Unit
Title:
Environmental Chemistry
Caretaker: MDB
Unit
No
9G
Lesson Title: Types of Soil
NC
Ref:
Objectives:
MK - Soils
can be different, test for pH, many rocks are weathered, key words
from page.
SK - How
soil is formed, pH effects plant growth, how to change pH of soil,
about weathering of rocks, what acid rain is.
CK - Difference
between different types of soil, why different plants grow in
different areas
Lesson outline: Horsforth Commentary
:That there are different types of soil and that they have different characteristics.
Starter activities:
Show pupils the 4 samples
of soil, brainstorm how the soils are different and how they are the
same, how can the differences be tested for. Push the pupils towards
the characteristics on sheet
9Ga1
Pupils to write down what a soil is from p86.
Main course:
Less able pupils may benefit from sheet 9Ga2 which reminds them about testing for pH. Other pupils to complete 9Ga1 using the samples of soil provided. The results are not as important as the comparison between the soils get the students to link in the table of best growth of plants on p87 as they work through, and also attempt to name which of the 3 types of soil (p86) the sample is.
Plenary:
Think about ways that a farmer could alter the pH of the soil to make it more productive for the crop he wishes to grow - lime added to cancel out acidic soils, peat (an acidic soil) added if soil too alkali. If time questions from the book or sheet 9Ga4.
Timings:
Homework Suggestion: Look up biological and chemical weathering, was covered in year 8. Write in books an example of each. NEEDED FOR NEXT LESSON INTRODUCTION. Less able pupils can be given sheet 9Ga5.
Resources: Four of five different types of soil, universal indicator
Unit
Title:
Environmental Chemistry
Caretaker: MDB
Unit
No
9G
Lesson Title: Acid Rain
NC Ref:
Objectives:
MK - Rainwater
is naturally acidic. Acid rain is more acidic than normal. Acid rain
is caused by pollution. Acid rain causes damage to certain
materials. Key words acid rain, photosynthesis, respiration,
combustion, fossil fuel.
SK - the
types of oxides which form acids and alkalis, sources of gases which
make rainwater naturally acidic, main sources of gases which form
acid rain, ways os reducing acid rain
CK - how
sulphur precipitators work, how to write symbol equations.
Lesson outline: Horsforth Commentary
:How acid rain comes about, what produces the gases ad also how we can reduce the amount.
Starter
activity:
Go over the last lessons homework. Pick on chemical weathering, principally acid rain and discuss how naturally acidic rainwater becomes even more acidic (dissolved gases) and where these gases come from. Make sure pupils understand that the main gases, carbon dioxide, sulphur dioxide and nitrogen oxides are all in the atmosphere naturally (p89) as well as because of human activities. Good opportunity to reinforce the processes of respiration and photosynthesis.
Main course:
Pupils to copy the fantastic picture and could complete 9Gb4 Once complete pupils to discuss in groups how acid rain could be reduced, lower ability pupils will need pointing in the right direction. Pupils to write there solutions in their books. Sheet 9Gb7 gives a good opportunity for graph drawing and comparison.
Top Sets - Sheet 9Gb9 gives a good introduction to symbols and use in chemistry.
Plenary:
Bring lesson together and check that pupils have come to the correct conclusion of how to reduce the amount of acid rain, boardworks p6, 7, 8 and 9. As always questions in the book.
Timings:
Homework Suggestion: If sheet 9Gb7 was given out - complete. For lower ability groups - how could they save energy to reduce acid rain.
Resources: None
Unit
Title:
Environmental Chemistry
Caretaker: MDB
Unit
No
9G
Lesson Title: Measuring Air pollution
NC Ref:
Objectives:
MK - How
we can reduce pollution by saving energy. Air pollution
SK - Air
quality is measured by a network of monitoring stations. Sulphur
dioxide and rainwater pH are two of the main pollutants monitored,
The major sources of air pollution.
CK - Different
methods used to reduce air pollution, about laws passed to reduce
pollution, how past pollution levels can be estimated.
Lesson outline: Horsforth Commentary
:How air pollution is measured
Starter
activity:
Discuss why air quality needs to be measured, how it is measured in the local area and what is measured.
Main course:
Pupils to read through pages 92 and 93
All ability pupils can
complete 9Gc2
Medium ability pupils can complete
9Gc4
High ability pupils can complete 9Gc5
or discuss what is being done to protect the local environment.
Plenary:
Discuss what the pupils have learnt. Brainstorm whether the problem is likely to improve developed countries reducing emissions versus developing countries (e.g. China) producing more emissions.
There is also a possibility of using a vehicle emissions testing kit for a new and old car though this is covered in Core Science in year 10. See a member of the department who teaches Core. (possible sc1)
Timings:
Homework Suggestion:
Low ability - Write paragraph on whether you would be willing to not
own a car when your older to reduce air pollution for your children
Higher ability - Research on news or internet a recent story about the environment e.g. G8 summit.
Resources: Possibility
of vehicle emissions testing kit
Unit
Title:
Environmental Chemistry
Caretaker: MDB
Unit
No
9G
Lesson Title: Global Warming
NC Ref:
Objectives:
MK - Many
scientists believe that the average global temperatures will rise.
SK - Some
reasons for the increase in the levels of carbon dioxide. The green
house effect traps the Sun's energy. Some possible effects of glabal
warming. Not all scientists believe that global warming is
inevitable. Global Warming, Greenhouse effect.
CK - What
the ozone layer is and why 'holes have formed in it. the
consequences of 'holes' in the ozone layer. Ozone layer.
Lesson outline: Horsforth Commentary
:What is global warming, what causes it and how can it be stopped. It is worse remembering that global warming is a good thing keeping the Earth warm enough for us to inhabit it, it is only an increase in global warming which is bad.
Starter
activity:
Open the discussion saying that you think global warming is a good thing because you wont have to go to another country on your summer holiday. Invite the class to argue with you saying that it is a bad thing because... You might want to have some key words such as famine, draught and sea level on the board behind you for lower ability groups, they will probably heard of hose pipe bans. Try and get the pupils to tell you Carbon Dioxide is the main cause.
Main course:
Pupils write down that larger use of fossil fuels coupled with deforestation (increase in population) will lead to an increase in carbon dioxide and therefore the green house effect.
There is a diagram on p94 you may wish for them to have in their books.
Write down in books the consequences of global warming, may want to do it as a child in year 2100. Get as many observations in as they can. Low ability groups could produce a poster on why it needs to be reduced.
Low ability sheet 9Gd2
Medium ability sheet 9Gd3
High ability sheet
9Gd4
Outline to the pupils that some scientists think that the
current data set for temperatures is not big enough to form a
hypothesis.
Plenary:
Quickly discuss that global warming is not the same as ozone layer depletion - common misconception. Discuss how we need to start making changes to our lifestyle for the benefit of future generations. Boardworks p10, 11
Timings:
Homework Suggestion: Quick
test
Resources: