What do you know about Lesson 1 - swallowhillresourcesswallowhillresources.wikispaces.com/file/view/C1+LESSON+PLANS.pdf · possible reasons for daily and weekly ... Differentiation/Extension

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C1

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C1 Air quality

Lesson 1 What do you know about air?

Aims: • introduce the module by exploring what students already know about air and air quality

• check students’ knowledge of the composition of unpolluted air

Resources Spec. Suggested programme

Textbook: Section A Notes

Start (10 minutes)

Show Presentation IC1.1 Air quality, (first six slides), collecting the range of views that students already have on air, the atmosphere and air quality. Use the last of these as a lead into the main activity.

Presentation IC1.1

Main (35 minutes)

1 Students, working in small groups, discuss question 1 from Section A of the Textbook.

Groups report their views. (Note: a)

2 Students use the Textbook to help them answer questions 2 and 3.

End (15 minutes)

1 Teacher-led discussion on what students think is meant by ‘quality of air’. (Note: b)

2 Show Presentation IC1.1 Air quality, slides 8–10, to show what they need to remember at this stage and to give them an overview of the module.

3 Introduce homework by supplying appropriate guidance.

Presentation IC1.1

Differentiation/Extension

F: Students will need additional help with Presentation slides 8–10, and also with answering the homework question (4).

C1.1.1

C1.1.2

C1.1.5

Homework

• Answer question 4 from the Textbook.

• Complete the relevant Workbook exercise.

a During the discussion, point out that the effects of increasing the amount of CO2 in the atmosphere will be considered in more detail in Module P2, Radiation and life.

b At this stage, accept a range of responses in anticipation that their views will develop as the module progresses.

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C1 Air quality

Lesson 2 Which atmospheric pollutants are measured?

Aims: • show students which air pollutants are regularly monitored

• show how the concentrations of certain pollutants vary with time and location


Textbook: Section B Notes

Start (10 minutes)

Discuss homework and explain that before you can investigate links between air pollution and possible harmful effects, you need to collect data on the concentration of air pollutants. Use the Textbook, Section B to help them to recognize when a concentration unit is being used. (Note: a)

Main (40 minutes)

1 Students use the Air Quality Archive website (Note: b) to complete Activity AC1.1 Air quality data on the Internet. If access to the Internet is not available you will need to give them copies of selected pages from the site.

2 Class discussion on:

which air pollutants are measured regularly

the differences in the pollution levels in two contrasting localities

possible reasons for daily and weekly variations in the concentrations of pollutant, e.g. NO2.

Activity AC1.1 (A G)

End (10 minutes)

1 Students use the Textbook, to help them complete Activity AC1.2 Air pollutants (Note: c, d)

2 Students then answer Textbook questions 1 and 2.



H: As part of the start activity, explain how Earth’s atmosphere has evolved using Presentation IC1.2 The evolution of our atmosphere.

H: Students could be further challenged by including ozone in the discussion of air pollutants in the Main and End activities.

Presentation IC1.2

C1.1.3

C1.1.4

C1.1.6

Homework

• Read the Textbook Section ‘Does it matter where you live?’ and answer:

F: question 3 (F)

H: questions 3 and 4 (H)


a Reassure students that they need to be able to picture what is meant by concentration and to recognize when they are being asked to use data in units of concentration (e.g. ppb or �g/m

3) but they will not be

asked to explain what these units mean.

b Website address is: www.airquality.co.uk

c How air pollutants are formed and some of their effects are looked at in detail in Lessons 5–10, so at this stage they are just identified as some pollutants that are measured. Only mention sources and effects briefly where necessary.

d Carbon dioxide emissions and the greenhouse effect are covered in detail in Module P2, Radiation and life.

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C1

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C1 Air quality

Lesson 3 Measuring an air pollutant

Aims: • learn that the amount of particulates produced depends on the fuel burned and how it is

burned

• give students experience of collecting their own data linked to the concentration of an atmospheric pollutant

• introduce students to some of the ways that scientists process data


Textbook: Sections B, C Notes

Start (10 minutes)

Use the demonstration in Activity AC1.3 Comparing the smokiness of flames of different fuels to show that the nature of the fuels influences the smokiness of the flame (amount of particulates produced).

