Unit-Air Pollution

1
Air Pollution: Chemistry in

Biology
Rachel Lee &

Amber Butte
1/1/2015

Table Of Contents

PAGE
Introduction ................................................................................................................................ 3-4
Anchor Video, Driving Question, Project Objectives, Overall Goals .............................................. 4
Background ................................................................................................................................... 5
Technology Integration .................................................................................................................. 6
State Standards ........................................................................................................................... 7-8
Final Project & Rubric ................................................................................................................ 9-10
Lesson Plan Overviews ............................................................................................................ 11-37
Substitute Activity ........................................................................................................................ 38
Resources ..................................................................................................................................... 39
Unit Calendar ............................................................................................................................... 40
Unit Concept Map ........................................................................................................................ 41

Air Pollution: Chemistry in Biology
Introduction

This unit for high school sophomores will focus on air quality in their community. This
unit can be implemented in a 9th or 11th grade classroom. The purpose of this unit is to
incorporate research strategies to improve the students local air quality and learn about
pollution as it relates to chemistry concepts in biology. The expectations of the students include
designing an experiment to test air pollution at their school, researching ideas that could
improve air pollution in their community, and finally writing a letter to the mayor detailing their
research and suggesting their improvements for the city.
This unit addresses the NGSS biology standards for 9-12 grades including understanding
the role of chemistry in life science (standard 1), demonstrating an understanding of the
ecological impact of global issues (standard 9), designing and safely conducting scientific inquiry
(standard 11), demonstrating an understanding of current life science theories (standard 12),
using mathematics, science equipment, and technology as tools to communicate and solve life
science problems (standard 13), and describing the connections between pure and applied
science (standard 14).
The students will implement STEM activities such as primary research, solving a real
world issues, learning time management strategies, and communicating their results by using
technology in a relevant way. Students should be prepared to address real life science inquiries
and produce meaningful solutions to exhibit their ability to problem solve and think critically.
Problem Based Instruction (PBI) facilitates these goals into an adaptable curriculum unit in
which these students can communicate their findings to each other and their communities.
Covering this Chemistry in Biology unit through project based learning will engage the
students beyond learning from a text book. The PBI approach will provide students with
concrete examples of theories in their local environment. It also helps students gain a high
level of knowledge from several types of learning styles (kinesthetic, auditory, and kinesthetic)
while providing the teacher with multiple methods of assessments. Ultimately, students will
gain a perspective of the importance of clean air for themselves and future generations and
stimulates lifelong learning toward environmental science.

Anchor Video: https://youtu.be/gflpsFYYAN8

Driving Question: How can students improve air quality in their city?

Project Objectives: Students will be able to learn about how pollution not only affects the
environment, but their health. Students will be able to conduct an experiment and process
meaningful analysis from their results. They will be able connect chemistry concepts in biology
with firsthand experience. They will able be able to share their conclusions with the city in a
professional manner on an online location. Students will be able to improve their technology
skills through the use of scientific equipment, advanced research, and presentations in online
formatting.

Overall Goals: Students will have meaningful conclusions about how pollution affects the

world environmentally, physiologically, and economically. Students will be able to communicate

and inform others with their results of the adverse effects of air pollution. Students can

persuade their community to take the initiative to reduce air quality with provided solutions.

Background

The purpose of this unit is to have students discover ways to improve air quality
specifically in their own community. The students background should include concepts taken
out of their book, which cover chemistry in biology general topics. As shown on the concept
map, several ideas are interconnected to form the overall unit. The fundamental ideas of the
project cover basic structures of atoms, types of bonding, chemical reactions, and organic
chemistry. Students should have some previous knowledge of these concepts; however, the
unit will go over all specific requirements in the benchmark and investigative lesson for the
student.

The standards show the unit covering biology, chemistry, and environmental sciences
topics for the Next Generation Science Standards (NGSS). Students should have a basic
understanding of the environment, organisms living in ecosystems, and biomes. Students
should also be familiar with concepts such as the importance of water in the ecosystem, types
of pollution, and experimentation techniques. Teachers should also be familiar with these
topics and anticipate students have misconceptions and mixed understandings. Performing a
pre-test should provide a guide for the teacher on the entrance level of students
understanding for these topics.

Technology Integration

The student use of technology varies within the unit. Primarily, students will be
incorporating iPad or laptops for research purposes, data analysis, and other daily activities.
Students are expected to make use of Web 2.0 tools to create short videos, share information
with the teacher, and complete a final presentation that is posted for public viewing.

Teachers use technology in a facilitated fashion to support student engagement and
learning. Extensive use of the Smartboard is necessary to present benchmark lesson, show the
anchor video, and playing review games with the students (a jeopardy game or family feud
style.) Teachers and students will both use scientific equipment for investigative lessons and
use special software to compute proper analyses.
Standards
Arkansas State Standards
Biology
1. Strand: Molecules and Cells Standard 1: Students shall demonstrate an understanding of
the role of chemistry in life processes.
MC.1.B.3 Investigate the properties and importance of water and its significance for life:
surface tension
polarity
pH
2. Strand: Nature of Science Standard 10:
Students shall demonstrate an understanding that science is a way of knowing.
NS.10.B.1 Explain why science is limited to natural explanations of how the world works
Standard 12: Students shall demonstrate an understanding of current life science theories.
NS.12.B.7 Research current events and topics in biology
Standard 13: Students shall use mathematics, science equipment, and technology as tools to
communicate and solve life science problems.
NS.13.B.2 Use appropriate equipment and technology as tools for solving problems
(e.g., microscopes, centrifuges, flexible arm cameras, computer software and hardware)
NS.13.B.3 Utilize technology to communicate research findings

