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Learning objectives
strands 25
Elements and
compounds show
characteristic
chemical properties
and patterns in their
behaviour.
LESSON PLAN
Learning objectives:
strand 1 (HSW)
Analyse data from a
wide range of
secondary sources,
and use findings to
provide evidence for
scientific
explanations.
Starter
Main
APP
Differentiation
PLTS
Resources
National Geographic acid
rain video
(see URL at the end of
this lesson plan)
Teacher and
Technician Notes
Include an explanation of
the chemistry outlined in
the video, and details for
the short practical.
Acid rain practical
Small pieces of limestone
and marble; teat
pipettes; dilute
hydrochloric acid
Extension
Differentiation
Resources
This resource sheet may have been changed from the original.
Acid Rain
LESSON PLAN
Plenary
Differentiation
Extension:
Students feedback on
research task (see
Main differentiation
above).
Resources
Homework
Learning outcomes
Level 3
Identify
straightforwar
d patterns in
data
presented in
various
formats.
Level 4
Identify patterns
in data presented
in various
formats, including
line graphs.
Draw
straightforward
conclusions from
data presented in
various formats.
Level 5
Interpret data
in a variety of
formats,
recognising
inconsistencies
Draw
conclusions
that utilise
more than one
piece of
supporting
evidence.
Level 6
Select and
manipulate data
from secondary
sources, and use
them to
contribute to
conclusions.
Level 7
Identify
quantitative
relationships
between
variables.
Useful weblinks
Starter Acid rain video:
http://www.natgeoeducationvideo.com/film/1233/acid-rain
This resource sheet may have been changed from the original.
Acid Rain
In the main activity of this lesson, students analyse recently collected scientific data about the
effects of acid rain. They present this data graphically, and share their findings with others.
Before the main activity there is a brief introduction to the causes of acid rain, and a very quick
practical to observe the effects of acid rain on limestone or marble.
Equipment required per group:
Starter
What is acid rain?
Video clip go to http://www.natgeoeducationvideo.com/film/1233/acid-rain
Acid rain practical
Per pair:
Piece of limestone or marble
Teat pipette
Watch glass or petri dish
Approximately 5 cm3 of 1.0 mol/dm3 hydrochloric acid, labelled acid rain
Main
For each home group:
Poster-making materials
Starter
1
What is acid rain? Show the video. Pause at 00:15 and tell students that the blue
and red molecules represent nitrogen dioxide (NO2), made mainly in vehicle engines.
The yellow and red molecules represent sulfur dioxide (SO2), made when sulfurcontaining fuels, for example, coal, are burned in power stations.
The production of acid rain in the UK, Western Europe, and the USA has declined since
the 1980s. However, recently industrialised countries, such as China, have seen a
decrease in rain pH since this time.
Tell students that the main focus of the lesson is analysing data to find out about the
effects of acid rain.
This resource sheet may have been changed from the original.
Acid Rain
2
Acid rain practical In this very short practical, students use a teat pipette to drip
acid rain onto a sample of limestone or marble. They observe fizzing as bubbles form.
Acid in the rain reacts with calcium carbonate to produce carbon dioxide gas, water,
and a soluble salt. This reaction damages limestone and marble buildings and statues
in areas affected by acid rain.
Main
This is a jigsaw activity, in which students analyse data about the effects of acid rain.
Allocating tasks Divide students into groups of 4. These are home groups. In home
groups, students allocate the tasks on Activity sheet 1.
Data analysis Students leave their home groups and join with two or three others
doing the same question. These are expert groups.
In expert groups, students answer their allocated question using data from the
relevant Activity sheet (Activity sheet 2 for expert group A, Activity sheet 3 for expert
group B, Activity sheet 4 for expert group C, and Activity sheet 5 for expert group D).
The patterns in the data are:
A Over time, the concentration of sulfur dioxide in the air increased overall, and
the concentration of nitrogen dioxide showed little change. The rain pH decreased.
This suggests that perhaps the decrease in rain pH might be caused by the
increase in concentration of sulfur dioxide. Of course, we cannot assume a causal
correlation.
B There are three correlations: as rain pH decreases, plant height decreases, and
so do leaf area and the main root length.
C There are two correlations: as rain pH decreases, the mass loss of stone
increases. As rain pH decreases, there is a greater decrease in concrete strength.
D The scatter graph shows that, overall, as pH increases, so does the number of
fish species.
Poster making Students return to their home groups. They explain their charts and
graphs to each other. They then make group posters to describe the effects of acid rain.
The posters can include their charts and graphs, as well as descriptions of the patterns
shown on the graphs, and pictures to illustrate the effects.
