Curriculum Connection

Curriculum Connection

This project can be used by elementary school students as well as high school students.  Since eco-friendly issues are very popular in the media right now.  The students are probably somewhat already familiar with some issues and/or subjects pertaining to the environment and its preservation.  In order to form a real life connection to the questions asked in this project, the students will need to investigate them more in depth so that they will form a lasting impression on them for their future decisions.

Standards for the 21^st-Century Learner in Action from American Association of School Libraries used for both age groups.

Standards 1: 

Inquire, think critically, and gain knowledge

Standards 2:

Draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge

Elementary School Students

5.1.1 Recognize and describe that results of similar scientific investigations may turn out differently because of inconsistencies in methods, materials, and observations.

5.2.6 Write instructions that others can follow in carrying out a procedure.

6.2.3 Select tools, such as cameras and tape recorders, for capturing information.

6.2.8 Analyze and interpret a given set of findings, demonstrating that there may be more than one good way to do so.

1.  The students could do a science fair project using the ingredients and materials I presented in my presentation.  They could use the scientific method and conduct experiments.  They could take pictures of whatever they were trying to clean and then after pictures.  Their findings and pictures of the process could be presented at the fair.

2.  They can use the recipes in my project and working in groups, conduct experiments in the classroom and then present their findings to the class.

3.  Use this project in a unit on ‘Going Green’.

4.  The students can research a conservationist such as Henry David Thoreau or John Muir and present their findings in any format they chose.

High School Students

C.1.2 Determine the properties and quantities of matter such as mass, volume, temperature, density, melting pot, boiling point, conductivity, solubility, color, numbers of moles, and pH (calculate pH from the hydrogen-ion concentration) and designate these properties as either extensive or intensive.

1.  Chemistry Class- the students will compare the effectiveness of environmentally friendly cleaning products to commercial cleaning products using qualitative and quantitative analysis.  The questions asked:  1. How do cleaners break up and ‘clean’ oil, grease and scum? 2. What is the pH scale? 3.  Where do Vinegar, lemon juice and baking soda fall on the pH scale? 4.  Why isn’t water alone an effective cleaning agent? 5.  What are the health effects of exposure to commercial chemical cleaners? 6.  What are the environmental effects of using commercial chemical cleaners? 7. What are the volatile organic compounds? 8.  Are most cleaner’s acids or bases? 9. What is the difference between a qualitative observation and a quantitative observation? 10.  What variables might there be in your experiment? 

2. After a unit on “Go Green” which includes this project, have the high school students volunteer to speak at functions discussing the benefits of using environmentally friendly cleaners and the dangers of commercial cleaners.

3.  Have the students in groups of four explore more deeply one question presented in the Power Point presentation and discuss their findings with the class.

4.  Create a school wide project based on at least one question I asked in my project.