Chemistry
1. Strand: Atomic Theory
Standard 2: Students shall understand the structure of the atom.
AT.2.C.1 Analyze an atoms particle position, arrangement, and charge using:
proton
neutron
electron
AT.2.C.3 Draw and explain nuclear symbols and hyphen notations for isotopes:
o nuclear symbol: XA Z Where Hyphen notation: X A Where X = element
symbol; A = the mass number; Z = atomic number; the number of neutrons = A
Z
AT.2.C.5 Determine the arrangement of subatomic particles in the ion(s) of an atom
Standard 4: Students shall understand the significance of the Periodic Table and its historical
development
P.4.C.2 Describe the arrangement of the Periodic Table based on electron filling orders:
Groups & Periods
Standard 6: Students shall explain the changes of matter using physical properties and chemical
properties.
P.6.C.1 Compare and contrast matter based on uniformity of particles:
o pure substances
o solutions
o heterogeneous mixtures
2. Strand: Bonding
Standard 8: Students shall understand the process of ionic bonding
B.8.C.1 Determine ion formation tendencies for groups on the Periodic Table:
main group elements
transition elements
B.8.C.3 Use the electronegativity chart to predict the bonding type of compounds:
o ionic
o polar covalent
o non-polar covalent
Standard 9: Students shall understand the process of covalent bonding.
B.9.C.4 Identify the strengths and effects of intermolecular forces (van der Waals):
o hydrogen bonding
o dipole-dipole
o dipole-induced dipole
o dispersion forces (London)
3. Strand: Stoichiometry
Standard 12: Students shall understand the relationships between balanced chemical equations
and mole relationships.
S.12.C.1 Balance chemical equations when all reactants and products are given
Standard 15: Students shall understand the composition of solutions, their formation, and their
strengths expressed in various units.
S.15.C.1 Distinguish between the terms solute, solvent, solution and concentration
4.Strand: Acids and Bases
Standard 21: Students shall apply rules of nomenclature to acids, bases, and salts
AB.21.C.1 Compare and contrast acid and base properties
AB.21.C.3 Explain the role of the pH scale as applied to acids and bases
Strand: Organic Chemistry
Standard 28: Students shall describe the functional groups in organic chemistry.
OC.28.C.1 Describe the functional groups in organic chemistry: halohydrocarbons alcohols
ethers aldehydes ketones carboxylic acids esters amines amides amino acids nitro
compounds

Environmental Science
Strand: Social Perspectives
Standard 3: Students shall understand the impact of human activities on the environment.
SP.3.ES.3 Explain common problems related to water quality: conservation usage supply
treatment pollutants (point and non-point sources)
SP.3.ES.4 Explain problems related to air quality: automobiles industry natural emissions
SP.3.ES.5 Evaluate the impact of different points of view on health, population, resource, and
environmental issues: governmental economic societal

Final Project & Rubric

This final product of this activity will be a website that will present student findings on
air quality in their city. This website will be how students communicate with others in their area
and inform the residents of potential issues and solutions for air quality. The website can done
individually, in groups or pairs, or as a class together. Work should be divided equally
depending on how students will be structured. This website is important because it is a
reflection of what students have done during this unit. The website will include the following:

Home Page
Easy Navigation Page
Introduction Page (what is this website about? What is the purpose of this website?)
Discussion about Air Pollution with Sources Page
Research conducted in the unit:
o Procedure of Experiments conducted
o Results
o Discussion of Research findings- How is the current situation in the city?
o Possible errors in experiments
Solutions to Air Pollution: What can the community do to help improve air quality in
the city? Why should they care? (Think about social, economical, and environmental
factors.)
*This was created using Rubistar at rubistar.4teachers.org/

10
Lesson Plans

Unit Overview and Air Pollution Introduction: Day 1
Amber Butte and Rachel Lee
Grade Levels: 9-11
Time Requirements: Approximately 30 minutes Preparation Time and 45 minutes Class
Time
State Standards:
o EBR.9.B.3 Assess current world issues applying scientific themes (e.g., global
changes in climate, epidemics, pandemics, ozone depletion, UV radiation, natural
resources, use of technology, and public policy)
o NS.12.B.7 Research current events and topics in biology

The student will be able to effectively brainstorm ideas to reduce air pollution in their
community through learning about Chemistry in Biology.
Brief Overview: Students will be introduced to the unit through an Anchor video (link in
introduction) and will learn about issues of air pollution around the world. After
watching two informative videos about air pollution while taking notes, they will
brainstorm and research ideas on how to improve air quality in their city. Students will
maintain a folder to keep their research findings. This can be an online folder (ex.
Google Docs) or a physical folder to keep papers, notes, and observations depending on
the class.
Lesson Features:
o Video/Technology Use- Students will watch 3 videos: Anchor Video and two
videos about Air pollution. iPads/laptops will be used to research about air
pollution
o Teaching Strategy/Learning Strategy-Project Based Learning, inquiry based
learning, problem solving, process of science
o Images-included in the videos
o Simulations- Students are scientists trying to find a way to reduce air pollution
in their city.
o Interactive Features-N/A
o Hands on/ Inquiry
Inquiry- have students think of solutions to air pollution in their city.
Think of the main causes of air pollution and research information on
devices such as laptops and iPads. Students can also be given a list of
websites to help start them off.
Hands on: technology use
Materials Required For This Lesson:
1. Laptops/iPads
11
Introduction to Atoms, Elements, and Compounds: Day 2