Activity AC1.3 (G)

Main (40 minutes)

1 Students complete Activity AC1.4 Particulates from natural gas.

2 Students complete Activity AC1.5 Measuring dust in the air. (Note: a)

3 Students are introduced to outliers, mean values, best estimate, and range, by working through the example in the Textbook in Section C, and answering question 1.



End (10 minutes)

Discuss the effects of particulates in the atmosphere, using the first four slides of Presentation IC1.3 Particulates in the atmosphere.

Presentation IC1.3


H: Students can also be introduced to how judgements can be made about whether a difference is real or not, by using Textbook Section C and answering question 2.

F: Students will need careful guidance as they work through the data-processing example in the Textbook.

They are not required to make judgements about whether a difference is real or not.

C1.1.4

C1.1.5

C1.1.6

Homework

• Students practise identifying outliers and calculating means:

F: questions 2 and 3 (F)

H: questions 3 and 4 (H)


a Alternatively, students could measure particulates or NOx in car exhaust fumes. Instructions for these activities are at: twentyfirstcenturyscience.org/ furtherguidance

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C1 Air quality

Lesson 4 How good is your data?

Aims: • help students make judgements about the quality of their data

• use range of values as a way of indicating the limits within which the true value of a quantity lies


Textbook: Sections C, D Notes

Start (10 minutes)

Explain the use of a microscope to count the number of particles in a square and how to record the numbers on the results sheet. (Note: a)

Main (35 minutes)

1 Students complete Activity AC1.6 Using your data on dust in the air.

2 Class discussion on the:

use of mean and range

importance of making repeated measurements of a quantity

possible causes of differences in the quantity of dust in air in different locations

Activity AC1.6 (A)

End (15 minutes)

Students complete Activity AC1.7 Using data.



• H: Students also use sheet 2 of Activity AC1.6 to decide if a difference is real or not. (Note: b)

• H: Students also use sheet 2 of Activity AC1.7 to summarize ‘Is it a real difference?’

C1.1.6

Homework

• Read Section D of the Textbook and identify two of the main sources of air pollutants. (Note: c)


a Either here or at an appropriate moment while students are processing their data, check their understanding of the idea of range of values.

b It will be helpful if they consult Section C of the Textbook while doing this.

c Alternatively, students could complete the activity Ozone and plant growth at: www.twentyfirstcenturyscience.

org/furtherguidance

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C1 Air quality

Lesson 5 How are atmospheric pollutants formed?

Aims: • relate pictures of atoms and molecules of chemicals to their names

• recall the products of combustion when hydrocarbon fuels and carbon burn

• begin to develop an understanding of chemical reactions in terms of the separation and recombination of atoms


Textbook Section D Notes

Start (20 minutes)

1 Brainstorm the main sources of air pollution, using Presentation IC1.4 Checking what comes out of a car engine.

2 Students complete Activity AC1.8 One source of atmospheric pollutants.

Presentation IC1.4


Main (25 minutes)

1 Use Animation IC1.5 What goes in and what come out of a car engine.

2 Students complete Activity AC1.9 What goes in and what comes out of a car engine?

This should lead to the following: FUEL (hydrocarbons) + AIR (oxygen and nitrogen) carbon dioxide + water + nitrogen + PARTICULATES (carbon) + nitrogen monoxide + carbon monoxide

Students should begin to relate images of molecules to the names of the chemicals. They use the activity sheets to put forward ideas about atoms separating and joining during changes in the car engine.

3 Class discussion, using the image in Section D in the Textbook, to review what is happening inside the car engine.

Animation IC1.5


End (15 minutes)

Read the last part of Section D and draw diagrams based on the pictures that show what goes into power station furnaces, and the chemicals that can come out of the furnaces. (Note: a)



F: Check students’ understanding of the difference between atoms and molecules.

C1.2.1

C1.2.2

C1.2.3

C1.2.4

C1.2.5

Homework

• Answer the questions in the Textbook from Section D.


a With some groups you may wish to use Activity AC1.10, Chemical happy families, to consolidate their ability to match the formula, name, and visual representation of chemicals.

