some of the environmental effects of acid precipitation, and briefly describes both natural and cultural controls to decease the effect of acid precipitation.
Day Two: Soil pH lab
Groups of students collect soil samples and conduct plant and animal surveys in a variety of locations around the school yard. They then use a soil pH kit to determine the pH of the various samples. They compare their findings with other groups and reflect on how soils with different pH levels also support the growth of different types of plants
Day Three: Group Discussion and Role Play
Students are divided into teams of three or four students to discuss issues related to acid rain production from different perspectives including electric utility companies, elected officials, environmental protection agencies, conservation and ecology groups, residential consumers of electricity, industrial consumers of electricity, outdoor recreational users, fishers, farmers and forest harvesters.
Day Four: Wrap-up
Students discuss the results of the soil lab and participate in a discussion of the many complex social and economic issues that prevent a simple and speedy solution to the acid precipitation problem. Emphasis is placed on the link between our dependence on fossil fuels and acid precipitation.
This resource could be used in a chemistry class that is addressing outcomes related to acidic and basic solutions, pH and buffers. In addition, it would be very relevant in an environmental science class which is studying the mechanisms and environmental damage associated with the production of acid rain as related to the burning of fossil fuels. Social studies and geography classes could use the resource to examine the impact that human activity has had on the sustainability of the planet, and the complex social and environmental issues that prevent easy solutions to the problem.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Satisfactory | The group discussion activity in Lesson Three brings the perspective of many stakeholders on this issue. Students listen to facts, reflect on case studies, and analyze first hand data to make their own solutions. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Very Good | Students gain an understanding that the underlying social and economic issues beneath an ecological problem hinder the application of many solutions towards solving it. |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Good | The resource promotes dialogue and discussion within groups of students to effectively illustrate that there are no easy solutions. The resource encourages open-ended discussion and activities incorporate environmental and social issues. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Poor/Not considered | No authentic action plan is developed. |
Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
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Values Education | Satisfactory | |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Satisfactory | |
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
Personal Affinity with Earth | Very Good | |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Very Good | |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | Present day situations are evaluated and the environmental damage to ecosystems due to unsustainable past practices are discussed. Students are asked to play a role in implementing solutions. The future is seen as positive only if students continue to promote and model change. |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Satisfactory | Students are able to discover some answers on their own. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Good | Although primarily a science resource, (chemistry, environmental science) there are opportunities to address outcomes in geography and social studies. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Good | |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Satisfactory | Direct instruction is used for the presentation of concepts and requirements for lab and activity lessons. Hands-on learning is prominent, and a discussion group model is used for analyzing social and economic issues. There are no accommodations suggested for people with learning difficulties. Alternate lab activities are linked to an EPA web site. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Very Good | |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Satisfactory | Reflection and discussion questions are provided and suggested answers are given for the introduction and lab exercise. It is up to the teacher develop rubrics for assessment. |
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
Peer Teaching | Satisfactory | |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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Case Studies | Satisfactory | Case studies are provided, but are not described in great detail. They can be used to examine concepts in an authentic context, but are geared more to an audience in the North Eastern United States. |
Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
Locus of Control | Satisfactory | Suggestions are provided for students to delve deeper into trout studies in their area. |
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. |