Grade Levels: 9-11
Time Requirements:
o Approximately 30 minutes Preparation Time and 45 minutes Class Time
State Standards:
o AT.2.C.1 Analyze an atoms particle position, arrangement, and charge using:
proton neutron electron
The student will be able to discover how chemistry relates to biology by learning about
the smallest unit of life, the atom.
Brief Overview: This is a benchmark lesson to introduce students to atoms, elements,
compounds, and molecules. This will be the starting point of the project, so students will
have background knowledge when discussing greenhouse gases and the ozone layer.
Lesson Features:
o Video/Technology Use- Watch videos on atoms/elements/compounds
o Teaching Strategy - Learning Strategy-using foldables, watching videos, guided
practice,
o Hands on/ Inquiry
Inquiry- based on the driving question for unit.
1. Foldables
2. A small PowerPoint to guide lesson (This is an example PowerPoint and can be
modified to meet what students must learn based on different standards.)
http://star.spsk12.net/science/chem/element_compound.ppt
3. Videos: http://study.com/academy/lesson/understanding-the-relationships-
between-elements-molecules-compounds.html (elements, molecules, and
compounds)
http://study.com/academy/lesson/the-atom.html (atoms)
12
Compound Lab: Day 3

Grade Levels: 9-11
Time Requirements:
State Standards:
B.8.C.1 Determine ion formation tendencies for groups on the Periodic Table:
Main group elements
Transition elements
The student will be able to complete a lab by making water and salt molecules based on
what they have previously learned with the materials provided.
Brief Overview: This is an investigative lesson that connects to what students learned
the previous class periods. Students will complete a lab that demonstrates how two
elements make compound. Students will work in pairs to make these models. This lab
will also introduce students to the next lesson. The lab is based from this website:
http://www.pbslearningmedia.org/resource/psu06-nano.sci.buildingmatter/building-
blocks-of-matter/
Lesson Features:
o Teaching Strategy - inquiry based learning, hands on learning
o Simulations- Students will be building their water and salt molecules
o Interactive Features-working in pairs
o Hands on/ Inquiry-Making the molecules, interacting with materials/models
1. Enough marshmallows, gumdrops, and toothpicks for the class to construct
water molecules
2. Enough raisins, gummy bears, and toothpicks for the class to construct NaCl
molecules
13
Air Pollution: Day 4

Grade Levels: 9-11
Time Requirements:
State Standards:

Brief Overview: This will be a workday for students to research on air quality and
pollution. Students will work on iPads or laptops to research information on air quality
issues and solutions. Students will turn in an outline of their research.

Lesson Features:
o Technology Use- Laptops/iPads
o Teaching Strategy - guided practice, project based learning
o Simulations-Students are scientists trying to find a way to reduce air pollution in
their city.
o Hands on/ Inquiry
Inquiry- based on the driving question for unit.
Hands on-technology
1. Laptops/iPads

14
Chemical Bonding: Day 5

Grade Levels: 9-11
Time
State Standards:
o B.8.C.1 Determine ion formation tendencies for groups on the Periodic Table:

main group elements

transition elements
o B.9.C.4 Identify the strengths and effects of intermolecular forces (van der Waals):
hydrogen bonding
dipole-dipole
dipole-induced dipole
dispersion forces (London)
The student will be able to discover how chemistry relates to biology by learning about
chemical bonding with the materials provided.
Brief Overview: Students will be handed a foldable to take notes and will guided through
lecture to learn about chemical bonding. Students will be given an exit ticket close to
the end of class (a small 5 question quiz) to assess what they have learned that week.
Lesson Features:
o Video/Technology Use- Smartboard and PowerPoint
o Images-included in PowerPoint
1. Foldables
2. PowerPoint

15
Air Quality at School: Day 6

Grade Levels: 9-11
Time
State Standards:
o SP.3.ES.4 Explain problems related to air quality: automobiles industry
natural emissions
o SP.3.ES.5 Evaluate the impact of different points of view on health, population,
resource, and environmental issues: governmental economic societal
school by touring the campus to find sources of air pollution/factors that may affect air
quality.
Brief Overview: Students will take a small tour around the school grounds to see what
factors affect air quality. Students will take notes and answer necessary questions that
will help them think more about air pollution and potential solutions to air quality.
Before the tour, students will have a small class discussion of what they learned last
week in pairs. Then they will watch a small clip about air pollution.
o Link:http://study.com/academy/lesson/what-is-air-pollution-definition-sources-
types.html
Lesson Features:
o Video/Technology Use- Air Pollution Video, Smartboard
in their city.
o Interactive Features-students are interacting with the environment around
them.
o Hands on/ Inquiry
inquiry- have students think of what may affect air quality of their school
and potential sources of air pollution.
Materials Required For This Lesson: N/A
16
Air Quality Testing: Day 7

