This unit has five components linked sequentially: 1. Students should research the human generated sources that have contributed to the increase in the acidity of rain. At the conclusion of their research, students should understand the scope of the problem and be able to list and explain at least three areas where rain with low pH impacts humans and the natural world. In classroom discussion, students should be able to articulate their findings and discuss the validity of sources located as well as future implications if the problem remains unresolved. 2. In the second lesson, students should be able to work in a group to determine the portion of the phenomena (effects on aquatic systems, manmade structures, plants, etc.…) they would like to study and develop a plan to test their hypothesis with the appropriate controls. The plan should be presented to the class for critique prior to implementation. If the class is unable to locate areas of weakness, the instructor should ask questions intended to guide the class in the correct direction to produce relatively valid results. However, the students are responsible for their experimental design so they should be allowed to implement the experiment even if they are unable to correct problems perceived by the instructor - the students, as a group, should take ownership. During the course of study, students may be able to correct problems as they begin to run their experiment. If the problem cannot be corrected, the students should repeat the experiment or report the problem and how a researcher in the future might correct the problem to obtain more accurate results. 3. Lesson 3 requires that students implement their plan using available materials and following all laboratory safety procedures. 4. At the conclusion of their experiment, students will produce a formal lab write up using the word processing program of their choice. Student groups should divide the workload (the sections of the report) so that everyone contributes. One chart and one graph is required and must be produced on the computer as well. The instructor may want to require a rough draft to check student understanding of the process depending on the experience level of the class in producing the formal report. 5. After rough drafts are complete, students should share their results with the class. A discussion of results should be facilitated by the instructor. Students should help each other determine areas for further research.

ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY Identify questions and concepts that guide scientific investigations. Design and conduct scientific investigations. Use technology and mathematics to improve investigations and communications. Formulate and revise scientific explanations and models using logic and evidence. Recognize and analyze explanations and models. Communicate and defend a scientific argument.

The students should know how to conduct an Internet search to locate information on any topic desired. Students should also have experience in correct behaviors for quality classroom discussion.

Students should use the appropriate search engine subdirectory such as "Science Education" to locate sites that have valid information on acid rain in an open search. The EPA site gives a large amount of valid information on the impact of acid rain. There are bulletins and individual homepages that allow only a venue for an individual to express their personal opinion which may or may not have any validity. Students may want to read some of these sources but when sharing with the class, only valid sources should be allowed (such as the EPA or USGS) to list as facts - the other sources can be introduced later as opinions with questionable validity. Additionally, some web sites may contain information that is outdated. Allowing students to work in small groups permits them to begin working collaboratively to specify search perimeters, asses the quality of the data and dissect complicated web sites. The site http://www.csefhome/eb3ar.html provides an opinion provided by a citizens group which appears to be documented well with scientific facts that negate the information provided in other sites such as those provided by the EPA and USGS - how can this be tested? How could we conduct a valid scientific experiment to determine if a decrease in the pH of rain does impact living systems and manmade structures. Students should journal, responding to the question: Which of the environmental issues discussed today interests you the most (aquatic ecosystems, plants, manmade structures)? Why? Each group should be given an allotment of time to present their findings as a result of the new information gained after the Internet search has been completed. After the facts have been presented, the teacher may want to provide time for students to either journal, or to orally state their opinion on the impact of fossil fuel combustion and the environment. Is there a problem or is it all scientific hype? The teacher should allow students to discuss their positions before guiding them to compose a list of the environmental impacts located during their search. The instructor should allow a few minutes at the end of the discussion to begin allowing students to discuss how a valid experiment could be devised.

Assessment  (help)

For the Internet search, the instructor should require printouts to determine that students were on task and that their search was successful. The instructor will assess student understanding using informal techniques as the discussion progresses. All students should develop a basic understanding on the scope of the problem.

Student Activity  (help)

Students should locate information on the Internet that specifically states the environmental problems that arise from the combustion of fossil fuels. The main focus is on the source for the decrease in pH of rain and the problems that arise as a result. Each student should have two computer printouts from Internet sources. Students should read the material and understand the impact decreased pH has on the natural world well enough to discuss the issue in class. Opinions can be presented and discussed before students begin to think about how the effects could be tested in lab. Students should create a journal entry where they state which problem they are most interested in investigating.

Technology Requirements/Integration  (help)

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