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C1 Air quality

Lesson 6 What happens during combustion reactions?

Aims:

• understand that combustion occurs when a fuel and oxygen are heated to a sufficiently high temperature

• be able to use pictures to represent what happens during combustion reactions


Textbook: Section E Notes

Start (25 minutes)

1 Students skim through Section E of the Textbook to find out what happens when something burns.

2 Use the demonstration(s) in Activity AC1.11 Combustion demonstrations – ‘screaming jelly babies’ and/or methane soap – to illustrate the conditions needed for combustion.

3 Ask students what, in the light of what they have read, they think is happening in the demonstration(s).

4 Students then burn a piece of charcoal on a deflagrating spoon in a boiling tube of oxygen and test the cooled tube with limewater to show the presence of CO2. (Note: a)

Activity AC1.11 (G)

Main (25 minutes)

1 Use Animation IC1.6 Combustion reactions to help students picture what is happening in combustion reactions.

2 Get the students to model reactions using visual representations or model kits to work out what is happening during the reactions. (Note: b)

3 Students complete the relevant sheets of Activity AC1.12 Understanding combustion reactions.

Animation IC1.6


End (10 minutes)

Use Animation IC1.7 Power station to apply what students have learned about combustion reactions to the reactions occurring in fossil-fuel power stations.

Animation IC1.7


F: Students can complete Activity AC1.12 Understanding combustion reactions (1).

H: Students can complete Activity AC1.12 Understanding combustion reactions (2).

C1.2.1

C1.2.9

C1.2.10

C1.2.11

Homework (Note: c)

• Answer the questions from Section E of the Textbook.


a Details are on the Guidance sheet for Activity AC1.11.

b Students use three resources – animation, models, and activity sheets – to help them understand one reaction (carbon with excess of oxygen) before being allowed to work on other reactions. [Model kits are not supplied.]

c Alternatively, you may prefer to use a selection of the diagnostic questions Elements, compounds and chemical changes at: www.twentyfirstcenturyscience.

org/furtherguidance

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C1 Air quality

Lesson 7 Where do all the atoms go?

Aims: • understand conservation of atoms during a chemical reaction

• recall that reactants and products have different properties


Textbook: Section F Notes

Start (10 minutes)

1 Show the demonstration from Activity AC1.13 Burning ethanol. Light a few drops of ethanol in a watch glass, ask pupils to write down where it has gone and generate a class discussion.

2 a Show Presentation IC1.8 Where do all the atoms go? Ask where the garden rubbish and the aviation fuel goes?

OR

2 b Students could read the Textbook Section F.

Activity AC1.13 (G)

Presentation IC1.8

Main (40 minutes)

1 Students complete Activity AC1.14 Investigating the products of burning fuels.

• Students complete the relevant pages of Activity AC1.15 What goes in and what comes out? to help them, through the examples, to become aware of the conservation of atoms. (Note: a)



End (10 minutes)

Students read Properties of reactants and products in the Textbook and answer questions 2 and 3.


F: Students can complete Activity AC1.15 What goes in and what comes out? (1)

H: Students can complete Activity AC1.15 What goes in and what comes out? (2)

C1.2.6

C1.2.7

C1.2.8

C1.2.10

C1.2.11

Homework

• Answer question 1, Section F in the Textbook.


a Balanced chemical equations are not assessed in the Science course, but students who are also following Additional Science could be introduced to them in this lesson.

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C1 Air quality

Lesson 8 What happens to atmospheric pollutants?

Aims: • understand the difference between primary and secondary pollutants

• understand what happens to primary and secondary pollutants in the atmosphere


Textbook: Section G Notes

Start (5 minutes)

Introduce the terms ‘primary pollutants’ and ‘secondary pollutants’, using Presentation IC1.9 Primary and secondary pollutants.

Presentation IC1.9

Main (40 minutes)

1 Students use Section G in the Textbook to help complete the relevant pages of Activity AC1.16 What happens to atmospheric pollutants?

2 Show the demonstration from Activity AC1.17 Burning sulfur.

3 Explain NOx formation.

4 Discuss the role of photosynthesis.


Activity AC1.17 (G)

End (15 minutes)

Students complete Activity AC1.18 Chemical dominoes. (Note: a)



F: Students complete Activity AC1.16 What happens to atmospheric pollutants? (1).