Grade Levels: 9-11
Time Requirements: Approximately 0 min Preparation Time and 45 minutes Class Time
State Standards:
o SP.3.ES.4 Explain problems related to air quality: automobiles industry
natural emissions
o NS.13.B.2 Use appropriate equipment and technology as tools for solving
problems (e.g., microscopes, centrifuges, flexible arm cameras, computer
software and hardware)
The student will be able to effectively test air quality in their city with the materials
provided.
Brief Overview: Students will conduct an experiment to test air quality in their city. They
will pick a part of the city with heavy traffic and have special tags that will capture
particles in the air. They will observe the particles on the tags after 5 days with a
Proscope in class. Students will complete a small lab report based on their findings
including the purpose, hypothesis, materials, procedure, results, and conclusion. They
will store this in their folder after completion as evidence for further research they will
conduct in the upcoming days.
o Link to the experiment: :http://www.sciencebuddies.org/science-fair-
projects/project_ideas/EnvSci_p009.shtml#summary
Lesson Features:
in their city.
o Interactive Features- students will be interacting with their environment (the
city)
o Hands on/ Inquiry- have students think of solutions to air pollution in their city.
Hands on: this lab is entirely hands on and will be an experience for
students as they will be working in their community to test air quality.
1. Vaseline
2. String
3. Black permanent marker
4. Milk carton
5. Hole punch
6. Magnifying lens

7. Digital camera
8. Proscopes
17
Final Project Introduction: Day 8

Grade Levels: 9-11
Time
State Standards:

Brief Overview: Students will work on developing a website which will be their major and
final project of the unit. Students will be given a rubric for this project (see Final Project
Details) that will show their research findings during the span of the unit. Students will
work together to make this website and work should be divided equally. The website
should be engaging, interactive, and appealing to their audience. Students can use
Google Sites, Weebly, Glogster, etc.
Lesson Features:
o Video/Technology Use- Students will need to use laptops to make the website.
in their city.
o Interactive Features-interacting with technology and communicating to a wider
audience through this website.
o Hands on/ Inquiry
Inquiry - have students think of how they will present their information
on their website and how the website should be structured. What can
make the website interesting and worthwhile to their community?
1. Laptops/iPads
18
The Carbon Cycle: Day 9

Grade Levels: 9-11
Time
State Standards:
o EBR.9.B.1 Analyze the effects of human population growth and technology on the
environment/biosphere
o EBR.9.B.2 Evaluate long range plans concerning resource use and by-product
disposal in terms of their environmental, economic, and political impact
changes in climate, epidemics, pandemics, ozone depletion, UV
radiation, natural resources, use of technology, and public policy)

o NS.10.B.4
Summarize the guidelines of science:

explanations are based on observations, evidence, and testing
hypotheses must be testable
understandings and/or conclusions may change with additional
empirical data
scientific knowledge must have peer review and verification before
acceptance

o NS.11.B.2
Research and apply appropriate safety precautions (refer to ADE

Guidelines) when designing and/or conducting scientific
investigations

o NS.11.B.3
Identify sources of bias that could affect experimental outcome

o NS.11.B.4
Gather and analyze data using appropriate summary statistics

o NS.11.B.5
Formulate valid conclusions without bias

o NS.11.B.6
Communicate experimental results using appropriate reports,

figures, and tables
19
The student will be able to demonstrate their understanding of the carbon cycle and how
it contributes to the environment by completing an experiment with the materials
provided.
Students are expected to complete a science experiment on Carbon Dioxide and
understand how the carbon cycle contributes to air pollution.
o Link to experiment:
http://www.uni.edu/storm/downloads/highschool/CarbonDioxideinatm.pdf
Lesson Features:
o Video/Technology Use- Students will learn how to use CAMEO computer
software; can use the smartboard to show the carbon cycle to students and to
brainstorm ideas of carbon dioxide contributions to air pollution.
o Teaching Strategy/Learning Strategy-Inquiry based learning, problem solving,
process of science
o Images-The laboratory report includes follow up images for the students to
reproduce for their conclusion and other images as needed to show the carbon
cycle and its impact on air pollution.
o Simulations- Candles burning in a 10 gallon tank to show carbon dioxide in an
enclosed space.
o Interactive Features- CAMEO computer software if time allotted for follow up
lesson
o Hands on/ Inquiry
inquiry- Students are to discuss carbon dioxide as it contributes to air
pollution. Students are to infer why the carbon cycle as a role in global
warming. Students are to understand carbon dioxides role in combustion
and respiration.
hands on: Lab practiced.
1. Baking Soda (NaHCO3)
2. Five Thermometers
3. Vinegar
4. iPads/Laptops
5. 2000 ml Beaker
6. CAMEO Computer Simulation
7. 500 ml Beaker
8. ALOHA Computer Simulation
9. Two Candles
10. MARPLOT Computer Simulation
11. Matches
12. Clear Plastic Wrap
13. Five Gallon Fish Aquarium
20
Global Air Pollution: Day 10

Grade Levels: 9-11
Time
State Standards:
o NS.12.B.1 Recognize that theories are scientific explanations that require
empirical data, verification, and peer review
o NS.13.B.3 Utilize technology to communicate research findings

The student will be utilize information they learned from previous classes by reading an
article about air pollution.
Students are expected to read a scientific article about pollution in Beijing. Students should
connect the highlights of the article with previous knowledge gained about air pollution.
Students will make meaningful conclusions about the purpose of the article and add an
annotation to their overall project folder. A video will be shown to bring together the knowledge
gained and provide a reflection for the students.
o article link: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4198997/
o
video link: https://www.youtube.com/watch?v=JSyc72cE32Q
Lesson Features:
o Video/Technology Use- iPads/laptops will be used to read the article and
continue research about air pollution; video will be shown via Smartboard
o Teaching Strategy/Learning Strategy-Project Based Learning
o Simulations- Students are scientists trying to analyze the air pollution in China
and how the concepts relate to air pollution in their own environment
o Hands on/ Inquiry
Students should understand how air pollution in a global event and
understand how to connect air pollutions concepts in real world
examples.
1. Laptops/iPads
2. Smartboard
21
Water Quality: Day 11

Grade Levels: 9-11
Time
State Standards:

o MC.1.B.3
Investigate the properties and importance of water and its

significance for life: surface tension, adhesion, cohesion, polarity.
pH
o NS.13.B.2
Use appropriate equipment and technology as tools for solving

problems (e.g., microscopes, centrifuges, flexible arm cameras,
computer software and hardware)

o NS.13.B.3
Utilize technology to communicate research findings
The student will be able to effectively learn about basic properties of water through the
application of water pollution using the materials provided.
Brief Overview: Students will be taught the basic properties of water including polarity,
pH, and surface tension. Students will be split into groups and create short videos about
the properties of water and will be presented to the entire class.
o Example PowerPoint presentation:
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rj
a&uact=8&ved=0ahUKEwjF2-
OI58bJAhUF6CYKHSUsDTYQFggcMAA&url=http%3A%2F%2Fwww.biologyjunctio
n.com%2Fwaterproperties.ppt&usg=AFQjCNHWzVaRd-EK1gLgjW2pUhB3Vjbngg
Lesson Features:
o Video/Technology Use- Students will create their own videos about water and its
properties using varied websites, applications, or iPad recording
o Teaching Strategy/Learning Strategy- Benchmark
o Images-Videos created and PowerPoint presentation
o Simulations- Students are teachers that must present water properties to each
other in an informative and memorable fashion
o Interactive Features-Video creations with a partner.
o Hands on/ Inquiry
Inquiry- NA
Hands on- Technology use
1. Laptops/iPads
2. Application and websites for short video creations
3. PowerPoint for benchmark material
22

Grade Levels: 9-11
Time
State Standards:

o NS.13.B.1
Collect and analyze scientific data using appropriate mathematical

calculations, figures, and tables

o NS.11.B.3
Identify sources of bias that could affect experimental outcome

o NS.11.B.4
Gather and analyze data using appropriate summary statistics

o NS.11.B.5
Formulate valid conclusions without bias

o NS.11.B.6
Communicate experimental results using appropriate reports, figures,

and tables
Brief Overview: Investigative Lesson where students will finish an experiment to test air
quality in their city. They will pick a part of the city with heavy traffic and have special
tags that will capture particles in the air. They will observe the particles on the tags after
5 days with a Proscope in class. Students will complete a small lab report based on their
findings including the purpose, hypothesis, materials, procedure, results, and
conclusion. They will store this in their folder after completion as evidence for further
research they will conduct in the upcoming days.
o Link to the experiment: http://www.sciencebuddies.org/science-fair-
projects/project_ideas/EnvSci_p009.shtml#summary
Lesson Features:
in their city and draw meaningful conclusions from their results in a science
report.
o Interactive Features- students will be interacting with their environment (the
city)
23
Hands on/ Inquiry

inquiry- have students think of solutions to air pollution in their city.
hands on: this lab is entirely hands on and will be an experience for
students as they will be working in their community to test air quality.
Materials Required For This Lesson: included in Day 7 Lesson Plan
o
24
Final Project Workday: Day 13

Grade Levels: 9-11
Time
State Standards:


Project based lesson where students will development of their portfolio. Students are
expected to have a folder to keep their previous research findings. This can be an online
folder (ex.Google Docs) or a physical folder to keep papers, notes, and observations
depending on the class. Students will transition their information to a website in which
to showcase their findings on a public platform.
Lesson Features:
o Video/Technology Use- iPads/laptops will be used to research about air
pollution; Students will beginning creating their websites on Weebly, Wix, or
other free domains
o Images-included in the websites
in their city.
o Hands on/ Inquiry
devices such as laptops and iPads.
1. Laptops/iPads
25
Investigative Lesson: Day 14-15

Grade Levels: 9-11
Time for each day
State Standards:
o NS.13.B.2
Use appropriate equipment and technology as tools for solving

problems (e.g., microscopes, centrifuges, flexible arm cameras,
computer software and hardware)

o EBR.9.B.1
Analyze the effects of human population growth and technology on the

environment/biosphere
o EBR.9.B.2
Evaluate long range plans concerning resource use and by-product

o EBR.9.B.3
Assess current world issues applying scientific themes (e.g., global

Brief Overview: Investigative lessons in which students finish a series of activities on the
linked website excluding Whats in our Air? since a previous experiment was
completed. Students will understand concepts of pollution, particulate matter, analyze
air-quality provided data, and understand how particulates contribute to health
problems.
o Linked labs: http://www.uni.edu/storm/downloads/highschool/Particulates.pdf
Lesson Features:
o Video/Technology Use- iPads/laptop use for EPA Geographic Air Data Analysis
Activity and Quality Air = Quality Life activity
process of science
o Images-NA
in their city; use simulations provided in the lab link to track air pollution rates
and draw conclusions to effects on air quality index
o Interactive Features- via simulations
o Hands on/ Inquiry
Inquiry- Students investigate the effects of particulates on the
environment and draw conclusions to how it affects the environment
Hands on: simulation exercise and technology use
26

1. Laptops/iPads
2. Other simulation materials are explained in the link
27

Grade Levels: 9-11
Time
State Standards:


PBL based lesson in which students construct concept maps of ideas gathered throughout the
unit and begin to draft ideas of how to improve their local air quality. Concept maps should be
included on their websites. Students will continue to use their outlines for support.
Lesson Features:
o Video/Technology Use- iPads/laptops will be used to research about air pollution
and create their concept maps
o Images-NA
in their city and showcase their results to the public audience.
o Hands on/ Inquiry
inquiry- have students think of solutions to air pollution in their city and
make a draft of ideas
hands on: technology use to create concept maps
1. Laptops/iPads
28