Plenary
1
Poster evaluation Home groups display their posters in the classroom. They move
around and look at each others posters. On a piece of paper next to each poster they
write one thing they like about each poster, and one suggestion for improvement.
Poster feedback Home groups read their feedback and make changes, if time allows.
This resource sheet may have been changed from the original.
Acid Rain
ACTIVITY SHEET 1
Allocating tasks
In your home group, decide who will answer each question below.
A
How have the amounts of acid rain gases in Shanghai, China, changed over time? How has
the rain pH in Shanghai changed over time?
What effect does acid rain have on the number of fish species in lakes?
Analysing data
Leave your home group. Get together with two or three people from other groups who are
doing the same question. This is your expert group. In your expert group:
1 Look carefully at the data on your expert sheet. Can you spot any patterns?
2 Draw a line graph or bar chart to represent your data. Each person in the expert
group needs to produce a line graph or bar chart.
3 Describe the patterns shown on your line graph or bar chart.
This resource sheet may have been changed from the original.
Acid Rain
EXPERT SHEET A
Expert group A
How have the amounts of acid rain gases in Shanghai, China, changed over time? How has
the rain pH in Shanghai changed over time?
What to do
1
Look carefully at the data below. Can you spot any patterns?
Describe the patterns on your line graphs or bar charts, and decide what to tell your
home group about them.
Data
Concentration of sulfur
dioxide gas in the air (g/m3)
Concentration of nitrogen
dioxide gas in the air (g/m3)
Rain pH
2003
42
58
5.0
2004
56
62
4.8
2005
60
61
4.8
2006
52
56
4.6
2007
56
56
4.5
Year
This resource sheet may have been changed from the original.
Acid Rain
EXPERT SHEET B
Expert group B
The effect of acid rain on soy bean plans
Your question is:
B
What to do
1
Describe the patterns on your line graphs or bar charts, and decide what to tell your
home group about them.
Data
7.0
45
101
13
4.5
42
75
11
3.0
40
69
10
Rain pH
This resource sheet may have been changed from the original.
Acid Rain
EXPERT SHEET C
Expert group C
The effect of acid rain on cement and stone
Your question is:
C
What to do
1
The data below was collected by scientists in Bologna, Italy, and Beijing, China. Can
you spot any patterns in the data?
Describe the patterns on your line graphs or bar charts, and decide what to tell your
home group about them.
Data
Mass loss of calcium carbonate stone
Rain pH
5.6
0.20
5.0
0.45
4.0
0.50
5.6
14
3.5
20
1.0
60
This resource sheet may have been changed from the original.
Acid Rain
EXPERT SHEET D
Expert group D
The effect of acid rain on the number of fish species in lakes
Your question is:
D
What effect does acid rain have on the number of fish species in lakes?
What to do
1
The data below was collected from 30 lakes by scientists in New York State, USA. Can
you spot any patterns in the data?
Describe the pattern on your scatter graph, and decide what to tell your home group
about it.
Data
Lake pH
Lake pH
4.5
5.7
4.6
5.8
4.8
5.8
11
5.0
6.0
5.0
6.1
5.2
6.2
5.2
6.3
5.2
6.3
5.3
6.3
5.4
6.3
5.5
6.7
5.5
6.7
5.6
6.7
5.6
6.8
10
5.6
7.0
This resource sheet may have been changed from the original.
Tornado Time
Activity sheet 1
Weather forecast (online, or from a newspaper)
Main
Practical sheet 1
small bottle filled with hot, coloured water (no air gaps); either loosely screw on the lid or
cover the top of the bottle as it is lowered into the water.
tank tall enough for the bottle to be completely covered (e.g., a fish tank)
large plastic drinks bottle with lid
small amount of warm water (about 20 ml); if the teacher is demonstrating this, a small
amount of rubbing alcohol may be used for better results
match or splint
heatproof mat
two large plastic drinks bottle
connector or duct tape
water
Tornado bottles can be prepared in advance. The weakest point is the join so seal the join
firmly with duct tape. You can purchase connectors that are specially designed to join two
bottles from toy shops these are more secure.
Students look out of the window to decide what the features of the clouds in the sky are. Activity
sheet 1 gives guidance on classifying the clouds. All students should be able to explain their choice
and come to the same conclusion. Alternatively, use the website
http://www.windows2universe.org/teacher_resources/cloud_viewer_web.pdf to match features of
the clouds outside with named clouds in the cloud viewer.
2
Describing weather
Ask students to use words to describe the current weather. They can describe the temperature,
humidity, wind speed and direction, and precipitation (rain, snow). Compare the words they have
chosen with words used in a real weather forecast.
This resource sheet may have been changed from the original