H: Students complete Activity AC1.16 What happens to atmospheric pollutants? (2). (Note: b)

Some students: will require additional guidance with Activity AC1.19 Where have your carbon atoms been?

C1.2.10

C1.2.12

C1.2.13

Homework

• Either complete Activity AC1.19 Where have your carbon atoms been?

OR

Answer questions:

F: Section G (F)

H: Section G (H)


Activity AC1.19 (A)

a This can be used as a way of consolidating students’ knowledge of what happens to primary and secondary pollutants

b Although it’s not in the specification, H Tier students could include ozone as a secondary pollutant, as its concentration is regularly monitored and provided on websites.

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C1 Air quality

Lesson 9 Air quality and health – hay fever

Aims: • identify the difference between cause and correlation


Textbook: Section H Notes

Start (10 minutes)

Conduct a quick survey:

Who has suffered from hay fever?

Whose parents have suffered from hay fever?

Look for patterns – what sort of evidence would indicate a pattern?

Main (40 minutes)

Students, in small groups, complete Activity AC1.20 When do hay fever symptoms appear?


End (10 minutes)

Students complete Activity AC1.21 (A) Shoe size and reading ability, to reinforce distinction between correlation and cause.

Activity AC1.21 (A)


F: Students need to be able to use ideas of correlation and cause when discussing topical issues, but are not required to explain why a correlation does not necessarily mean that one causes the other.

C1.3.1

Homework

• Read Section H of the textbook and answer questions:

F: 1 and 2 (F)

H: 1 and 2 (H)


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C1 Air quality

Lesson 10 Air quality and health – asthma

Aims: • reinforce the difference between cause and correlation

• understand the difficulty involved in establishing a causal correlation


Textbook Section H Notes

Start (20 minutes)

1 Review basic information about the symptoms and treatment of asthma, using Presentation IC1.10 Asthma.

2 Students complete Activity 1.22 The incident.

Presentation IC1.10


Main (30 minutes)

1 Students complete Activity 1.23 Were there extra deaths from asthma?

2 Students complete Activity 1.24 What caused the extra deaths?

3 Students read Section H of the Textbook to find out about the range of things that can trigger asthma. (Note: a)



End (10 minutes)

Students complete Activity AC1.25 Correlation and cause – the main ideas.

Activity AC1.25 (A)

Differentiation/extension

F: Students can complete Activity 1.23 Were there extra deaths from asthma? (1)

H: Students can complete Activity 1.23 Were there extra deaths from asthma? (2)

C1.3.1

Homework (Note: b)

• From the Textbook answer questions:

F: 3 Section H (F)

H: 1 and 2 Section H (H)


a This is used to reinforce that, although poor air quality can trigger an asthma attack, there is no clear evidence that poor air quality can cause people to start to suffer from asthma.

b Students could consider correlation and cause in another context by completing Particulates in the atmosphere at: www.twentyfirstcenturyscience.

org/furtherguidance

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C1 Air quality

Lesson 11 How can new technology improve air quality?

Aims: • learn about some ways that developments in car and power station technology can improve

air quality

• use a simulation to explore the effects of taking certain actions and in particular learn that there are usually economic and social implications of actions to improve air quality


Textbook: Section I Notes

Start (10 minutes)

Introduce the context for Simulation, IC1.11 Bleaksville, introductory scenes and recent history.

Simulation IC1.11

Main (45 minutes)

1 Students complete Activity AC1.26 Policy 1 – car technology.

2 Students complete Activity AC1.27 Policy 2 – power station technology.

3 Students complete Activity AC1.28 Mayor’s decision-making form.

4 Run Simulation IC1.11 Bleaksville, Policies 1 and 2. (Note: a)



Activity AC1.28 (A)

Simulation IC1.11

End (5 minutes)

Show presentation IC1.12 Improvements in the technology of burning fuels as a lead in to the homework task.

Presentation IC1.12


All students: For some groups, you may run the simulation to show the initial effects only of adopting a particular policy. With other groups, you might wish to take it to the next stage, where more complex effects are predicted. For example, economic changes can influence the public’s response, so that improvements slow down or are reversed.

C1.4.1

C1.4.2

C1.4.3

C1.4.4

Homework

• Answer questions from Textbook Section I.


a Alternatively, students could use the model scrubber described in the activity Removing SO2 at: www.twentyfirstcenturyscience.

org/furtherguidance

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C1 Air quality

Lesson 12 What governments and individuals can do to improve air quality

Aims: • learn about how governmental policies and individual actions can improve air quality

• use a simulation to explore the effects of taking certain actions and in particular learn that there are usually economic and social implications of actions to improve air quality

• review the module


Textbook: Section J Notes

Start (5 minutes)

Introduce the two policy areas to be considered and identify the distinction between voluntary actions and those that are encouraged by regulations and laws.

Main (40 minutes)

1 Students complete Activity AC1.29 Policy 3 – transporting people.

2 Students complete Activity AC1.30 Policy 4 – using energy at home.

3 Students complete Activity AC1.28 Mayor’s decision-making form.

4 Run Simulation IC1.11 Bleaksville, Policies 3 and 4.

5 Hold a plenary discussion.



Activity AC1.28 (A)

Simulation IC1.11

End (15 minutes)

Introduce the module review Activity AC1.31 Air quality – the main ideas, based on the Summary in the Textbook, at the end of the Module.

Activity AC1.31 (A)


All students: For some groups, you may run the simulation to show the initial effects only of adopting a particular policy. With other groups, you might wish to take it to the next stage, where more complex effects are predicted. For example, that economic changes can influence the public’s response, so that improvements slow down or are reversed.

F: Students complete Activity AC1.31 Air quality – the main ideas (1).

H: Students complete Activity AC1.31 Air quality – the main ideas (2).

C1.4.1

C1.4.2

C1.4.3

C1.4.4

Homework

• Students complete Activity AC1.31 Air quality – the main ideas

AND/OR do questions:

F: Section J (F)

H: Section J (H)


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C1 Air quality

Cover lesson A The story of our atmosphere

Aims: • provide students with additional background that does not require them to to have studied

much of the module

• contribute to the justification of the need to learn about air quality


Textbook: Section A Notes

Start (10 minutes)

• Introduce the task in the main activity.

• Presentation IC1.2 The evolution of our atmosphere is ‘optional’ in Lesson 2. If it has not been seen by the students, it could be used to introduce this lesson. If they have seen it, it could still be useful to help students think of suitable images to illustrate their time-line.

Presentation IC1.2

Main (45 minutes)

1 Students complete Activity AC1.32 The story of our atmosphere. (Note: a)

2 Students complete Activity AC1.33 Earth’s time-line.



End (5 minutes)

Class discussion on how learning something about the history of the atmosphere has influenced their views on the need to avoid making the quality of air worse.


All students: Comparing Earth’s atmosphere to the atmospheres of other planets provides another opportunity to emphasize the special nature of our atmosphere and the need to avoid disturbing it.

H: See Guidance to Activities AC1.32 and AC1.33.

C1.1.1

C1.1.2

C1.1.5

Homework

Add one more illustration to their time-line.

a Questions 11 and 12 on page 3 of the Activity sheet are for H Tier students only.

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C1 Air quality

Cover lesson B Air quality

Aims: • review the main topics covered in the Module


Textbook: All Sections Notes

Start (5 minutes)

Introduce the activity

Main (35 minutes)

Students complete Activity AC1.34 Air quality crossword. (Note: a, b)


End (20 minutes)

Students complete Activity AC1.35 Air quality word search/crossword. (Note: c)

Activity AC1.35 (A)


–

Homework

–

a They will need to consult the Air quality chapter in the textbook.

b F Tier students could work in small groups, and they may need assistance with some of the crossword clues.

c It may be appropriate for most groups to produce their own wordsearch with or without clues, rather than a crossword.

Documents

What do you know about Lesson 1 - swallowhillresourcesswallowhillresources.wikispaces.com/file/view/C1+LESSON+PLANS.pdf · possible reasons for daily and weekly ... Differentiation/Extension