Basics of Organic Chemistry: Day 17
Grade Levels: 9-11
Time
State Standards:
OC.28.C.1 Describe the functional groups in organic chemistry: halo hydrocarbons alcohols
ethers aldehydes ketones carboxylic acids esters amines amides amino acids nitro
compounds
The student will be able to learn about the basics of organic chemistry through creating
a foldable with the materials provided.
Students will be introduced to the basics of organic chemistry so they can understand
the importance
Lesson Features:
o Video/Technology Use- Students will watch 3 videos: Anchor Video and two
videos about Air pollution. iPads/laptops will be used to research about air
pollution
in their city.
o Hands on/ Inquiry
devices such as laptops and iPads. Students can also be given a list of
websites to help start them off.
1. Laptops/iPads

29
Project Based Lesson: Day 18

Grade Levels: 9-11
Time
State Standards:
o
o
o
o

NS.10.B.1 Explain why science is limited to natural explanations of how the world works
NS.12.B.7 Research current events and topics in biology
NS.13.B.2 Use appropriate equipment and technology as tools for solving problems
(e.g., microscopes, centrifuges, flexible arm cameras, computer software and hardware)
NS.13.B.3 Utilize technology to communicate research findings
Brief Overview: Students will work on developing a website which will be their major
and final project of the unit. Students will be given a rubric for this project (see Final
Project Details) that will show their research findings during the span of the unit.
Students will work together to make this website and work should be divided equally.
The website should be engaging, interactive, and appealing to their audience. Students
can use Google Sites, Weebly, Glogster, etc.
Lesson Features:
in their city.
o Hands on/ Inquiry
Inquiry- have students think of how they will present their information on
their website and how the website should be structured. What can make
the website interesting and worthwhile to their community?
Laptops/iPads
30
Investigative Lesson: Day 19

Grade Levels: 9-11
Time
State Standards:
o OC.28.C.1 Describe the functional groups in organic chemistry: halo
hydrocarbons alcohols ethers aldehydes ketones carboxylic acids
esters amines amides amino acids nitro compounds

Students will perform an investigative lesson concerning organic chemistry principles.
Students will investigate types of organic chemical reactions by using indicators, and
then follow up with a food sample test that answers a fun challenge. Students are
expected to finish their lab assignments and turn in the appropriate lab summary for the
fun challenge.
o Lab link:
http://serendip.brynmawr.edu/sci_edu/waldron/pdf/WhoTookJerellsIpodTeach
Prep.pdf
Lesson Features:
o Video/Technology Use- None unless students need to see objectives on the
board
o Teaching Strategy/Learning Strategy-problem solving, inquiry based learning
o Simulations- Students are scientists trying to understand basic organic reactions
and use that information to solve a puzzle
o Interactive Features-Both in the discovery and exploration part of the lab
o Hands on/ Inquiry
Inquiry- Students are expected to use information gathered about
organic reactions and adapt the material to new foods being tested on
for exploration
Hands on: Laboratory equipment
Specifics are found in the laboratory link
31
Air Pollution: Day 20

Grade Levels: 9-11
Time
State Standards:

o NS.12.B.7
Research current events and topics in biology

Students will learn how to write letters and will practice writing letters to each other.
They will be present with templates and a sample letter. Students will need to practice
to write letters because they will be writing to the mayor on their research findings of
air pollution and solutions that can work to improve air quality. Students will practice by
writing a letter to another partner about something they have learned in the previous
lectures (this can be collected to assess what students have learned). Students will be
assigned homework to write the letter to the mayor and will be collected on Day 22 to
be sent to the post office.
Lesson Features:
o Video/Technology Use- Presenting templates/samples on the Smartboard.
Students can use iPads for help.
in their city.
o Interactive Features-interacting with students in the classroom.
o Hands on/ Inquiry
Inquiry- students need to think of something they have learned in class
and write a paragraph based off this. Students should make the letter
interesting and fun to read.
1. Envelopes
2. Paper
3. Sample Letters/Templates of choice
32
Benchmark Review Day: Day 21

Grade Levels: 9-11
Time
State Standards:
o AT.2.C.1 Analyze an atoms particle position, arrangement, and charge using:
proton neutron electron
o B.8.C.1 Determine ion formation tendencies for groups on the Periodic Table:
o
o
o
o
o

Main group elements

Transition elements
B.9.C.4 Identify the strengths and effects of intermolecular forces (van der Waals):
Hydrogen bonding

Dipole-dipole
Dipole-induced dipole
Dispersion forces (London)
Strand: Social Perspectives Standard 3: Students shall understand the impact of human
activities on the environment.
SP.3.ES.4 Explain problems related to air quality: automobiles industry natural
emissions
SP.3.ES.5 Evaluate the impact of different points of view on health, population,
resource, and environmental issues: governmental economic societal
MC.1.B.3Investigate the properties and importance of water and its significance

for life: surface tension, adhesion, cohesion, polarity. pH
Students are to spend the class period review all topics over the chapter. Students will
begin by having a bell ringer review, then play a Smartboard jeopardy game or family
feud style game, and finish by completing a pop quiz exit ticket over final materials.
Lesson Features:
o Video/Technology Use- Smartboard for games
o Teaching Strategy/Learning Strategy-Benchmark lesson, direct instruction,
problem solving
o Simulations- Imitation of jeopardy or family feud style game for review
o Interactive Features-Using the Smartboard to engage the class in a review
session
1. Smartboard
2. Bell ringer
3. Exit tickets
33
Final Project: Day 22

Grade Levels: 9-11
Time
State Standards:

Students will finish work on developing a website which will be their major and final
project of the unit. Letters will also be collected and sent to the mayors office. Students
will be given a rubric for this project (see Final Project Details)that will show their
research findings during the span of the unit. Students will work together to make this
website and work should be divided equally. The website should be engaging,
interactive, and appealing to their audience. Students can use Google Sites, Weebly,
Glogster, etc. Students will also finish writing their final letter drafts to the mayors
office discussing their research and ideas to improve local air quality.
Lesson Features:
in their city.
o Hands on/ Inquiry
inquiry- have students think of how they will present their information on
the website interesting and worthwhile to their community?
hands on: technology use
Laptops/iPads

34
Investigative Enzyme Lab: Day 23

Grade Levels: 9-11
Time
State Standards:
MC.1.B.1Describe the structure and function of the major organic molecules found
in living systems:
o carbohydrates
o proteins
o enzymes
o lipids
o nucleic acids
MC.1.B.2 Describe the relationship between an enzyme and its substrate
molecule(s).

NS.11.B.4 Gather and analyze data using appropriate summary statistics.

NS.11.B.5 Formulate valid conclusions without bias.
NS.11.B.6 Communicate experimental results using appropriate reports, figures, and
tables.
Students will complete an enzyme lab to tie up all concepts learned about chemistry in
biology. Students are expected to perform a lab that explores the effect of heat on
catalase in a potato. Students are to complete a graphing assignment and turn in a write
up of the experiment.
o Lab link:
http://www.ift.org/~/media/Knowledge%20Center/Learn%20Food%20Science/E
nzymes%20in%20Food%20Systems/TeacherGuideCATALASE.pdf
Lesson Features:
o Video/Technology Use- NA
process of science
o Simulations- Students are scientists trying to explore enzyme activity through
catalase reactions in potatoes
o Interactive Features-Using laboratory equipment and iPads to graph data
collected
o Hands on/ Inquiry
Inquiry- Students will have to understand how enzymes work and apply
their previous knowledge to the lab results to have a cohesive conclusion
Hands on: technology use and performing the lab
1. Laptops/iPads
2. Other specified materials in the lab link.

35
Final Project Presentations: Day 24 and 25

Grade Levels: 9-11
Time
State Standards:
o EBR.9.B.1 Analyze the effects of human population growth and technology on
the environment/biosphere
o EBR.9.B.2 Evaluate long range plans concerning resource use and by-product
changes in climate, epidemics, pandemics, ozone depletion, UV radiation,
natural resources, use of technology, and public policy)
o NS.12.B.7Research current events and topics in biology

Day 24: Students have been developing a website which will be their major and final
project of the unit. Students will be given a rubric for this project (see Final Project
Details)that will show their research findings during the span of the unit. Students will
work together to make this website and work should be divided equally. The website
should be engaging, interactive, and appealing to their audience. Students can use
Google Sites, Weebly, Glogster, etc. Students are to present their final projects to the
class and be assessed by the teacher via the rubric. Students letters are collected and
graded by the teacher. After final assessment for communicating what they have
learned to a professional environment, the letters are sent to the mayors office.
Day 25:Students will be assessed for what they have learned through a unit test. After
the test, they will take a small survey that discusses what the students liked about the
project, what they disliked, and what they would have like to have done instead.
Students can give ideas or suggestions to improve the unit.
Lesson Features:
o Video/Technology Use- Students will need to use laptops to make the website
and Smartboard to present their projects.
in their city.
audience through this website and writing professional letters to their local
government.
o Hands on/ Inquiry
Inquiry- have students think of how they will present their information on
36
the website interesting and worthwhile to their community? How will

their letter be impactful for influencing changes to air quality in their
community?
1. Laptops/iPads
2. Rubric for grading
3. Completed letters for the mayors office
37
Chemistry In Biology: Substitute Activity

Grade Levels: 9-12
Time Requirements:
State Standards:
The student will be able to complete a gizmo activity using what they learned in class the
previous day.
Brief Overview: This is an extension to what students have learned in the previous
lectures. Students have the option of 4 gizmo activities to complete.
Lesson Features:
o Video/Technology Use- computers, iPads, interactive online labs
o Teaching Strategy - inquiry based learning, investigative learning
o Images-included in the gizmos
o Simulations- Gizmos (An account will need to be created for accessing these
activities)
Links:
Element Builder:
https://www.explorelearning.com/index.cfm?method=cResource.dspDet
ail&resourceID=424
Intro to greenhouse gases:
https://www.explorelearning.com/index.cfm?method=cResource.dspVie
w&ResourceID=617
Ionic Bonding:
ail&ResourceID=514
Covalent Bonding:
ail&ResourceID=512
o Interactive Features- online labs
o Hands on/ Inquiry
Inquiry- based on the driving question for unit. Gizmo activities
1. iPads/Laptops(1 for each student), or access to a computer lab

38
Resources

Links are included in lesson plan overviews
39
Unit Calendar: Air Quailty for Chemistry in Biology

MONDAY
Week 1
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Hook: Watch a video

PBL: Have Students
about air pollution unit
continue research on air
Benchmark Lesson: Begin
Investigative Lesson:
Benchmark Lesson: Begin
Lesson:Show students air
quality and pollution
lecture on Chemistry in
Show a demonstration of
teaching ideas of chemical
pollution video and have
Assessment: Have
Biology covering Atoms, different simple chemistry
bonding Assessment:
students begin research
students turn in outline for
Elements, Compounds, experiments Activity: Have
Collect exit ticket on
on air quality issues
presentations on air
and Molecules
Students complete a lab
week's progress
https://youtu.be/VKne5sd
quality issues and
nSDk
solutions
PBL: Show another video

about air pollution
Activity: Have students
do a walk through inside
Week 2 the classroom, inside the
school, and around the
grounds to see if can
locate possible factors that
may affect air quality
Begin science experiment
http://www.sciencebuddie
s.org/science-fairprojects/project_ideas/Env
Sci_p009.shtml#summary
Activity: Determine
locations for students to
monitor, decide if want to
PBL: Have students begin

PBL: Read article about
putting together a website
Investigative Lesson: Do
pollution in Beijing and
for their research gathered,
experiment on Carbon
have students connect
encourage making it
Dioxide
with previous knowledge
interactive, make sure
http://www.uni.edu/storm/ http://www.ncbi.nlm.nih.g
know how to cite sources,
downloads/highschool/Ca ov/pmc/articles/PMC41989
show a template website,
rbonDioxideinatm.pdf
97/ Show a video about air
make sure students divide
quailty in Bejing
work equally among each
Week 3
Benchmark Lesson: Teach
Have students finish up
Properties of Water
science experiment with a
Activity: Have students
write up of results
make short videos about
(Previously been
water's properties and
collecting data every day
present in class
for almost a week)
Week 4
PBL: Finish working on

PBL: Have students
Benchmark Lesson: Go
concept maps, finish
construct concept maps of
over the basics of Organic designing website, start an
ideas gathered and begin
Chemistry Activity: Create outline of data to present
to draft ideas of improving
a foldable
to local officials (Mayor's
air quality locally
office)
Week 5
Investigative Lesson: Do
an enzyme lab
Benchmark Lesson:Have a
PBL: Make sure websites http://www.ift.org/~/media
review day of all concepts
are finished, finish letters /Knowledge%20Center/Le
covered in the book
to send off to the mayor's arn%20Food%20Science/E
Activity: Play a reveiw
office
nzymes%20in%20Food%2
game
0Systems/TeacherGuideC
ATALASE.pdf
PBL: Have students

continue to edit their
website
Have students complete all
activities except "What's
Have students complete
in Our Air?"
air quality activities except
http://www.uni.edu/storm/
for What's in Our Air"
downloads/highschool/Par
ticulates.pdf
Perform an organic
chemistry lab
PBL: Go over how to write

a letter, have templates for
them to use, and write
practive
practice letters to each
other
PBL: Present websites to

each other in the class; if
decide to do one then
Assessment: Provide unit
have the whole class make test, take a survey of the
a video summary of their
unit project
site and post to youtube,
send off letters
Benchmark Lesson day

Investigation Lesson day
PBL Work Day
40
41

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1

Air Pollution: Chemistry in

Rachel Lee &

Air Pollution: Chemistry in Biology

Teachers use technology in a facilitated fashion to support student engagement and

Air Pollution: Chemistry in Biology

Air Pollution: Chemistry in Biology

Final Project & Rubric

Air Pollution: Chemistry in Biology

*This was created using Rubistar at rubistar.4teachers.org/

Air Pollution: Chemistry in Biology

Air Pollution: Chemistry in Biology

Introduction to Atoms, Elements, and Compounds: Day 2

Air Pollution: Chemistry in Biology

Compound Lab: Day 3

Air Pollution: Chemistry in Biology

Air Pollution: Day 4

Chemical Bonding: Day 5

Air Pollution: Chemistry in Biology

Air Quality at School: Day 6

Air Pollution: Chemistry in Biology

Air Quality Testing: Day 7

Final Project Introduction: Day 8

Air Pollution: Chemistry in Biology

The Carbon Cycle: Day 9

Summarize the guidelines of science:

Research and apply appropriate safety precautions (refer to ADE

Identify sources of bias that could affect experimental outcome

Gather and analyze data using appropriate summary statistics

Formulate valid conclusions without bias

Communicate experimental results using appropriate reports,

Air Pollution: Chemistry in Biology

Air Pollution: Chemistry in Biology

Global Air Pollution: Day 10

video link: https://www.youtube.com/watch?v=JSyc72cE32Q

Air Pollution: Chemistry in Biology

Water Quality: Day 11

Amber Butte and Rachel Lee

Investigate the properties and importance of water and its

Use appropriate equipment and technology as tools for solving

Utilize technology to communicate research findings

Air Pollution: Chemistry in Biology

Unit Overview and Air Pollution Introduction: Day 12

Collect and analyze scientific data using appropriate mathematical

Identify sources of bias that could affect experimental outcome

Gather and analyze data using appropriate summary statistics

Formulate valid conclusions without bias

Communicate experimental results using appropriate reports, figures,

Air Pollution: Chemistry in Biology

Hands on/ Inquiry

Air Pollution: Chemistry in Biology

Final Project Workday: Day 13

Air Pollution: Chemistry in Biology

Investigative Lesson: Day 14-15

Use appropriate equipment and technology as tools for solving

Analyze the effects of human population growth and technology on the

Evaluate long range plans concerning resource use and by-product

Assess current world issues applying scientific themes (e.g., global

Air Pollution: Chemistry in Biology

Materials Required For This Lesson:

Air Pollution: Chemistry in Biology

Unit Overview and Air Pollution Introduction: Day 16